EEO311 Learners Living in their world Humanities

SCOPE & SEQUENCE UNIT PLANNING

Duration: 10 weeks
STUDENT NAMES:
Tayla Devilee & Emily Childs
Humanities Perspective: History & Geography Topic: Local Perspectives
Key Concepts/Values
Our family, school and local community are made up of a number of
special people and places.
Our neighbourhood is evolving, adapting and changing.
Year Level: Two
We have a responsibility to improve and look after our community
Big Idea:
My neighbourhood is Unique

Teaching proposal (500 words)

The unit my neighbourhood is unique incorporates both history and geography. The activities combine hands-on experiences, written work and
collaborative discussions to ensure these experiences are educative and to deepen their knowledge and skills. Morris writes children need a
range of experiences in the natural world to develop their senses and gain new understandings and skills (2010, p. 28). Furthermore, these
activities enforce the essential 21st century skills of critical and creative thinking, communicating and collaborating. Students are invited to
explore the uniqueness of their neighbourhood while participating in the knowledge, skills and values that support active citizenship and the
capacity to act as informed and responsible citizens (MCEETYA 2006 p. 2).

At times, students will leave the classroom as a method of engaging and deepening understanding. Pickford, Garmer and Jackson reinforce this
idea in their work enquiry outside the classroom whereby they state Learning outside the classroom can motivate the children in their learning;
learning outside the classroom through enquiry, fully engages and challenges the children, ensuring real learning takes place (2013, P. 39).
There are two excursions within the unit; a neighbourhood walk utilizing their 5 senses and a local community environment farm that educates
children on waste management. The reasons why these excursions have been included is explained by Pickford, Garmer and Jackson who say
The very best learning in both geography and in history occurs throughout first hand experiences, when children are active learners, engaged in
process of enquiry, posing and answering questions (2013 p. 40). The excursion aims to foster responsibility for their environment and to take
ownership of our neighbourhood.

Community helpers in our neighbourhood are introduced as means of connecting the personal and social aspects of community. Creating a sense
of community is important as we are helping the students realise that a community is more than just a location, or a collection of individuals
who happen to live or work in the same place (Touhill 2012, p. 1), we are teaching our neighbourhood is unique because, everybody is different
and everybody has different roles to play in our community.

Central to this idea is the giant neighbourhood map. As the weeks continue, creations from lessons will be added to the neighbourhood map. The
neighbourhood map not only creates a visual connection to our location but helps forge the connections of identity and belonging. The class map
creates a positive educative experience as it is valuable for children to feel part of a wider community that extends beyond the learning
environment (Touhill 2012, p.1). Moreover, as children grow and develop, connections to the outside world help them to find their place in the
world. These connections have been made visible and collaborative as involving children wherever possible in such connections makes the
experience meaningful in the childs eyes. (2012 P. 2)

Focus has been given to exploring student diversity in our very own classroom, school and neighbourhood. Students have been asked to compare
the similarities and differences of our classrooms cultures as a method of introducing the deeper concepts seen in Civics and citizenships
whereby it states, students to have An appreciation of the uniqueness and diversity of Australia as a multicultural society and a commitment to
supporting intercultural understandings within the context of Australian democracy (MCEETYA 2006 p. 2).

As our present community represents many nationalities and cultures it is important that our teaching and activities reflects this. Therefore,
topics within the unit include, diversity of cultures and indigenous cultures. The significance of teaching Indigenous culture is enforced by the
Australian Curriculum where it is a cross-curricular priority. It states The Aboriginal and Torres Strait Islander Histories and Cultures priority
provides opportunities for all students to deepen their knowledge of Australia by engaging with the worlds oldest continuous living cultures
and furthermore students will learn the Indigenous community to be strong, resilient, rich and diverse (VCAA 2016).
Indigenous culture, combined with the understanding of diversity, is an essential element to learning the heritage of our local community and
furthermore ensures that schooling contributes to a socially cohesive society that respects and appreciates cultural, social and religious diversity
(Melbourne Declaration 2008, p. 7).

Learning intentions:
Key Understandings (knowledge) Key concepts and skills
At the end of this unit, students will understand that: At the conclusion of this unit students will be able to:
1. A single individual is connected to various forms of communities; Analysing breaking down the parts of our local
family, school and local etc. community and how they fit together.
Comparing & Contrasting The past and present
2. A community is built up of a variety of different people with a range
of skills and needs. local community
Describing our family, school and local community
3. A community is built up of a variety of different places which have and its features
great significance to community members.
Creating class map, family tree, personal cut out
4. A community can change over time. Problem Solving possible solutions and
 5. A community environment needs to be sustained through active consequences for community members not
care from community members. completing their job.
6. A community has cultural heritage Listening actively in group work, class discussions,
explanations and activities
Using technology research, representing places in
our neighbourhood using various mediums
Writing of information reports, personal
reflections
Team building group work, collaborating, class
discussions
Resolving Conflict working cooperatively with
others.

Victorian Curriculum areas covered in this inquiry unit related to Humanities

Discipline Knowledge code Concepts /Skills code
History Differences in family structures of families and the (VCHHK059) Identify the significance of a person and/or place in (VCHHC057)
role of family groups today, and what they have in the local community
common and how these have changed or remained
the same over time

How they, their family, friends and communities (VCHHK062)

commemorate past events that are important to
them

The history of a significant person, building, site or (VCHHK063)

part of the natural environment in the local
community and what it reveals about the past
Geography Identify how people are connected to different (VCGGC059) Describe and explain where places and activities are (VCGGC058)
places. located

Natural, managed and constructed features of Identify and describe the features of places at a local (VCGGC057)
places, their location and how they change (VCGGK068) scale and how they change, recognising that people
describe the features of places differently
Representation of the location of places and their (VCGGK063) Collect and record geographical data and information (VCGGC060)
 features on maps and models, including a globe, from the field and other sources
and the location of the major geographical divisions
of the world in relation to Australia

Aboriginal and Torres Strait Islander Country/Place (VCGGK066)

on which the school is located and why
Country/Place is important to Aboriginal and Torres
Strait Islander peoples, and the ways in which they
maintain special connections to particular
Country/Place

Reasons why some places are special and some (VCGGK069)

places are important to people and how they can be
looked after.

Other learning areas & CAPABILITIES

Personal and social
Identify how families can have a range of relationships (VCPSCS0011)
Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group tasks (VCPSCSO014)
Identify personal strengths and describe how these strengths are useful in school or family life (VCPSCSE009)
Ethical
Explore the meaning of right and wrong, good and bad, as concepts concerned with the outcomes of acts (VCECU001)

Critical and creative thinking

Intercultural
Identify what is familiar and what is different in the ways culturally diverse individuals and families live (VCICCB001)
Identify and discuss cultural diversity in the school and/or community (VCICCD003)

SCOPE & SEQUENCE UNIT PLAN

When Learning intentions: Learning Experiences/ Learning processes Resources VC links/
(Weeks) Knowledge/concepts & skills codes
Wk 1 1. A single individual is
connected to various forms of
communities; family, school
and local etc.
2. A community is built up of a
variety of different people with
a range of skills and needs.
3. A community is built up of a
variety of different places which
have great significance to
community members.
With the help of the teacher over the course of this unit,
students will have constructed their very own
neighbourhood. It is an ongoing project where items from
the community will be added as they are covered.
(Turner, 2015)
(VCPSCSE009)
Session 1
Teacher introduces the top to explain that our
neighbourhood incorporates our:
- family community
- school community
- local community
Using paper cut outs students:
1. Personalize their cut-out to reflect themselves.
2. Add one personal strength that helps their family
3. Placed it on the Neighbourhood Map to show
where each child is located in our community. (Clipart, 2016)
(VCICCB001)
Session 2
(VCICCD003)
Read the great big book of families a story that illustrates
how families come in all shapes and sizes and celebrates (VCHHK059)
diversity.
1. In a speech bubble, students write what their
family celebrates (traditions e.g. Easter, lent etc.)
as well as their families hobbies.
2. The speech bubble is then stuck next to their
person on the neighbourhood map.
(Booktopia, 2015)
(VCHHK062)

Wk 2 1. A single individual is
connected to various forms of
communities; family, school
and local etc.
2. A community is built up of a
variety of different people with
a range of skills and needs.
3. A community is built up of a
variety of different places which
have great significance to
community members.
Session 3
Students make a family tree in the form of a house. Inside
the house, students represent every person who lives with
them, including any pets. After a class discussion about
each students house they will be placed around the
classroom for display.
(Krokotak, 2016)
Session 1
The class discusses all the different individuals who make (VCICCD003)
up their school community:
- how they connect
- how they help each other (Sketchite, 2015)
Students work together to construct paper collage of
school. It is added to neighbourhood map.
(VCHHC057)
Session 2
Discussion is encouraged on:
- what makes a good teacher?
Students are placed in small groups to discuss:
- what makes a terrific teacher in the school
community?
Students will focus on what a:
- teacher is (Thomas, 2013)
- teacher does
- teacher says
- teacher does not do
(VCHHC057)
Session 3
Students brainstorm in small groups what makes a good
student, answered recorded in workbook.
Each student places an idea on the what makes a good
(Nickerson, 2012)
community citizen poster
Wk 3 1. A single individual is
connected to various forms of
communities; family, school
and local etc.
3. A community is built up of a
variety of different places which
have great significance to
community members.
Wk 4 1. A single individual is
connected to various forms of
communities; family, school
and local etc.
2. A community is built up of a
variety of different people with
Session 1
1. Student are to brainstorm all the places their (VCGGC058)
family visits in their community in one week and
find them on a map.
2. Students construct their paper plate cars and
transfer the places they visit onto the back.
3. These cars are added to the bottom on the
neighbourhood map.
(Stacey, 2015)
Session 2 : Excursion (1hr) (VCGGC060)
The class ventures off on a community walk surrounding
their school. Students are to take their Ipads and record
the places and interesting things they see.
Students are encouraged to interact with their 5 senses (CBS Local, 2012)
and record (on their Ipad)
- saw
- smelled
- heard
- touched
- tasted
Session 3
Having completed the community/nature walk.
- Class discussion is conducted about what we saw/
(Teachers Pay
noticed on the walk.
Teachers, 2015)
- Students unpack, what is in our neighbourhood?
- My nature walk activity sheet is filled in
Session 1
Print out photos students took using their ipads (guidance (VCGGK068)
from teacher to ensure no double ups) and make into a
(VCGGC060)
book.
Generate a class discussion about what is in our
neighbourhood and what could be missing.
Images are
a range of skills and needs.
3. A community is built up of a
variety of different places which
have great significance to
community members.
- laminated, (Allison, 2014)
- hole punctured and
- connected via a metal ring to create the flipbook.
Session 2
(VCHHC057)
Read jobs people do by DK, a picture book using children
to illustrate the various jobs in a community.
Students develop a giant list of jobs in our neighbourhood.
problem posed to students; what would happen if a
policeman decided not to do the right thing?
(brainstorm & discussion)
(In preparation for next lesson students are asked to go (Picture Book Woman,
home and find out what their parents/caregivers jobs are) 2015)
Session 3
What jobs do our parents/caregivers do? Circle time on
(VCHHC057)
the floor
- students take it in turns to explain what their
parents do for a living.
- Students will go and write a 2-3 sentences about (Levin, 2016)
how their parents help their community in their
workbooks.
WK 5 2. A community is built up of a
variety of different people with
a range of skills and needs.
3. A community is built up of a
variety of different places which
have great significance to
community members.
WK 6 2. A community is built up of a
variety of different places which
have great significance to
community members.
5. A community environment
needs to be sustained through
active care from community
members.
Session 1 & 2
Students are broken into 5 groups and are assigned one (VCPSCSO014)
community helper each to inquire about.
(VCHHC057)
1. Nurses
2. Garbage collector
3. Policeman/women
4. Postman
5. Mechanic
Students use their ipads to research their community
helper. Next students construct a lapbook to display the (Clip Art, 2015)
information found. Students are researching: (Ture Local, 2013)
- What does this person do? (Szuflak, 2013)
(Drezhlo, 2014)
- How do they help the community?
(Lapbook adapted from Andrea Knight from Teachers Pay Teachers) (123RF, 2016)
(Images representing each community helper is added to map)
Session 3
35 minutes - finishing lapbook
25 minutes - students present their findings about their
groups job to the class.
(Teacher Pay Teachers,
2015)
Session 1, 2 & 3
Excursion to Edendale (half day excursion) (VCGGK069)
We are focusing and exploring more on one community
helper being the garbage collector. Students travel to the
community environment farm to learn about waste
management and how this helps our local community.
Reflective task (Wilson, 2012)
write in workbook how waste management helps our

WK 7 1. A single individual is
connected to various forms of
communities; family, school
and local etc.
3. A community is built up of a
variety of different places which
have great significance to
community members.
5. A community environment
needs to be sustained through
active care from community
members.
community.
Session 1
The class will have a discussion about their favourite place (VCGGK069)
and what makes it special.
Students make a list and illustrate all their favourite and
special places in our neighbourhood. This is done in a love
heart shape.
(Annie, 2013)
(VCGGK069)
Session 2
Students will pick a significant place to them from the
previous lesson and create an Instagram poster with
hashtag #myspecialplace. Students bring in a picture of
their chosen place for the poster, and write why it is
special to them and the community.
(Teachers Pay Teachers, (VCGGK069)
2015)
Session 3
Students brainstorm ideas on:
- why the school is important
- how we can look after it
- how we can improve it
In pairs students write a point for each and place on
Wonder Wall. Expand on students ideas in discussion.
(Madly Learning, 2015)
WK 8 4. A community can change
over time.
5. A community environment
needs to be sustained through
active care from community
members.
6. A community has cultural
heritage.
WK 9 1. A single individual is
connected to various forms of
communities; family, school
and local etc.
2. A community is built up of a
variety of different people with
a range of skills and needs.
3. A community is built up of a
variety of different places which
have great significance to
community members.
4. A community can change
over time.
6. A community has cultural
heritage.
Session 1
Students will read The Little House a story about how a (VCGGK068)
houses surrounding changed.
(VCGGC057)
Students will research on our neighbourhoods history and
print historical images.
(Goodreads, 2008)
Session 2 / Session 3
Under each image students will write a sentence (VCHHK063)
explaining the relevant similarities and differences.
Using pegs and string students will sequence pictures to
their relevant time periods.
Class discussion: Our community in the future and their (Living and Learning,
relevant similarities and differences to now. 2013)
Session 1
Read Welcome to Country and discuss the Indigenous (VCGGK063)
community and its importance. Collaboratively students
(VCHHK062)
create a large paper collage of the Indigenous community
symbol to display in the classroom. (VCGGK066)
(Readings, 2016)
(Edith Cowan
University, 2012)
Session 2 (VCGGK066)
Discuss how Indigenous symbols link to elements of their
community. Students transfer these symbols onto their (VCPSCSO014)
class community display, and provide a legend for other

WK 10 1. A single individual is
connected to various forms of
communities; family, school
and local etc.
2. A community is built up of a
variety of different people with
a range of skills and needs.
3. A community is built up of a
variety of different places which
have great significance to
community members.
community members as a reference.
(VCGGK066)
(VCICCD003)
Session 3
Students are introduced to the Kulin Nation and the (Geoffrey Bardon, 2016)
Woiwurrung tribe. Students will map the Kulin Nation on
a Victorian template and mark their community. The
teacher will provide a model to scaffold student learning.
(Minutes of Evidence,
2013)
(Russell, 2016)
Session 1
Students compose either a letter or an email to an (VCGGC059)
international pen pal describing how their neighbourhood
is unique. Students include information about their family, (VCGGC058)
school and local community.
(VCICCB001)
(Youngwoo, 2014) (VCICCD003)
Session 2 Incursion
To celebrate Neighbour Day Students bring in their
special friend (relative, caregiver or friend) and share
(Neighbour Day, 2015)
with them how our neighbourhood is unique. Students
will show them the neighbourhood map, their work over

4. A community can change
over time.
5. A community environment
needs to be sustained through
active care from community
members.
the past 10 weeks and the collaborative class projects.
(This is oral practice to what can be included in their letters)
Session 3
Students continue on the email/letter to their (VCGGC058)
international pen pal. Lesson concludes with sharing some
of the details in our letters, and what they have learnt (Levin, 2016)
about our neighbourhood during the term.

6. A community has cultural

heritage.
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Rationale/Curriculum Links
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