Victorian Curriculum

Resources for Victorian Curriculum

Discipline area

level

Inquiry question/curriculum focus

Resource name and link (or attachment)

Geography

Foundation -2

 The curriculum focus is to examine the child’s knowledge on different place’s seasons and weathers.

Inquiry question: What is the connection of weather to seasons?

 Video

https://www.youtube.com/watch?v=KjkQ2d5Apu8

Kidseduc

https://www.youtube.com/watch?v=7UckUHeWXD0

History

Foundation -2

The curriculum focus is on examining the changes in technology over several generations by comparing past and present objects.

Inquiry question: How has the transition from wood- fire to gas- electrical appliances shaped people’s lives?

 UNECE video

https://www.youtube.com/watch?v=9z-EGVeKTrc

Civics and Citizenship

Level 3-4

 The curriculum focus is on the laws and citizens.

Inquiry question: What is the difference between rules and laws and what is the importance of these rules and laws for a citizen?

 https://www.mamhca.org/assets/1/7/Laws_vs_regulations.pdf

https://legodesk.com/legopedia/difference-between-act-and-law/

Economics and Business

Level 5-6

 The curriculum focus is on the resource allocation and making choices.

Inquiry question:

What are the needs of the customers and how are they different from their wants?

 

Book: Making humanities and social sciences come alive

Evaluation of Victorian Curriculum

This is the resource of a YouTube video that is relevant for grade students. This video can be used in the form of a teaching source in a form of descriptive piece of work that includes pictures of the people enjoying the season and it can be used as an informative piece of work that can be presented in front of the children. The main challenge that may be faced in using this resource is that the children must be first introduced with different places in Australia because this work piece describes weather of different places like Sydney, Melbourne, Brisbane; Cairns and so on so that they better understand the difference between the two terms in relation to the places. This is one of the most useful resources in teaching children about climate and weather as it gives the detailed description along with differentiating between the two. The examples are also mentioned for the same that will assist the children in learning and better understanding the underlying concepts of these terms. This resource is useful because it clearly describes the four main seasons with duration of months in which they occur and also describes the weather at different places with the mention of maximum temperature, minimum temperature, rainfall, sunny days and sunshine hours all of which are the indicators of the specific season (Herold et al., 2018). Engagement of the students with this resource will help them in learning about the temperature, rainfall and this will enable them to observe weather each day.

This video link is innovative that explains the children with the help of diagrams in a language that can be easily understood.It gives an insight of step by step processes that have been used from contemporary times to bring innovation. This resource that is the video specifically mentions about the transition from wood fire appliances to the electrical appliances can be used to teach children about the historical appliances and the modern day technology that have changed people’s lives (Ku, 2018). The main challenge in using this resource is that it talks in detail about the wood and fire appliances that were used in contemporary times but gives little information on modern day technologies like electrical appliances. This resource is useful for the children of second grade because it allows them to get a better understanding of various wood and fire appliances along with their applications as used by people of that age and generation. This change in technology has shaped people’s lives and improved this is in good manner and this video provides relevant evidence for the same. This video is highly relevant for this discipline because it is based on renovation process that uses technology to bring about the transition. The children will use this resource to learn about different fire based and wood based appliances that were used traditionally and the manner in which technology is used to replace them with electrical appliances. They will learn about the usage of technology and also the transition and the manner in which this has shaped the people’s lives.

This resource is a pdf format document that is used to teach students of grade 3-4 about the main differences between rule and law. This resource can be used as authentic evidence for them to learn or the teacher can make these points of difference into the table format to attract the children’s attention towards this topic (Hanushek &Woessmann, 2017). The main challenge in using this resource is that it contains only text and is a pdf document which may not be liked by the students because they are interested in learning when it is written in simple language so that they can understand well.This pdf document will assist the teacher in explaining the students in simpler language that matches their understanding level. The rule and law can also be taught with this document in a simpler manner as this resource is appropriate for this grade level. This is a highly reliable and useful resource for teaching students on the difference of rules and laws because it provides the points of differences and the points of similarities between the two. The children at this age are inquisitive about learning the differences and similarities at the same time so that better comparison can be made. This resource will help the students in learning about the differences between law and rules along with learning the meaning of each of them individually and what happens when one attempts to change the law. By engaging with this resource they can have a detailed and better learning.

This resource provides key differences between the needs and wants that are in the context of economics and business. This resource can be used as a theoretical learning piece as it provides a comparison chart for the two. This resource can be used as a learning piece and as a referral material when they will be learning this topic from their curriculum notes and books. The main challenge subjecting to the use of this resource is that the comparison given is detailed but the main highlights needs to be more precise. The highlights do not focus the main idea of the concept but others. This resource is relevant to this grade level as the students learn better through a comparison chart when learning the differences between two things. This is also relevant because it gives an appropriate definition of both the need and wants from an economic context followed by the mention of key differences (Stewart, 2019). These two concepts of economics are well defined in this resource and are given in an easy language that will enable better understanding and learning from a student’s perspective. The students of this grade have better understanding power thus the use of this resource will clear their concepts of economics and they will better be able to remember these because of the clear and concise comparison chart. It also gives a diagram that weighs wants and needs of economics that is attractive for a fifth and sixth grade student. The engagement in this resource will be beneficial for the student.

Teaching within the Humanities

The levels foundation to level 2 of Geography focuses on making students learn about the manner in which people are connected to different places. There are many ways in which people are connected to different places like children of parents from two different countries will be connected to both the countries because it is mother’s country and the other one is father’s country. The people are also connected to different places because their friends, relatives, family members and others live at different places so they may have a connection with that place.

The strategy that can be used to teach to the specified grade level students that is to the students of level 2 is by connecting different places with the different people of their life (Gay, 2013). The first concept that would be taught to them is that people are connected to other places by different things. The teacher would use examples of different things starting from the family members. The will be instructed to write down the place they and their parents belong to. The children will then be asked to write down the places at which their cousins and friends belong to. This will help them to connect with the places where their related people belongs to. This will be followed by writing different places they have been on holidays. This may include different countries, places within their own nation, different states or anywhere they have been on their holidays. This will make them learn about different places that they have connection with and then they will be instructed to connect to the places of their friend. These cross talk techniques will facilitate connection to different places.

They will be asked to think of their favourite place in their own town and community then they will have to identify one of their favourite things at this place. The place where the child connects a meaning will be considered as their connection with the place (Ertner et al., 2012).

The teacher will also instruct them to write down their favourite sport, bird and the languages they know. The children will then be taught that if they like a particular sport then they are connected to a country that has this sport as their national sport. They will be asked to write down their favourite monument in their own country so they are connected to that specific place in the country as they like visiting there.

They will be asked to mention one thing that they have bought (or they have received as a gift from someone else) from a place that is different from their own place. They will describe that they are connected to that place because they have an object belonging to that particular place. This strategy of exploration of connection with different objects will be an effective strategy in making them learn different ways in which they have connection with different places (Aguilar, 2013).

They will be taught that people are also connected to different places through different beliefs (Diaz et al., 2015). The children will be asked to narrate a belief that they have learnt from their grandparents. This will help them in recalling the teachings of their grand- parents that they must have learnt through bed- time stories. They will be taught that they are connected to this place too.

Analyse Assessment Strategies

The choice of assessment strategy that is used for teaching the students on connection with different places is “formative assessment”. This assessment strategy is used to educate children the subject geography that is based on the locations and different places across the globe. The students of level 2 are new to this subject so the primary step towards their learning of different places is done through associating them with different objects of their life (Hopkins, 2013). The students at this level are closer to their parents so the first step of choice is to connect them with the place of their parents. The parent’s place is known as father’s place or mother’s place by the child so they become connected with this place because of their parents. This strategy of using the children’s own related things like parents, objects is effective in making them learn about the places that they have a connection with. The formative assessment will involve the teachers to pose questions based on the places of their parents and different objects that they have in their home.

The choice of this assessment strategy is effective because the children can identify different objects and people that belong to different places and they can learn about how they are connected to these places through this object. This is effective in making them to learn the meaning of real connection that they have with different places. The people are connected to different people (like relatives and friends) who are connected to different places thus this forms a chain of connection. The teacher would pose questions related to their favourite food, gifts, bird and the places they belong to. This strategy can be best implemented by asking variety of direct and indirect questions that can be employed in this case. This is the strategy to narrowing down the topic to a sharper focus and the questions asked will be more specific. Each day the teacher will conduct a session in which the children will be asked to mention three objects that does not belong to their own place.

This strategy is effective in making them speak and answer about their connections with these objects thus different places that these objects have come from. The strategy of identifying different objects and then connecting to different places through these objects is the best choice because it enabled the children to value these objects because they are from different origins and also helped them in connecting themselves to different places. They were then asked to identify the similarities between themselves and the other mates in the classroom. This further helped in establishing a connection that people have with different places. People are connected to different places through objects, feelings, people, emotions and things. This was the main concept for the choice of this strategy that is effective in making children identify their connections with different places (Stals, Smyth &Mival, 2017).

The student’s learning must be assessed so as to get better insight of the student’s progress. Thus, record keeping is mandatory to track the child’s progress in learning and development. The record of a learner’s progress can be through progress reports. The progress reports are the record keeping sources that are used to keep a track of the child’s progress and these can be obtained weekly. These are made often that is weekly and as positively as possible. This makes it easy for the teachers and the parents to identify the areas of improvement that are important for self- assessment purpose also. These progress reports are different from the report cards. The parents must also have the access to these progress reports so that they can check the progress of the learner positively (Boudett, City & Murnane, 2013). This also helps the teachers to make use of the relevant evidences of student learning so that they can make judgements on the achievement of the learner. This also serves as a medium for making informed and consistent judgements so that the learner’s learning can be improved. The records of the learning progress later helps the teachers in building on the strengths of the children so that better learning from their end can be achieved. The learning of the student’s connection with different places helps in making them learn about different places too. This learning can be recorded for the student’s progress report so that the student’s learning can be recorded for their assessment evaluation.

The teacher uses different strategies to make effective learning in the students. The strategies can be based on different concepts thus it is important that they facilitate the strategy that is effective in making them learn. This strategy of formative assessment may be effective for some children and may not be effective for others thus the teachers must always use the strategy that is effective for most of the students. The children learnt well about their connection with different places using this strategy and they also learnt about the connections of different people with different places. This record keeping instrument that is progress report that is used to record the student’s learning is also an effective tool (Schneider, 2016). This is the tool that helps in the weekly assessment because it does not shock the parents at last like the report card of the children does.

The choice of assessment strategy that is formative assessment is highly effective because it allows them to experience geographical information by using their own information. This method helped in identifying the people that are connected to different places by the students as the relatives are connected to different places and so on. They successfully identified personally significant places through objects, language, sports, and family members and so on and also identified their connection with these places. They were able to draw the key features of a familiar place when instructed to do so. Thus, it can be concluded that this was an effective strategy in making students learn the way in which people have connection with different places.

Controversial Topics

A controversial issue that is in the news at the moment is “Coronavirus” and the death toll that has reached to high limits due to this virus. The students of low levels and grades can be taught to explore this issue by making them watch news channel and understanding the impact of it on people. The online classes can be conducted to make them learn about precautions that must be taken like hand washing, hand hygiene, body hygiene, wearing gloves, maintain social distance, to not roam outside of home and so on (Novel, 2020). This approach of making them learn through online class and instructing them to make a poster to make people aware is an effective method of learning.

The poster will help the child in exploring the topic and drawing to make other classmates aware of the same so that efforts from all can be respected. This approach will help the students in exploring this issue and they will use the information given by their parents, shown in television and all to design a poster. The poster making will be a fun activity for these children where they will engage to learn about this controversial issue of coronavirus and its deadly impact on the people. This is an effective approach in making them learn of the most recent controversial issue and this must be used for the students for making their learning fun. They will explore more about this issue by seeing their classmates’ posters that will make them more aware and learn new things about this virus and disease.

Humanities Across the School

The students learn a lot by involving in these sorts of activities. The activities that are conducted outside the formal classroom include the group activities, play activities and others. These help the children in learningthe importance of team work as they are divided into the team and are made to work together in order to win. They learn the importance of learning in group and the importance of winning for others too. All of the students are benefitted in the school as they present the ideas in which the peers also plays an important role (Ntsala&Mahlatji, 2016). They facilitate the effective listening that improves the learning of these children. They also learn the communication skills and aims to bring positivity for them who fail to answer the questions in a group.

The discipline concepts that are lives through these experiences must be formally taught in the classroom to the students. This is because then only they will be discipline outside the class during these activities. For a group work, they must be taught to respect each and every one’s thoughts and views in the classroom. This will make them listen effectively to others and communicate with others. A student representative council will help the peers to represent all the students within the school so the discipline must be taught to children in the classroom (Iwara, Amaechi&Matshidze, 2019). The statutory structure discipline is mandatory to be taught in the classroom so that they behave properly outside the class.

References for Victorian Curriculum

Aguilar, E. (2013). The art of coaching: Effective strategies for school transformation. New Jersey: John Wiley & Sons.

Boudett, K. P., City, E. A., & Murnane, R. J. (2013). Data wise: A step-by-step guide to using assessment results to improve teaching and learning. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.

Díaz, S., Demissew, S., Carabias, J., Joly, C., Lonsdale, M., Ash, N., ... &Bartuska, A. (2015). The IPBES Conceptual Framework—connecting nature and people. Current Opinion in Environmental Sustainability, 14, 1-16.

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., &Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers &Education, 59(2), 423-435.

Gay, G. (2013). Teaching to and through cultural diversity. Curriculum inquiry, 43(1), 48-70.

Hanushek, E. A., &Woessmann, L. (2017). School resources and student achievement: A review of cross-country economic research. In Cognitive abilities and educational outcomes (pp. 149-171). Springer, Cham.

Herold, N., Ekström, M., Kala, J., Goldie, J., & Evans, J. P. (2018). Australian climate extremes in the 21st century according to a regional climate model ensemble: Implications for health and agriculture. Weather and Climate Extremes, 20, 54-68.

Hopkins, P. E. (2013). Young people, place and identity. London: Routledge.

Iwara, I. O., Amaechi, K. E., &Matshidze, P. E. (2019). Successful Women Leaders in Africa: A Case of Student Representative Council (SRC) in South African Universities. Gender and Behaviour, 17(1), 12765-12780.

Ku, M. C. (2018). An Investigation of the Associations Among Professional Tasks, Document Genres and Document Assessments in the Context of University Teaching. Journal of Library & Information Studies, 16(2), 25-61.

Novel, C. P. E. R. E. (2020). The epidemiological characteristics of an outbreak of 2019 novel coronavirus diseases (COVID-19) in China. ZhonghuaLiu Xing Bing XueZazhi= ZhonghuaLiuxingbingxueZazhi, 41(2), 145.

Ntsala, M., &Mahlatji, M. R. (2016). Student representative council: addressing information needs of students and evaluation of information dissemination channels used by the SRC of the University of Limpopo. Journal of Public Administration and Development Alternatives (JPADA), 1(1), 102-120.

Schneider, J. (2016). The Effect of Daily Progress Reports on Parental Academic Support: Paper versus Electronic Communication.

Stewart, F. (2019). Macro policies for appropriate technology in developing countries. London: Routledge.

Stals, S., Smyth, M., &Mival, O. (2017, June). Exploring People's Emotional Bond with Places in the City: A Pilot Study. In Proceedings of the 2017 ACM Conference Companion Publication on Designing Interactive Systems (pp. 207-212).

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