Module 2 - Thinking about how we live with others:

Civics & Citizenship

What if Everybody Did That? By Ellen Javernick
1. Where the resource is placed in teaching and
learning
AusVELS Civics and Citizenship Domain - Level 2

Learning Focus statements from AusVELS:

They discover why groups and communities have
rules, begin to question rules which they believe
are unfair, and make suggestions about improving the rules within the community.

2. How you would use this resource in your classroom to enhance teaching
and learning? (Prep Year 2)

This book would be beneficial in my classroom when discussing the importance of

rules and laws.
After a class discussion and brainstorming activity surrounding the students ideas
and opinions of rules and laws and why we might need them, I would read them the
picture story book What if Everybody Did That?
During the story I would be questioning students and trying to relate the things
happening in the story to their life experiences. EG. What if everybody left their
rubbish on the playground?
This story helps introduce the idea of laws and rules to students and why they are
important. Students are able to make connections to their school community and
wider community and begin to understand why laws are necessary for a functional
community.
Once students have discussed the book, they will be encouraged to discuss the
school rules. This is a great opportunity for students to now create their own set of
class rules to follow.

3. A brief description of how your resource/activity responds to an aspect or

aspects of the readings for that week.
This is great way that allows discussion with students to provide them the
opportunity to voice their opinions of what laws and rules they feel are necessary in
a community and why. This resource is a fun way to look at what the world would be
like if we didnt have rules, and helps highlight the importance and necessity of laws.
Through this, teachers are providing opportunities for students to develop their
values underpinning our pluralistic and multicultural society, such as
freedom, tolerance, respect, responsibility and inclusion (Tudball
2009, P. 10) by creating classroom rules surrounding these values that
their wider community deems important.
Module 3 - Living with others locally: Who are the people in my
neighbourhood?

Community Helpers Theme Word Cards

http://www.k-3teacherresources.com/community_helpers.html#.VWPmj8_LeFV
1. Where the resource is placed in teaching and learning (Include relevant AusVELS
and level.
AusVELS Civics and Citizenship Foundation Level
Learning Focus statements from AusVELS:
Students begin to develop a sense of belonging to the school community and by
exploring the people in their community, students can begin to develop their idea of
people in a community and the roles people have in a community.
2. How you would use this resource in your classroom to enhance teaching and
learning? (Prep Year 2)
I would use this resource to create a wall dedicated to Our Community
and on this section of the wall, list the people who make up our community.
The class can then discuss why these people are important members of the
community, and by the end students should have developed the
understanding that each member is important and brings something
valuable to the community.
The teacher will ask students to raise their hand and identify people in the
community. The teacher will then stick the card to the wall that the student
has suggested, as shown in the picture above to the left.
This provides a visual aid to students about the various members in the
community and how each member and their career helps to create the
community we live in.
3. A brief description of how your resource/activity responds to an aspect or aspects
of the readings for that week. (Add in a reference)
This is a great resource that engages students in the class discussion and allows
them to share their experiences with others. EG. A student may share their
story of an experience with the mail man, or nurse etc. and help explain why
they are important in the community. This will help students identify their
parents jobs and understand why their parents have important roles in the
community too. EG. If someones Mum is a hairdresser, we could discuss what
might happen if she wasnt there to cut our hair.

Module 4 - Living with others in my country: Aboriginal and Torres Strait Islander histories
and cultures
Dreamtime Stories

https://www.youtube.com/watch?v=lDl5QwAR8DI

1. Where the resource is placed in teaching and learning (Include relevant AusVELS
and level.
AusVELS The Humaities (History) Level 2
Learning Focus statements from AusVELS:
Explore a point of view (ACHHS052)
Develop a narrative about the past (ACHHS053)
2. How you would use this resource in your classroom to enhance teaching and
learning? (Prep Year 2)
I would use this resource to introduce the idea of dreamtime stories and
what they are, and their meaning to Indigenous people and their
communities.
It is important for the teacher to ask inquiry based questions to prompt
deeper thinking from students about what dreamtime stories are.
After this the children could create their own platypuses as a craft activity,
or the teacher could explore further dreamtime stories with students.
3. A brief description of how your resource/activity responds to an aspect or aspects
of the readings for that week.

Module 5 - Living in Australia: The country where I live

My Australia Poster

1. Where the resource is placed in teaching and learning (Include relevant AusVELS
and level.
AusVELS The Humanities (Knowledge and Understanding) Level 2
Learning Focus statements from AusVELS:
Similarities and differences between individual groups, including the language,
culture and religious groups that make up the Australian nation
2. How you would use this resource in your classroom to enhance teaching and
learning? (Prep Year 2)
My resource is getting students to create their own resource to enhance
their learning from one another. This poster will help to provide a visual
representation of the different views of Australia that allows students to
express their beliefs, traditions, interests and hobbies. This poster is their
opportunity to show what Australia means and looks like to them.
To introduce this unit I would ask my students to bring in images they feel
represent Australia and what their Australia looks like. This should include
images of their hobbies, culture, foods they eat and other images they feel
represent Australia EG. Sydney opera house, boomerang, red sand, gum
trees, AFL Football etc
With the multicultural classrooms we have, the posters should then
represent the different views people have of Australia and the different
foods people consume, all representing how Australia is a multicultural
nation that embraces other cultures. At the same time, the similar views
among each other will be presented and explored.
3. A brief description of how your resource/activity responds to an aspect or aspects
of the readings for that week.
The posters encourages students to explore the idea of citizenship and national identity by
looking at the poster collages that have been created. Students can then share experiences
with their peers about favourite memories they have in Australia and why they have decided
to include some of the photos they have on their poster. This activity encourages diverse
thinking about what it means to be an Australian and what Australians value.

Module 6 - Understanding people beyond our borders: Asia and Australias engagement

with Asia
Asia: Resources
http://education.nationalgeographic.com/education/encyclopedia/asia-resources/?ar_a=1
1. Where the resource is placed in teaching and learning (Include relevant AusVELS
and level.
AusVELS The Humanities - Level 2
Learning Focus statements from AusVELS:
They recognise the globe as a model representation of Earth and can locate Australia and
other places with which they have links
By observing the characteristics of different places, and prompted by questions, students
think about environmental differences, locally and in other parts of Australia and the world,
and why these differences exist.

2. How you would use this resource in your classroom to enhance teaching and
learning? (Prep Year 2)
This site is a fantastic resource as it provides the visual representation by
displaying the map, then also lists facts such as highest points and
population.
I would focus on the map and then use images to help demonstrate how
many cultures and countries are in Asia. Images would also help break the
misconception among students that Asia means people look Asian. It is
important to represent the variety of cultures and beliefs that are all within
Asia
I would use an inquiry based approach to use this resource as an
introduction to a research project where students are to explore a Asia and
its influence on Australia.
3. A brief description of how your resource/activity responds to an aspect or aspects
of the readings for that week.
Australia has alliances with Asia and they are a large portion of the world. It is important for
students to learn about Asia and the influences it has on Australia and even their local
communities if any influences are present, they should be explored.

Module 7 - Multiple ways of living in the global village: Global Education

A Day in the Life: 5 Children around the world

1. Where the resource is placed in teaching and learning (Include relevant AusVELS
and level.
AusVELS The Humanities Foundation Level
Learning Focus statements from AusVELS:
By observing the characteristics of different places, and prompted by questions,
students think about environmental differences, locally and in other parts of
Australia and the world, and why these differences exist.
2. How you would use this resource in your classroom to enhance teaching and
learning? (Prep Year 2)
Before showing this slideshow of images, the teacher should prompt a class
discussion through questioning students about their views on how other
children may learn in the world. Do they think all schools look the same as
this school they attend? Does everyone have a uniform?
When showing the slideshow, the teacher should be asking questions to
prompt thinking and questions from students as to why other students dont
have drinking taps for example, or a school uniform.
These visual cues are to help develop students understanding of other
countries and how people live differently. Students should learn to
appreciate the fact they have access to clean water from drinking taps, and
building structures to live in and learn in at school
Students can also discuss how lucky other students around the world are.
EG. The girls picking fresh tomatoes. Highlight to children this is a privilege
to have fresh produce as we have to go to the super market or markets for
fresh produce.
3. A brief description of how your resource/activity responds to an aspect or aspects
of the readings for that week.
It is important to develop out students as growing global citizens and to teach them about
the differences in the world. Relating other childrens experiences to their own is a great
way for students to compare their lives and privileges to other childrens environments and
opportunities that may or may not be available where they live.

Module 8 - Branching more broadly into the world: Sustainability

I can save the Earth By Alison Inches
1. Where the resource is placed in teaching and learning (Include relevant AusVELS
and level.
AusVELS Civics and Citizenship Level 1
Learning Focus statements from AusVELS:
Students begin to participate in a range of class and school activities such as recycling,
taking responsibility for class resources, and marking local and national celebrations and
commemorations.
Students investigate the ways individuals, families, groups and communities can work to
improve their environment.

2. How you would use this resource in your classroom to enhance teaching and
learning? (Prep Year 2)
This book is great for the early years in helping explain to students how they
and their families can make small changes that will benefit the environment
such as recycling correctly.
After reading this book, students are encouraged to participate in class
discussion about the things they do already at home that might have been
mentioned in the book, or that may not have been mentioned. It is this
discussion time where children can learn from one another actions about
how to better care for our environment.
Students are encouraged to be excited and passionate about caring for our
environment and discuss why it is so important that we care and respect our
environment.
Students can then participate in an activity as
shown in the picture on the left, where students make a pledge
for Earth Day of how they will make changes to improve the
environment.

3. A brief description of how your resource/activity

responds to an aspect or aspects of the readings for that week.
This is a fun and engaging resource that through the teachers
questioning, allows students to share their experiences and
ideas of how we can all improve our actions to benefit the
environment. It is through this resource and activity mentioned,
I hope to create a positive impact on the attitudes and
behaviour of students and staff alike, as it empowers young
people to be global citizens, willing to take action for a better
world. (Bourke P.36, 2009)

Reference List:
Bourke, M 2008, Global Perspectives in Social Education, Ethos, vol. 17, no. 4, pp. 33-36.
Harris, C 2006, The promise of cultural institutions: learning SOSE beyond the classroom,
Social Educator, vol.24, no.1, pp. 44-49.
Hicks, D 2011, Picturing a sustainable future, Primary Geographer, pp. 10-11.
Kennedy, J 2000, Civics education for the 'techno' generation: What should we expect
young people to know and be able to do as future citizens?, Ethos, vol. 8, no. 2, pp. 1-10.
Welch, M 2011, Supporting the Asia cross-curriculum priority in the Australian Curriculum
Primary & Middle Years Educator, vol. 9, no. 1, pp. 19-23.