PROJECT OUTLINE This assignment requires you to outline a project or children (under 5 years) or a Unit of Work (for primary school) that focusses on place, cultural identities and the environment, including Aboriginal and Torres Strait Islander history, resources and services within the community, environmental features, and interactions between people and the natural world.
LENGTH: 2000 WORDS WHAT DO I NEED TO SUBMIT?
· Assignment 2 – An outline for a project (for children under 5) or unit of work (for primary school). WHAT DO I NEED TO DO? Design a project or unit of work, which focuses on place, cultural identities and the environment. To do this you need to complete the following steps:
1. Select a children’s story book for children 3-5 years or 5-8 year olds which focuses on place, cultural identity and environment. Reflect on why this would be a meaningful book for children in this age group.
2. Identify relevant Aboriginal and Torres Strait Islander history, environmental features and interactions between people and the natural world relevant to this book. Identify the big ideas that are significant to this book (e.g. links between culture and identity, sustainability).
3. Investigate links to specific learning outcomes and indicators in the Early Years Learning Framework (for birth – 5) or the Board of Studies Human Society in its Environment (HSIE) syllabus (for primary school), including conceptual knowledge, learning processes (e.g. investigation, problem solving) and dispositions (e.g. creativity). Think about how you will go about assessing this learning (e.g. how would you document the learning?).
4. Investigate links to one other curriculum area – e.g. Creative Arts, English/Literacy or Science – and relevant outcomes and indicators, or one other learning outcome in the EYLF (e.g. Learning Outcome 5 or Learning Outcome 4) and specific aspects of this outcome.
5. Make a mind map (1 x A4 page) which identifies the big ideas of your project or unit of work, links to relevant outcomes across human society/connections to the world and one other curriculum area, what you want the children to learn, the learning processes and dispositions that you will focus on and the potential lines of enquiry/investigation (e.g. what questions might you explore with children?) and how you will assess children’s learning.
6. Select five appropriate resources (factual books, websites) you will introduce to children for them to investigate the big ideas and lines of enquiry, ensuring you have a range of resources.
7. Identify five services and/or resources in the community that could support the big idea (possible excursion or incursion ideas).
8. Select five appropriate resources that children can use to represent their ideas (e.g. drawing materials, clay, etc.) using multiple modes of communication.
ASSIGNMENT 2 DETAILS In order to complete this assignment you need to: Submit the following in A4 format as a portfolio. The page organisation should follow the order below:
Page 1: Project Overview and Rationale The title of the children’s story book you have selected with appropriate referencing. Include a rationale explaining the age group you are focusing on and why you selected this book. Explain the potential of this book to be the starting point for a project or unit of work that focuses on place, cultural identity and environment and how it will help children to understand their world. Identify how you will include Aboriginal and Torres Strait Islander history, environmental features and interactions between people and the natural world into this project.
Page 2: Links to curriculum outcomes Identify the specific curriculum documents you are working with – school or prior to school and list the documents, relevant outcomes and indictors and how these link to ideas in the selected book. For birth – 5 years you need to be working with at least two different learning outcomes in the Early Years Learning Framework and at least one particular indicator (dot points) within each outcome. For 5-8 year olds you need to be working with the BOSTES syllabus documents including HSIE and one other syllabus (e.g. English, or Creative Arts). You need to include specific links to at least one outcome and one indicator from each syllabus document. Include outcomes and indicators that relate to conceptual knowledge as well as learning processes and dispositions.
Page 3: Mind Map This will identify:
a) the big ideas
b) potential lines of enquiry -include questions children will investigate
c) what you want the children to learn (about people and place and about one other area e.g. expressing ideas, exploring different texts etc.)
d) the learning processes (e.g. investigating)
e) dispositions that you will focus on (e.g. creativity)
f) strategies for assessing children’s learning (e.g. methods of documentation). Pages 4, 5, and 6: Resources Include an annotated list of resources with specific details of resources/services, an explanation as to how they would be used and a rationale for their inclusion. Rationales need to link to the big idea/s and questions for investigation and to relevant readings. The resources need to include:
1 0 2 1 0 6 P E O P L E , P L A C E & P E D A G O G Y 2 H 2 0 1 7 18
a) Resources for investigation (a range of resources, including paper and digital, factual and literary texts, community resources, resources you could create). Include 5 resources.
b) Resources for representation (a range of materials with which the children can convey their understandings to others, i.e. clay, paint, drawing, etc). Include specific details for 5 resources.
c) Services and resources in the community that could support the big ideas being investigated and that children could visit or that could visit the centre or school. Include 5 of these resources and services.
Page 7: References Include additional page/s for references if required Assessment criteria:
· Provides clear project overview and rationale with identification of focus on place, cultural identity, and the environment, including Aboriginal and Torres Strait Islander history (10 marks).
· Identifies and rationalises relevant curriculum outcomes and indicators, including conceptual knowledge, learning processes and dispositions (10 marks).
· Provides a clear mind map of the project/unit of work (10 marks).
· Identifies and rationalises relevant resources (10 marks).
· Presents work professionally, with clear academic writing and within the word limit and uses APA referencing style correctly, including competently integrating evidence (

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