Teaching

Proposal Focus Statement: The geographical significance of our local community, including
This unit, titled Splendid St. Kilda, is a unit centred around the geographical components of the local community, as well as allowing students to explore and
consider the concepts of location, mapping, geographical characteristics, and the interconnections between people and place. Students will explore aspects of interrelationships between people and places.
their local community St Kilda through hands-on investigations and research. Using students-centred activities such as hands-on investigations and research
originates directly from the a pedagogical approach known as inquiry pedagogy'. Inquiry pedagogy is the belief that students learn more about a topic from
their own investigations than they do from pre-prepared unit material. When discussing what inquiry based learning looks like; Preston, Harvie & Wallace state Focus Questions: Learning Intentions
that Inquiry-based learning is commonly described as an interactive, student-driven process, where knowledge is constructed rather than transmitted (p.73). What geographical The meaning of community
Therefore, students are very active participants in their own learning process. Inquiry based activities allow students to have a certain amount of agency into features make up our local The relationship between landscape and community
their learning process and outcomes which will help them to focus on their task as well as build upon their current knowledge level. Thus, teaching and learning community? The role of people within our community
is tailored directly to each child. As Bruner (1977, p.70) suggests, we are to pursue excellence and at the same time honor the diversity of talents we must How does our local The role of infrastructure in the community
educate. Using an inquiry pedagogy as the basis of unit material can achieve this. The inclusion of an inquiry focus statement creates an overall success criteria community vary from The geographical characteristics of landscape
for this unit. It allows planning to centre around this main idea even if a majority of the activities are open-ended and students responses could vary Landmarks and special places
dramatically. The inquiry focus statement standard will cover everything that could be created or completed by students within this unit. This work could still
other communities around
the world? Community changes over time due to natural and human
be measured as a success or failure against this broader criteria. Therefore, the wording and inclusion of this statement is of the utmost importance during an
inquiry unit and should be taken into careful consideration. How has our community impacts
This unit aims to create a meaningful context for students to build upon their geographical, historical, personal and social skills that they already have to create changed over time to meet Mapping skills allow us to navigate around our community
connections between classroom practice and real-life situations. Creating links between knowledge bases through sequential inquiry-based activities fosters the needs of its The relationship between climate, landscape and human
curiosity and encourages students to create positive learning habits. Even Dewey (1938), one of the most influential educational theorists in modern times, inhabitants? behaviour
agrees that the most important attitude that can be formed is that of desire to go on learning. This unit, using an inquiry pedagogy as a basis, encourages
that desire to go on learning.
The structure of this unit has been established upon Gilbert and Hoeppers (2014, pp. 75-77) three stage framework of inquiry unit planning which is designed
to develop investigative skills and create deeper learning outcomes. These stages entail: Concepts explored Skills Developed
stage one: establishing what we want to find out: posing questions & planning inquiry (three weeks dedicated) Location Analyse images of landscapes and landmarks around the world,
stage two: finding out: collecting & analysing evidence (four weeks dedicated) Mapping and compare these to our local community
stage three: deciding what to do with this information: concluding, reflecting & responding to the inquiry (three weeks dedicated). Reflect on their learning by adding to the class Wall of
Characteristics
This structure is practical for a classroom setting as it allows for all forms of assessment and good quality student-centred activities to build upon a study Knowledge, adding what they have learnt after lessons
knowledge base, override misconceptions and create positive learning outcomes in sequential lessons. Including activities which encourage metacognitive Interconnection
Navigate their way around St Kilda using a map, completing all
processes such as KWL charts and reflective practice allows students to further build upon their self-regulation and learning skills. Facilitating this process Human-
environment Scavenger Hunt excursion requirements
throughout a well structured unit will create deeper learning outcomes for the students involved. The Melbourne Declaration on Education Goals for Young
Australians entails goals that must be met by all teachers in all classrooms around Australia in order to create successful Australian citizens. This unit works relationships Create a 3D model of their local community, considering all their
towards some of those goals including: Place findings from the community scavenger hunt excursion
[students] are able to plan activities independently, collaborate, work in teams and communicate ideas. Identify important members of our local community, and their
Space
[students are able to make sense of their world and think about how things have become the way they are roles
[students] are creative, innovative and resourceful, and are able to solve problems in ways that draw upon a range of learning areas and disciplines (2008,
p.09).
The goals are broken down into level-based standards and written into the Victorian Curriculum to make sure that students are always heading towards these Assessment Evidence
ultimate goals. This inquiry unit was constructed from the Geography strand of the curriculum. As stated by Lou Prestons lecture material: [Geography] reinfo KWL Charts pre and post Inquiry Victorian Curriculum
rces and extends the processes of critical thinking & problem solving leading to decision. The content, activities and lesson sequence included in this unit fulfill
Mini inquiry projects; Geography- knowledge, concepts and skills
multiple Victorian Curriculum standards including: Identify and describe the characteristics of places in different locations at a range of scales (VCGGC071)
presentations and work samples History- knowledge, concepts and skills
Interpret maps and other geographical data and information to develop identifications, descriptions, explanations and conclusions, using geographical
terminology including simple grid references, compass direction and distance (VCGGC076) Wonder-Wall (pre-assessment) Civics & Citizenship
Main climates of the world and the similarities and differences between the climates of different places (VCGGK081). Wall of Knowledge identifying Indigenous and Torres Strait Islander Histories and
There are many more curriculum standards that are covered during this unit including those from History and Civics & Citizenships strands. what students have learnt Cultures
This unit aims to provide an engaging, student-centred lesson sequence that provides deeper learning which is accessible to all students. Upon successful during inquiry lessons Asia and Australias Engagement with Asia
completion of this Splendid St. Kilda unit, students will be working towards achieving several goals stated in the Melbourne Declaration on Education Goals Final group project presentation Intercultural Capability
for Young Australians and the learning standards in the Victorian Curriculum. of 3D community model Critical and Creative Thinking
Week 1 Week 2 Week 3 Week 4 Week 5
Learning Intention: students will develop an Learning Intention: students will develop an Learning Intention: students will develop an Learning Intentions: students will develop an Learning Intentions: Students will develop an
understanding of the meaning of community. understanding of the relationship between understanding of the role of people within the understanding of the relationship between understanding of the geographical characteristics of
landscape and community, and the role of community landscape and community, including geographical landscape, mapping skills, and the relationship
Activities infrastructure in community characteristics. They also begin to use mapping skills between climate and landscape.
In partners brainstorming on mini whiteboards Activities to allow them to navigate around their community.
for community. Create a class poster of what Activities Students play adapted Guess Who game, Activities
we know about community. As a class, looking at different landscapes guessing members of the community using Activities Watch YouTube clip on what flora and fauna
Pictionary activity where students choose a depicted in picture book & discussing factors like age, and occupation. Whole class analysis of images of different means. Using iPads, walk around school yard
word from brainstorm and draw it whilst their similarities and differences. Students create a Incursion: different members of the community landscapes. Partnered research into a taking images of flora and fauna you find.
partner guesses what theyre drawing. still drama landscape scene. When performing visit. in groups, students go around to each particular landscapes characteristics using Present findings.
to class guess the landscape, discuss features. table to listen to community member describe iPads, creating poster to present. Using BOM website, students research into
Resources Discussion of infrastructure and special places. their role within community and students can Using a topographic map and playdough to climate of assigned country within Asia. They
KWL Chart, Pictionary board game Students create shoebox diorama of interview/ask questions. create 3D play dough model of community then make comparisons between the climate of
favourite/special place within the community. this country and their local community
Victorian Curriculum Links Resources Resources
VCHHC067, VCGGC073, VCGGC071, VCCCC007 Resources Adapted Guess Who game Google Maps Topographic Map, Images of different Resources
Are We There Yet? Alison Lester picture book, landscapes, play dough Bureau of Meteorology website, Google Maps
Assessment/s shoebox diorama example image Victorian Curriculum Links Topographic map, YouTube clip
- KWL Chart VCCCC007, VCGGC073, VCGGK084, VCHHK074 Victorian Curriculum Links
- Wonderwall sticky notes Victorian Curriculum Links VCGGC075, VCGGC071, VCGGC072, VCGGK084 Victorian Curriculum Links
VCGGC071, VCGGK084, VCGGC073 Assessment/s VCGGK081, VCGGC074, VCGGC076, VCGGC071
- Students add to Wall of Knowledge adding one
thing they have learnt from the incursion. Assessment/s
- Presentation of research

Week 6 Week 7 Week 8 Week 9 Week 10

Learning Intentions: students will develop an Learning Intentions: students will develop an Learning Intention: Discussion of project outline Learning Intention: To revise some of the aspects Learning Intention: To finalise their community 3D
understanding of landmarks and special places. understanding that mapping skills allow us to and roles & responsibilities discovered on the excursion, and begin the models and conduct a presentation
They will also consider how a community changes navigate around our community, and excursion gets producing phase of the community model project Activities
over time due to natural and human impacts students exploring infrastructure, and geographical Activities Students listen to local St Kilda bands music
characteristics. Create general process steps of the project, Activities whilst finalising their projects within 10 minutes
Activities including planning, designing and producing Looking at some of t he images taken on the at start of lesson. Model Presentations: groups
Looking at images of landmarks in Australia and Activities phases. Students create birds-eye view sketch excursion, and discussion about how you might models are set up in different areas of room.
around the world. Discussing & Brainstorming In groups students look at Melways books, and of the area of the community they are recreate different aspects of St Kilda. What Each group presents their model, with each
key ideas of landmarks. Student partnered discuss some of the map features. Students completing, using resources such as Melways or materials you might use. Students begin student in group identifying their role, what
research into local landmarks. then create a map of the school using some of Google Maps to assist them. producing stage of project. they made, what they found challenging, and
Looking at images of landmarks from 1950-75 in the map features, particularly north point, Introduction of project roles. Students decide As a class look at the Palais Theatre website, what they learnt/found interesting
St Kilda. Discuss similarities/differences of then- border, legend and title. roles within group & begin further research into and some of the music played there. Remind Revisit Wonder Wall & Wall of Knowledge.
now. Go back to landmark researched from last Community Scavenger Hunt Excursion their particular area students of available resources & safety aspects Students give feedback. Completion of what I
lesson, look at an old image of it, predict what for project. They continue producing stage of learned section of KWL.
it might be like in 30 years time Resources Resources project. Resources
Melways, Scavenger Hunt list Project outline sheet, roles & responsibilities sheet The Bean Project-
Resources Resources https://www.youtube.com/watch?v=PPRfuwQVDH
Images of significant landmarks. Images of Victorian Curriculum Links Victorian Curriculum Links http://palaistheatre.com.au U
landmarks in St Kilda during 1950-75. VCGGC071, VCGGC076, VCGGC075, VCHHK073 VCGGC076, VCGGC075, VCGGC072, VCGGC071 Images taken on excursion A Whale Called Phoenix:
https://www.youtube.com/watch?v=UjeHH9Ex83Y
Victorian Curriculum Links Assessment/s Victorian Curriculum Links Victorian Curriculum Links
VCHHC069, VCHHK073, VCGGC071, VCGGC073 Sharing their proposed group plan to the class VCGGC071, VCGGC073, VCHHC067, VCHHC069 VCHHK074, VCGGC071, VCGGC073
and receiving verbal feedback from peers Assessment/s
Assessment/s Complete KWL chart and share
Presentation of local landmark, including 5 facts Presentation of 3D community models
learnt Unit reflection (written)