Francis Burt Law Education Programme

Transcription

1 Francis Burt Law Education Programme FBLEP Mapped to the Australian Curriculum English and History Year 6: Overview Australia as a Nation: Australia s System of Law The skills taught in English of communicating with others, comprehending and researching texts and creating new texts reinforce learning in history In history, students use their English skills to undertake research, read texts with critical discernment and create texts that present the results of historical understanding clearly and logically. The Australian Curriculum: English takes account of what students have learned in these areas so their learning in English is supported and their learning in other areas is enhanced. (Australian Curriculum: English p.16) Cross-Curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Cultures A conceptual framework based on Aboriginal and Torres Strait Islander Peoples unique sense of Identity has been developed as a structural tool for the embedding of Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This sense of Identity is approached through the interconnected aspects of Country/Place, People and Culture. Embracing these elements enhances all areas of the curriculum. (AC:CCP) Learning Area Strands Brief Content Overview Assessment General English (FBLEP elaboration p.2) Students communicate in a range of face-to-face and online/virtual environments... They listen to, read, view, interpret and evaluate spoken, written and multimodal texts Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures, performances, reports, reviews, explanations and discussions.(ace p.63) History (FBLEP elaboration p.8) Students explore the factors that led to Federation and experiences of democracy and citizenship over time. They understand the significance of Australia s British heritage, the Westminster system, and other models that influenced the development of Australia s system of government. (ACH p.35) Language Literacy Literature Historical Knowledge and Understanding Historical Skills FBLEP online pre-visit resource - Research - Reading - Text study - Comprehension - Narrative Writing FBLEP Tour - Listening/speaking/Viewing FBLEP online post-visit resource - Oral presentations FBLEP online pre-visit resource - Research Investigation - Monitored Internet research - Comprehension FBLEP tour FBLEP post-visit resource Narrative Oral presentation Scripted Mock Trial Historical Narrative (optional) Capabilities Literacy Critical and creative thinking Personal and social capability Ethical behaviour Intercultural understanding The Law Society of Western Australia Page 1 of 12

2 FBLEP Mapped to the Australian Curriculum English Year 6 Australia as a Nation: Australia s System of Law Students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of faceto-face and online/virtual environments... They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, nonfiction and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience... Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures, performances, reports, reviews, explanations and discussions. (ACE p.63) Links to other learning areas. The study of English involves the development of understanding and knowledge for informed and effective participation not only in English but also in other learning areas. When knowledge, skills and comprehension from English are meaningfully applied to other learning areas, learning becomes more relevant and understanding deepens. The relationship between the learning areas is also reciprocal, science, history and mathematics emphasise skills in English literacy as well as students capacity to communicate coherently to a range of audiences. Each learning area draws upon what is taught in the language strand of English and incorporates subject-specific language knowledge as required The skills taught in English of communicating with others, comprehending and researching texts and creating new texts reinforce learning in history. Literature, with its emphasis on studying texts from a range of historical and cultural contexts, helps students understand the perspectives and contributions of people from around the world and from both the past and present. In history, students use their English skills to undertake research, read texts with critical discernment and create texts that present the results of historical understanding clearly and logically. The Australian Curriculum: English takes account of what students have learned in these areas so their learning in English is supported and their learning in other areas is enhanced. (Australian Curriculum: English p.16) Cross-Curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Cultures The Australian Curriculum: English values Aboriginal and Torres Strait Islander histories and cultures. It articulates relevant aspects of Aboriginal and Torres Strait Islander languages, literatures and literacies. All students will develop an awareness and appreciation of, and respect for the literature of Aboriginal and Torres Strait Islander Peoples including storytelling traditions (oral narrative) as well as contemporary literature. Students will be taught to develop respectful critical understandings of the social, historical and cultural contexts associated with different uses of language and textual features. (AC:CCP ENG). The Law Society of Western Australia Page 2 of 12

3 English Strands Language Language for interaction Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516) Understand the uses of objective and subjective language and bias (ACELA1517) Text structure and organisation Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520) Expressing and developing ideas Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524) Literature Literature and context Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613) Creating literature Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618) Literacy Interacting with others Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710) Interpreting, analysing, evaluating Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713) Analyse strategies authors use to influence readers (ACELY1801) Creating texts Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714) Reread and edit students own and others work using agreed criteria and explaining editing choices (ACELY1715) The Law Society of Western Australia Page 3 of 12

4 Key Concepts Students develop their knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. (ACEp.63) General Capabilities Literacy Enabling students to understand how the English language works in different social contexts. (ACEp.12) Critical and creative thinking Students develop their ability to see existing situations in new ways. (ACEp.13) In discussion, students develop critical thinking as they state and justify a point of view and respond to the views of others. (ACEp.13) Personal and social capability Students develop personal and social capability as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively. (ACEp.14) The study of English as a system helps students to understand how language functions as a key component of social interactions across all social situations. (ACEp.14) Ethical behaviour The study of English helps students to understand how language can be used to influence judgments about behaviour, speculate about consequences and influence opinions and that language can carry embedded negative and positive connotations that can be used in ways that help or hurt others. (ACEp.14) Intercultural understanding Students develop intercultural understanding through the study of the English language and the ways it has been influenced by different cultural groups, languages, speakers and writers. In interpreting and analysing authors ideas and positions in a range of texts and in translation in English, they learn to question stated and unstated cultural beliefs and assumptions, and issues of intercultural meaning. (ACEp.14) Students use intercultural understanding to comprehend and create a range of texts that present diverse cultural perspectives and to empathise with a variety of people and characters in various cultural settings. (ACEp.14) The Law Society of Western Australia Page 4 of 12

5 Resources & ideas used to cover the content and associated activities in scheduled weeks Weeks 1-2 Research: Australia as a Nation (pre-visit activity digital texts that correspond with the research to be done in history) Reading Text study for example: scripted mock trial: James Smart and/or a historical narrative) Comprehension Week 3 James Smart Trial Script as a text study pre-visit option FBLEP Tour 2hrs 15mins: Empty Court + Observe a Magistrates Court in session + Mock trial Captain Hook or Magistrates Court scenario Content to be covered and examples of how that content could be covered using the texts listed. Expressing and developing ideas Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524) Literature and context Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613) Interpreting, analysing, evaluating Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713) Analyse strategies authors use to influence readers (ACELY1801) Language for interaction Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516) Understand the uses of objective and subjective language and bias (ACELA1517) Text structure and organisation Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520) Assessment tasks developed to assess students knowledge of content and achievement of outcomes/week task is due Comprehension exercises The Law Society of Western Australia Page 5 of 12

6 Week 3-4 Narrative writing (This could be an imaginative piece that depicts a character who has got into trouble with the law. Alternatively, it could be linked to a historical narrative that students may complete in history or it could be done as a completely separate narrative) This task is not included in the FBLEP post-visit activity. Literature and context Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613) Interacting with others Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816) Expressing and developing ideas Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524) Creating literature Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618) Creating texts Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714) Reread and edit students own and others work using agreed criteria and explaining editing choices (ACELY1715) Narrative (this would be a prelude to the scripted Mock Trial completed in History students can use the details of the narrative as the material for the script). The Law Society of Western Australia Page 6 of 12

7 Weeks 5-6 FBLEP Year 6 online teacher and student post-visit resource Oral presentation on a significant figure, e.g. Captain James Stirling, Yagan etc. (This task is not included in the FBLEP post-visit activity) Literature and context Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613) Creating literature Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618) Interacting with others Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710) Creating texts Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714) Oral Presentation The Law Society of Western Australia Page 7 of 12

8 FBLEP Mapped to the Australian Curriculum History Year 6 Australia as a Nation: Australia s System of Law The Year 6 curriculum moves from colonial Australia to the development of Australia as a nation, particularly after Students explore the factors that led to Federation and experiences of democracy and citizenship over time. Students understand the significance of Australia s British heritage, the Westminster system, and other models that influenced the development of Australia s system of government. Students learn about the way of life of people who migrated to Australia and their contributions to Australia s economic and social development. Links to other learning areas. Learning in history involves the use of knowledge and skills learnt in other areas, particularly in English, mathematics and science. Strong connections exist between English and history, and literacy is essential to historical understanding. Through the study of history, students learn how to read texts with critical discernment and how to create their own texts that present the results of historical understanding clearly and logically. In their studies, they encounter representations of the past that demonstrate the power of language and symbol, and they learn to extend the range of their own expression. These skills are developed across a range of textual genres and formats, including art, photography, film, music, fiction and multimedia. (ACH p.13) The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. (ACH p.35) Cross-Curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Cultures The Australian Curriculum: history values Aboriginal and Torres Strait Islander histories and cultures. It celebrates Aboriginal and Torres Strait Islander histories as part of the shared history belonging to all Australians. Students will examine historical perspectives from an Aboriginal and Torres Strait Islander viewpoint. They will learn about Aboriginal and Torres Strait Islander Peoples prior to colonisation by the British, the ensuing contact and its impacts. They will examine key policies and political movements over the last two centuries. Students will develop an awareness of the significant roles of Aboriginal and Torres Strait islander people in Australian society. (AC:CCP HIS). History Strands for FBLEP Tour Historical Knowledge and Understanding Australia as a Nation Key figures and events that led to Australia s Federation, including British and American influences on Australia s system of law and government. (ACHHK113) The Law Society of Western Australia Page 8 of 12

9 - identifying key elements of Australia s system of law and government and their origins (for example the Magna Carta; federalism; constitutional monarchy; the Westminster system and the separation of powers legislature, executive, judiciary; the houses of parliament; how laws are made. (ACH p.35) Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children. (ACHHK114) The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport. (ACHHK116) - considering notable individuals in Australian public life across a range of fields (for example the arts, science, sport, education), including Aboriginal and Torres Strait Islander people, a range of cultural and social groups, and women and men drawn from the Australian Living Treasures list or from the Australian Dictionary of Biography) (ACH p.36) Historical Skills Chronology, terms and concepts Sequence historical people and events. (ACHHS117) Use historical terms and concepts (ACHHS118) Historical questions and research Identify questions to inform an historical inquiry (ACHHS119) Identify and locate a range of relevant sources (ACHHS120) Analysis and use of sources Locate information related to inquiry questions in a range of sources. (ACHHS121) Compare information from a range of sources. (ACHHS122) Identify points of view in the past and present (ACHHS123) Explanation and communication Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125) The Law Society of Western Australia Page 9 of 12

10 Key Concepts The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. (ACH p.31) General Capabilities Literacy Students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society. (ACH p.9) Students develop literacy capability as they learn how to build historical knowledge and to explore, analyse, question, discuss and communicate historical information, concepts and ideas. (ACH p.9) Critical and creative thinking Students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems (ACH p.10) Personal and social capability Students develop personal and social capability as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively. (ACH p.10) Ethical behaviour Students develop the capability to behave ethically as they identify and investigate the nature of ethical concepts, values, character traits and principles, and understand how reasoning can assist ethical judgment. (ACH p.11) Students develop understanding of ethical behaviour as they critically explore the character traits, actions and motivations of people in the past that may be the result of different standards and expectations and changing societal attitudes. (ACH p.11) Intercultural understanding Students develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. (ACHp.11) Students learn about the perspectives, beliefs and values of people, past and present, and the importance of understanding their own and others' histories. This includes learning about the origins and development of Australia s national identity and the forging of its cultural heritage. (ACH p.11) Students recognise the significance of Aboriginal and Torres Strait Islander peoples histories and cultures. They have opportunities to learn about the contribution of migration from countries in Europe, Africa, the Middle East and the Asia Pacific region, and the historic benefits and challenges of interacting with other countries and cultural groups in local, regional and international contexts... They refer to a range of sources portraying different cultural perspectives in order to develop historical understanding. (ACH p.11) The Law Society of Western Australia Page 10 of 12

11 Resources & ideas used to cover the content and associated activities in scheduled weeks Weeks 1-2 Research Investigation Monitored Internet research Comprehension FBLEP online student and teacher pre-visit resource (to be hyperlinked) with links to - Captain James Stirling - Yagan - Impact Timeline - Magna Carta - Story of the establishment of the rule of law - Proclaimed British law in the Swan River Colony - Swan River Colony first to use a civilian Jury in Australia - How laws are made card activity Week 3 FBLEP Tour 2hrs 15mins: Empty Court + Observe a Magistrates Court in session + Mock trial Captain Content to be covered and examples of how that content could be covered using the resources listed. Australia as a Nation Key figures and events that led to Australia s Federation, including British and American influences on Australia s system of law and government. (ACHHK113) Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children. (ACHHK114) The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport. (ACHHK116) Chronology, terms and concepts Sequence historical people and events. (ACHHS117) Use historical terms and concepts (ACHHS118) Historical questions and research Identify questions to inform an historical inquiry (ACHHS119) Identify and locate a range of relevant sources (ACHHS120) Analysis and use of sources Locate information related to inquiry questions in a range of sources. (ACHHS121) Compare information from a range of sources. (ACHHS122) Identify points of view in the past and present (ACHHS123) Australia as a Nation Key figures and events that led to Australia s Federation, including British and American influences on Australia s system of law and government. (ACHHK113) Assessment tasks developed to assess students knowledge of content and achievement of outcomes/week task is due Research exercises Comprehension Exercises The Law Society of Western Australia Page 11 of 12

12 Hook or Magistrates Court scenario Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children. (ACHHK114) Analysis and use of sources Identify points of view in the past and present (ACHHS123) Week 3-4 FBLEP online student and teacher post-visit resource Historical narrative (This task is not in the post-visit resource but is an optional activity that fits in with the Australian Curriculum) Week 5-6 FBLEP online student and teacher post-visit resource Scripted Mock Trial - Court scenario using the language and structure of trial proceedings - An optional task could be for students to perform their script Historical questions and research Identify and locate a range of relevant sources (ACHHS120) Explanation and communication Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124) Chronology, terms and concepts Sequence historical people and events. (ACHHS117) Use historical terms and concepts (ACHHS118) Historical questions and research Identify questions to inform an historical inquiry (ACHHS119) Identify and locate a range of relevant sources (ACHHS120) Analysis and use of sources Locate information related to inquiry questions in a range of sources. (ACHHS121) Compare information from a range of sources. (ACHHS122) Identify points of view in the past and present (ACHHS123) Explanation and communication Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125) Research exercises Comprehension Exercises Scripted Mock Trial Historical Narrative (optional) Research exercises Comprehension Exercises Scripted Mock Trial Historical Narrative (optional) The Law Society of Western Australia Page 12 of 12