Assignment 1- Section 1 “Identify places in your local area where children may or may not utilise the local environment for play. Include artefacts which connect you to the places you visit and include photographs or drawings in your report. Identify which of these places of significance would be good excursion destinations for the age group you will be working with, and why.” Relates primarily to Criteria 1:Clear, integrated description of local community places and the ways in which various age/community groups interact with them. Credit: Clear, integrated description of places and interaction of specific groups with them. • The skate park would need adult supervision due to the nature of skating, as incidents might occur which would be a safety issue for a school as not all children are able to skate and incidents would easily occur. Addresses safety concern and how to overcome this i.e. adult supervision” • Leisure Centre has many activities for primary age children such as gymnastics where you are able to drop off your child and pick them up after the activity, this would be a good place for an excursion as it is walking distance from the primary school and there is trained staff teaching the activities the risk assessment would be minimal. Indicates what occurs in this place, trained staff and walking distance • Sporting Ovals also close to the school and are walking distance, they have bathroom facilities and are a good place to take children due to the different sports they could participate in and increase their physical activity risk assessment minimal providing sufficient supervision is maintained. Addresses awareness of appropriate risk assessment prior to excursion to ensure safety. • The Aquatic centre is also a good place for an excursion as it has a child friendly outdoor area with tipping buckets, water spouts and slides without the need for children to utilise the pool area where there may be safety concerns if children were not able to swim the only other factor would be that child to adult ratio is maintained. Demonstrates awareness of ratios for water excursions • Tennis courts are a great excursion possibility as there would be minimal risk possibilities due to being enclosed children could not wander off. • Simmos Beach Reserve would be a fantastic place for primary age children to the connection to nature and Aboriginal History, there are bathroom facilities, equipment for children to play on and bush tracks although adequate supervision is a must due to having a river. Demonstrates knowledge of Aboriginal history in this area as well as connection to nature. • All the local parks in the area are quite small and have minimal play equipment, I would choose these areas to teach environmental effects of public and sustainable practices that could be implemented rather than a day excursion to utilise the park. Demonstrates alternative use of the place i.e. “to teach environmental effects and sustainable practices”, making good use of park space. Assignment 1 – Section 2 “Discuss the civic or municipal policies that support connection to places – stewardship of significant places or maintenance of ATSI culture in the region and children’s rights.” Relates primarily to: Criteria 2: Reflects critically on theory of citizenship, history and sustainability. Criteria 2: Distinction: Comprehensive demonstration of understanding and critique of specific criteria and citizenship, history, sustainability, and practice addressed and supported by a clear theoretically based position. Criteria 3: Demonstrates understanding of children’s rights and cultural identity and related policy. Criteria 3: Distinction: Clearly demonstrates connections between children’s rights, cultural identity and policy and the inter-relationship of these in practice. Acknowledges traditional owners of the land, their rights and responsibilities. Although not in great detail, this student has attempted to address the legislation to support the discussion. The Gandangara Local Aboriginal Council of Liverpool are in governor in maintaining the Aboriginal and Tortes Islander culture by protecting their land. According to the Australian Government, 2014 they are accountable for also protecting the Aboriginal culture and Heritage within Australia. This falls under the Aboriginal Land Rights Amendment Act 2014 No 75. The Aboriginal Land Rights Amendment Act includes all local areas that support the Gandangara people’s culture. Liverpool City Council also works in conjunction with the Gandangara Aboriginal Council as they both have environmental policies in place where, scarred trees are identify as being protected by the Aboriginal Land Rights (Liverpool Council, 2014). According to the Convention Rights of the child, children are allowed to explore their natural environment through play and leisure, children are also able to knowledge the home owners of the land through natural resources within the local community (New South Wales, Legislation, 2015; Australian Curriculum, Assessment Reporting Authority ACARA, 2012). Demonstrates links back to ACARA document & identifies relevant legislation. Identifies local area significance and aspects of children’s rights. Assignment 1 “How environmental features, policy and natural resources interact with the way people (children as well as adults) use the area including issues of sustainability, as well as cultural identity and children’s rights.” Relates primarily to: Criteria 2: Reflects critically on theory of citizenship, history and sustainability. Criteria 2: High Distinction: Comprehensive demonstration of understanding and critique of specific criteria and citizenship, history, sustainability, and practice addressed and supported by a clear theoretically based position. All of D + Clear links to own role as an educator and identifies opportunities for own learning of theories. Criteria 3: Demonstrates understanding of children’s rights and cultural identity and related policy. Criteria 3: High Distinction: Clearly demonstrates connections between children’s rights, cultural identity and policy and the inter-relationship of these in practice. All of D + strong critical reflection. Comprehensive understanding of policy and legislation with regards to children’s rights and cultural identity. This section clearly outlines cultural identity, children’s rights, sustainability and ATSI history. It is clear and concise, well supported by references. In order to be sustainable as a united country we must endeavour to “meet the needs of the present without compromising those of future generations” as stated by UNESCO (cited in Reynolds, 2014, p.26). We have to try our best to live sustainably and ensure any social or environmental issues are managed. This form of development is a vision that incorporates ecosystems, animal and plant species, and natural resources and integrates the concerns around human rights, health, education for all, anti-discrimination and intercultural dialogue. (Reynolds, 2014 p.26) It has been mentioned that sustainability works around reducing ecological footprint whilst in attempt to improve the quality of life. If we are doing this, how will future generations have a “place” if it does not exist because today’s generation are too concerned with comfortable living. The notion of a just and fair society is now incorporated in part of the framework in school curriculum so that children are able to acquire the skills to take responsibility to be active in respect to issues they may perceive as important. In addition to this, the AHRC has implemented outcomes to achieve for example, to understand what human rights are, to understand instruments applied in Australian law and society, learn decision making skills, develop on all forms of literacy skills, and skills around ways of thinking for children. In a perfect world, everyone will feel active citizenship in any area so they feel like they belong, but unfortunately for some minority groups this does not always occur. As mentioned in the above sections ATSI people have lost so much in their community and in ways do not even raise their hand to say they are ATSI which leads to non-recognition. Following the ‘stolen generations’ there are still a lot of people that are affected by this no matter the age and feel disheartened by Anglo populations. They were made to feel worthless and like they were dirt by invaders and until we find ways to assist them to feel loved and welcomed this will be an issue. In small ways we can assist, for example, we can ensure active and informed citizenship in a good pedagogy (Reynolds, 2014, p.33). In using the right approach we can assist this culture to feel like they belong and they have rights as children to speak freely, not be discouraged in any way and feel appreciated and acknowledged for any achievement no matter how big or small. It is imperative that we provide these children with the humanities and social science skills to have self-direction, flexibility and creativity, collaboration, reflective thinking and communication skills (Reynolds, 2014, p.34). REFLECTIONS & IMPILICATIONS FOR PRACTICE I would ensure I use an inclusive curriculum approach and teach children about respecting themselves, their heritage and others (Arthur et al., 2015). I intend on creating scenarios amongst children where they are able to challenge ideas and ways of thinking and building new understandings through social play and diversity in differences. I intend to protect the rights of a child, and I can strategize to create ways to educate these children on their rights and develop their knowledge. I will ensure I provide adequate space for my leadership and support the new generations to talk about and change issues that are affecting them. Australia sanctioned the CRC in 1990 where it now has a duty to ensure all our children enjoy the rights that are set out in this treaty. I will ensure I use the CRC as guidance to respect the best interest of the child, assist them to survive and develop, be able to express their personal views freely on anything that affects them, and ensure that do not endure any discrimination for enjoying the rights of the CRC. (Department of Human Rights, 2015) Overall, I will ensure I understand every students’ background and heritage and attempt to use multi-method approaches to allow all these students to feel comfortable and safe for who they will become and that they belong in my classroom with me. In respect to achieving a fantastic pedagogical practice I will ensure ALL children have a “strong sense of identity”, “connect with and contribute to their world”, “have a strong sense of wellbeing”, “are confident and involved learners”, “are effective communicators” (Outcomes 1-5, DEEWR, 2009). This student has provided a comprehensive discussion on the implications for own practice, supported by reference to EYLF outcomes. This is evidence of reflective practice and shows an exemplary understanding of the impact these issues have on teaching by individuals. Assignment 1 – Section 1 “Provide an overview of the neighbourhood from an ATSI perspective and any significant places or features of the neighbourhood.” Relates primarily to: Criteria 2: Reflects critically on theory of citizenship, history and sustainability. Criteria 2: Distinction: Comprehensive demonstration of understanding and critique of specific criteria of citizenship, history, sustainability, and practice addressed and supported by a clear, theoretically based position. Criteria 4: Demonstrates understanding of significant cultural, historical, social and environmental dimensions of community: Criteria 4: Distinction: Comprehensive understanding of significant cultural, historical, social and environmental dimensions of community included and clearly links to policy and legislation. Aboriginal and Torres Strait islander perspectives represented and analyised. ATSI perspectiveCitizenship - Although Aboriginal life has undergone a change due to the influence of foreigners yet they still have sustained some of their culture. They were excluded from the citizenship rights and so are oblivious to cultural understanding. Many aboriginal’s live in rural area and are in sync with their Local Council. Aboriginal organisations run the Land Council. They have no idea or experience of leadership or citizenship. I would have liked to see justification for this last sentence – it comes from Reynolds but is out of context here and requires referencing. These statements are, in part correct but also patronise Indigenous people, particularly regarding “oblivious to cultural understanding”. Indigenous people, in the most part, are strong and proud in their culture. Teachers can contribute by teaching Indigenous students. All students need to be equipped with the leadership qualities. Sustainability – Aboriginals are far better than us in taking care of the land. Indigenous people were perished from their lands by the greed of the western people. The concept of “Terra nullus” (Empty Land) was cropped up by British but according to Marcia Langton (1996) no indigenous has been devoid of land. She says there is a strong cultural bond of indigenous with the land. Reference to further reading to support discussion. These statements are unsupported and therefore only statements made by the student, which may or may not be correct. I will infer my assignment by stating that children should be able to implicate their skills in the world (Bentley 1998). This is a globalized world and it is imperative for students to acknowledge the intercultural awareness so that they perceive various perspectives rather than stereotyping. This leads to active citizenship. Educators have a hard task ahead to educate the indigenous and non – indigenous children and bridge the gap of inequality in education. Furthermore imbibe attributes such as leadership, active citizenship, acknowledging diverse cultures, thinking from others perspective, understanding people from other parts of the world and taking pride in one’s own culture and identity. Student is demonstrating awareness of future challenges to own practice and identifies why it is important – i.e. “to bridge the gap”. Assignment 1 – Section 1 – ATSI Perspectives Relates primarily to: “Provide an overview of the neighbourhood from an ATSI perspective and any significant places or features of the neighbourhood.” Criteria 2: Reflects critically on theory of citizenship, history and sustainability. Criteria 2: Distinction: Comprehensive demonstration of understanding and critique of specific criteria of citizenship, history, sustainability, and practice addressed and supported by a clear, theoretically based position. Criteria4: Demonstrates understanding of significant cultural, historical, social and environmental dimensions of community: Criteria 4: Distinction: Comprehensive understanding of significant cultural, historical, social and environmental dimensions of community included and clearly links to policy and legislation. Aboriginal and Torres Strait islander perspectives represented and analysed. ABORIGINAL AND TORRES STRAIT ISLANDER PERSPECTIVE OF HARRINGTON GROVE, LGA It is difficult to comment on this very new suburb in the Camden LGA. There are many different indigenous people in Australia with many different tribes and traditions and levels of education. In the Camden LGA, as much as it is Caucasian based, there are many different cultures building in this developing area. There is a long history of Aboriginal occupation, where there are three tribes, the Gundungurra, Dharawal and Dharug, they all fall under the Tharawal community. In the 1800s there was rapid and extensive amounts of Europeans occupying the Aboriginal land which meant here was much conflict. Over the years, there is evidence displaying a more cooperative relationship between these tribes and Europeans. The ATSI community continues to grow in Camden area. The artworks, rock engravings, and the stories have been passed on through the tribes and it is being acknowledged that ATSIs really cared about and nurtured this land. These tribes are being welcomed and embraced in many different ways, especially in school curriculums. For example, Camden High School has found a way to “close the gap” where they are “committing to achieve improved outcomes for Aboriginal students”, “provide culturally appropriate Aboriginal education for all students”, “increase knowledge and understanding of Aboriginal Australia for all staff and students”, “work with families to develop personalised learning plans for all Aboriginal students”. (Camden High School, 2015 & Reynolds, 2014). Figure 1: Camden High School are clearly attempting to include the ATSI community to improve outcomes for children at their school. The Council itself is “committed to developing and implementing a social, cultural and recreational plan that recognises diverse and changing lifestyles through the “Camden 2040” (Camden Council site, 2015). Figure 2: More detail about what this actually is would have been beneficial. Tharawal Local Aboriginal Land Council provides assistance to improve the social, emotional, and mental wellbeing of its members and ATSI within these boundaries. They offer a range of services for the community, projects that are currently underway, and facilities. They find ways to develop and maintain housing and accommodation services, protect their Aboriginal culture, they work with the local government for local employment strategies, assist in the development of facilities for their community for cultural activities to be held, e.g. NAIDOC week. This council also hosts fund raisers for local programs to enhance community education and keep their culture alive. (Tharawal Local Aboriginal Land Council, 2015). Figure 3: This student has looked deeply into what the local council provides to ensure the local Aboriginal community are consulted and involved in identifying their needs to keep culture strong. Section 1: Identify your local neighbourhood/local area (now or from your childhood) that is the focus of your report and include a description for someone who has never been there. Relates primarily to Criteria 1:Clear, integrated description of local community places and the ways in which various age/community groups interact with them. Distinction: Clear, professional detailed analysis of communities and data. Strong professional understanding of service provision and resources. Clear understanding of community links. SECTION 1: HARRINGTON GROVE I currently live in Harrington Grove which is approximately 45kms South West of Sydney. This suburb has been designed to complement the surrounding greenery with a quality style of living including streams, bushland areas, a children’s park, a country club, cycle ways etc. This is an estate of a higher socio-economic status, where the houses are worth approximately $1m (and rising), each resident pays strata to assist in maintenance and withholding the value. The neighbourhood is very multicultural and very friendly. It would be very easy to raise a child in this environment. Student has provided very clear and concise description of local area. Given that Harrington is a relatively new suburb, statistically there is no recent data available on demographics, so the Harrington Park area will be used. The population of Harrington Park is 7,638 and has approximately 49.4% male and 50.6% female, with the average age of people being 33 years old. Almost 79% of the people living in this suburb were born in Australia, the rest comprise of minor percentages of multicultural backgrounds. Approximately 85% of the people that live in this suburb only speak English, the other languages spoken are Italian, Spanish, Greek, Croatian etc. The majority religious beliefs are of Catholic and Anglican. Marriage is of high percentage in the Harrington Park area, 65% of the population are married and 49% of these have children under the age of 5. (Australian Bureau of Statistics, 2015) Has provided demographic data, cultural breakdown, religious breakdown, all referenced. Assignment 1 – Section 1 “Provide an overview of the neighbourhood from an ATSI perspective and any significant places or features of the neighbourhood.” Relates primarily to Criteria4: Demonstrates understanding of significant cultural, historical, social and environmental dimensions of community: Pass: Aboriginal & Torres Strait Islander perspectives included. Overview of ATSI perspective An overview of Cecil Hills and Liverpool from an Aboriginal Tortes Island perspective I would firstly like to acknowledge the Darug, Gandangara and Tharawal people, who are the traditional custodians of the City of Liverpool region. I would also like to pay respect to both past and present Elders and extend this respect to other Aboriginal people present. Provides an Acknowledgment to the local Aboriginal people – shows respect. However, there are issues with spelling which have not been checked thoroughly. Liverpool was also home to all three people as they arrived over 40,000years ago, which is significant and protected by the Aboriginal Heritage (Liverpool City Council, 2014). There are many places around the Liverpool area that holds a historical significance to Aboriginal Tortes Islanders this includes the Georges River as one of the most significant icons. Appropriately identifies place of significance, although could have provided more information as to why this is significant. Does not indicate which “three people” this paragraph is referring to – the reader must assume it is the Darug, Gandangarra and Tharawal mentioned in the previous paragraph. In todays society the Aboriginal community is now made up of many different groups and clans from all over Australia. Aboriginal and Tortes Islanders has access to a number of different types of organisations within the local area of Liverpool, these organizations include the Aboriginal Community Health Services located in Miller, Aboriginal Day Care (Elders Group) Hoxton Park, Gandangara Local Aboriginal Land Council in Liverpool, and lastly KARI Aboriginal Resources Inc. Liverpool (Liverpool City Council, 2014). Within the local area of Liverpool there are significant dates for the Aboriginal Community who take part in cultural celebrations, some of these celebrations include of Yabun (Survival Day), National Sorry Day, Mabo Day, Coming of the Light Festival, NAIDOC Week, National Aboriginal and Islanders Children’s Day and International Day of the World’s Indigenous People. (Liverpool City Council, 2014) Identifies a range of events which are provided by local council to support Aboriginal and Torres Strait Islander culture in Liverpool area. Although this paper contains typos and spelling errors, the content provided meets the criteria at Pass level. Assignment 1 – Section 3 Write a discussion on how environmental features, policy and natural resources interact with the way people (children as well as adults) use the area. You should include issues of sustainability, as well as cultural identity and children’s rights. Relates primarily to: Criteria 2: Reflects critically on theory of citizenship, history and sustainability. Distinction: Comprehensive demonstration of understanding and critique of specific criteria of citizenship, history, sustainability, and practice addressed and supported by a clear theoretically based position. Not only India but Punjab is now in “Urban Transition” phase which means that it is developing but at the cost of our environment. Punjab Pollution control board has allocated the amount of water to be used by industries, fines imply if overused. All the vehicles need to use apt fuel and serviced, if caught heavy fines imply. Industries need to inform the central government of the Hazardous waste emitted and how they are dealt with. It should be noted this is only 1 page from this assignment- the student embedded issues of sustainability, cultural identity and rights throughout the paper. Mr Seechewa l This student supported discussion with appropriate images of the place discussed showing various components of sustainability.
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