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Geography is a sense of belonging such as cultural influences.

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The 3- 5 age group  
Civics and Citizenship is about social skills, how to  treat others/moral development, sustainability and citizenship. 

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Curriculum content descriptions

The way the world is represented in geographic divisions and the location of Australia in relation to these divisions (ACHASSK047)

Elaborations

investigating the definition of a continent and the seven-continent and six-continent models

using geographical tools (for example, a globe and world map) or digital applications such as Google Earth to locate and name the continents, oceans, equator, North and South Poles, tropics and hemispheres and then labelling an outline map

describing the location of continents and oceans relative to Australia, using terms such as north, south, opposite, near, far

ScOT terms

Landforms, Geographic location

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Curriculum content descriptions The way the world is represented in geographic divisions and the location of Australia in relation to these divisions (ACHASSK047) Elaborations investigating the definition of a continent and the seven-continent and six-continent models using geographical tools (for example, a globe and world map) or digital applications such as Google Earth to locate and name the continents, oceans, equator, North and South Poles, tropics and hemispheres and then labelling an outline map describing the location of continents and oceans relative to Australia, using terms such as north, south, opposite, near, far ScOT terms Landforms, Geographic location

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https://au-lti.bbcollab.com/recording/c8d34d9bed514ffc970452d388efc302

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https://au-lti.bbcollab.com/recording/e1f5ce433b3d49daa9f6615befb0d54e

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Elaborations

identifying the activities located in their place (for example, retailing, medical, educational, police, religious, office, recreational, farming, manufacturing, waste management activities), locating them on a pictorial map, and suggesting why they are located where they are

identifying which resources they can recycle, reduce, re-use or none of these, and what local spaces and systems (for example, rules, signs, waste collection truck routes) support these activities

exploring activities in the local rivers, lakes and coastal waters and identifying constructed features (for example, Aboriginal eel traps, jetties, shark nets, fish farms)

describing how they rearrange the space within the classroom for different activities (for example, reading time or a drama)

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Elaborations identifying the activities located in their place (for example, retailing, medical, educational, police, religious, office, recreational, farming, manufacturing, waste management activities), locating them on a pictorial map, and suggesting why they are located where they are identifying which resources they can recycle, reduce, re-use or none of these, and

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History is about their  families. This is where you can explore who is in their family, not all families are the same, what pets they have, what they looked liked as a baby. 

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Geography is Place, space and environment, change  and Interconnection. Between Year 1 to 3  this develops concepts of local community, Australia and concept of the world.

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Elaborations

identifying the activities located in their place (for example, retailing, medical, educational, police, religious, office, recreational, farming, manufacturing, waste management activities), locating them on a pictorial map, and suggesting why they are located where they are

identifying which resources they can recycle, reduce, re-use or none of these, and what local spaces and systems (for example, rules, signs, waste collection truck routes) support these activities

exploring activities in the local rivers, lakes and coastal waters and identifying constructed features (for example, Aboriginal eel traps, jetties, shark nets, fish farms)

describing how they rearrange the space within the classroom for different activities (for example, reading time or a drama)

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Elaborations identifying the activities located in their place (for example, retailing, medical, educational, police, religious, office, recreational, farming, manufacturing, waste management activities), locating them on a pictorial map, and suggesting why they are located where they are identifying which resources they can recycle, reduce, re-use or none of these, and

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The 3- 5 age group
Civics and Citizenship is about social skills, how to  treat others/moral development, sustainability and citizenship. History is about their  families. This is where you can explore who is in their family, not all families are the same, what pets they have, what they looked liked as a baby. Geography  is about the world around them – culture, community and the environment.

The 6 - 8 age group
Civics and Citizenship  is only introduced formally in Year 3 (8-9 year olds) so also look at  ACARA's general capabilities, with personal and social, ethical and intercultural understanding and Cross-priorities, Sustainability and Aboriginal and Torres Strait Islander.  History now is moving beyond themselves and looks at the community, including how past communities operated and  exploring how technology has changed the way people live. Geography is Place, space and environment, change  and Interconnection. Between Year 1 to 3  this develops concepts of local community, Australia and concept of the world.

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This is an overview of the 9 resources you need to cover in the portfolio.

Three for each age group and curriculum strands of HASS (History, Geography and Civics and Citizenship.

Please use the template provided in the Assessment thread.

Use of resource: 200 per resource/age group/HASS strand). This is the only part of the template where the word count is included.

You will need to fill in 9 of these templates to cover all 9 resources.

Assessment Three in a nutshell

1.  Write a brief introduction that articulates the importance of the inclusion of the Humanities strands  in curriculum in early childhood education (approx. 200 words total for all three strands).  Use approximately 70 words for each area - History, Geography and Civics and Citizenship. This discussion should be supported by good research and curriculum and policy links.

2.  Collect one resource for each of the three Humanities strands for each of the three age groups: birth to 2 years, 3–5 years, 6–8 years (this means a total of nine resources for the folio, which equates to three resources for each age group and for each of the three strands of humanities).

For each resource use Assessment 3 template provided
briefly describe how you are going to use the nine resources to enhance children’s learning about the area of curriculum (which equates to approx. 200 words for each resources)
provide EYLF and AC links and a succinct detailed description of each resource, you may include photos or a web link.

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This is an overview of the 9 resources you need to cover in the portfolio.

Three for each age group and curriculum strands of HASS (History, Geography and Civics and Citizenship)

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Please use the template provided in the Assessment thread.

Please the section - Use of resource: 200 per resource/age group/HASS strand). This is the only part of the template where the word count is included.

You will need to fill in 9 of these templates to cover all 9 resources.

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Here is a sample layout -

Page 1 – Folio Cover – Name and details

Page 2 – History Outline – why is it important in ECE - must include supporting evidence – Note this should be BRIEF. Approx 50- 70 words

Page 3 -5 – History Resource and description - must include supporting evidence demonstrating understanding  about how each resource can be used to enhance children’s learning about the humanities. Approx– 200 per artefact and per age group

Page 6 – Geography Outline - why is it important in ECE - must include supporting evidence – Note this should be BRIEF. Approx 50- 70 words

Page 7-9 - Geography Resource and description -  must include supporting evidence

demonstrating understanding about how each resource can be used to enhance children’s

learning about the humanities. Approx 200 per artefact and per age group

Page 10 – Civics Outline - why is it important in ECE - must include supporting evidence – Note this should be BRIEF. Approx 50- 70words

Page 11-13 – Civics Resource and description - must include supporting evidence demonstrating

understanding about how each resource can be used to enhance children’s learning about the humanities. 200 per artefact and per age group

Page 14 – References

Please note – alternatively you can write a 200 word introduction including all three areas.

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Please see the red text to understand what to write in each section.

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So how do you link these resources to the curriculum? Here is a guideline to what is to be taught in each age group.

The 0-2 age group
Civics is social and emotional development. History is about themselves (identify)  as this age group is egocentric - so history topics are usually all 'about me'. Geography is a sense of belonging such as cultural influences.  Think about hands on ways that children can explore the environment around them – this can include starting with where they live, what type of home do they live in, the surrounding environment?  It may be about structuring the environment to explore or use of literature to read to them. The resources can be quite simple.

The 3- 5 age group
Civics and Citizenship is about social skills, how to  treat others/moral development, sustainability and citizenship. History is about their  families. This is where you can explore who is in their family, not all families are the same, what pets they have, what they looked liked as a baby. Geography  is about the world around them – culture, community and the environment.

The 6 - 8 age group
Civics and Citizenship  is only introduced formally in Year 3 (8-9 year olds) so also look at  ACARA's general capabilities, with personal and social, ethical and intercultural understanding and Cross-priorities, Sustainability and Aboriginal and Torres Strait Islander.  History now is moving beyond themselves and looks at the community, including how past communities operated and  exploring how technology has changed the way people live. Geography is Place, space and environment, change  and Interconnection. Between Year 1 to 3  this develops concepts of local community, Australia and concept of the world.

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Year 1

Activities in the local place and reasons for their location  (ACHASSK033

identifying the activities located in their place (for example, retailing, medical, educational, police, religious, office, recreational, farming, manufacturing, waste management activities), locating them on a pictorial map, and suggesting why they are located where they are

Year 2 The way the world is represented in geographic divisions and the location of Australia in relation to these divisions  (ACHASSK047)

using geographical tools (for example, a globe and world map) or digital applications such as Google Earth to locate and name the continents, oceans, equator, North and South Poles, tropics and hemispheres and then labelling an outline .

Year 3

The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human.

using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to locate and name significant places such as the states, territories, major cities and regional centres in Australia.

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I thought that I would give you an overview of the area of Civics and Citizenship.

Supporting Social Development in the Classroom (EYLF – Outcomes 1, 2 and 4)

All adults are role models for respectful relationships with adults and children

Values and attitudes are positive

Children have opportunities to interact with adults, other individuals and small groups to have their social skills reinforced

Parents are welcomed and encouraged

Difference is welcomed and celebrated

Autonomy is encouraged

Children are encouraged to initiate their own ideas and thinking

Risk taking is accepted (not seen as ‘mistakes’).

The democratic classroom

Children are recognised as being diverse.

Everyone has the same basic rights and privileges.

Everyone is governed by the same rules.

Everyone must be tolerant, respectful and share similar values.

Everyone has a right to have a point of view.

Values of Citizenship

Liberty

Equality

Justice

Freedom

Tolerance

Responsibility

Community

Civics and Citizenship (Year 3 Australian Curriculum).

Civics relates to the organisation and working of society (ACARA, n.d)

Citizenship is the condition of belonging to social, religious, political or community groups, locally, nationally and globally (ACARA, n.d).

Citizenship

Being part of a group carries with it a sense of belonging or identity which includes rights and responsibilities, duties and privileges. These are guided by the agreed values and obligations required for active participation in the group (ACARA, n.d).

Civics Education

Formal civics education:

Citizen rights (e.g. under the constitution).

Citizen responsibilities( e.g. being an informer voter).

How governments work (e.g. who enforces the law).

Informal civics education:

Governance of the classroom community

Classroom relationships

Fundamental principles and values of a democracy

Experience first hand the values that are a part of democratic citizenship

Please first view the HASS curriculum before linking it to the following:

Cross-curriculum priorities linked to HASS (Australian Curriculum 5 to 8 years old)

Sustainability

Aboriginal and Torres Strait Islander

General Capabilities linked to HASS

Personal and social, ethical and intercultural understanding

ethical and intercultural understanding

Critical and creative thinking

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History

promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times.

It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day

. (Australian Curriculum, nd)

Aims for teaching History
Ensures that students develop:

•interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens

•knowledge, understanding and appreciation of the past and the forces that shape societies, including  Australian society

•understanding and use of historical concepts, such as evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability

•capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication

Two Key Strands of History AC

.•Historical Knowledge and Understanding: includes personal, family, local, state or territory, national, regional and world history

•Historical Skills chronology, terms and concepts; historical questions and research; the analysis and use of sources; perspectives and interpretations; explanation and communication. emphasis on historical interpretation and the use of evidence.

Curriculum Focus Foundation to Year 2

Awareness of family history and community heritage

•Through experimentation, practice and play, children in these years use their interest in people and how things work to make sense of their world.

•This history curriculum enables students to learn about their own social context of family, friends and school, and the significance of the past. They engage with the remains of the past; develop a concept of time as present, past and future, and through role play use their imagination to speculate about the lives of others in the past.