VC2HH8S01

History yr 7/8.

Historical concepts/Skills.

Tazmin, Jemma, Linden, Jonny, Hope.

• Home routines:

• Classroom features:

• Peers & teachers:

• Health & services:

MESOSYSTEM (connections among microsystems)

• Parent–teacher communication:

• Home–school practices alignment:

• Community–school links (church/mosque/community center/library):

EXOSYSTEM (indirect settings)

• Caregiver work schedules/policies:

• School governance & local policies:

• Neighborhood resources (transport, parks, clinics):

• Media/technology environment:

MACROSYSTEM (culture/ideology)

• Cultural values & norms (e.g., collectivism/individualism; attitudes to disability):

• Laws & policy climate (immigration, inclusion, funding):

• Economic conditions/inequality narratives

Microsystems: Attends Maryborough education centre which is in a regional town, no religious affiliation, grew up agnostic, lives in the bush and has no close neighbours, lives with mum and older brother, her two other siblings are a 20 minute drive into the town which she attends school, has 30 other kids in the year level of which 6 are her friends.

Mesosystem: her mum works weekends so she is often alone during that time, mum does not often come to the school, does not do any extracurricular activities, mum does not go to school meetings, often misses school by not getting up for the buss.

Exosystem: Has grown up with the internet, single mum whom is the working class, has very little contact with extended family,

Macrosystems: lives in Australia which is a very independent culture, in the western world, lives in the central golfing shore, lives near a town with the population of 17,000.

Chronosystem: Was attending school in year 6-7, grown up with ai, parent split up when she was 6 years old.

Self-reliant and independent, she is able to make her way about her day without having to count on others. She has a good relationship with both parents, as well as siblings who are able to help her with anything she needs and who provide housing and food and love.

Her school routine is consistent which allows her to have many friends who encourage her academic endeavours. She has good relations with her teachers. She plays netball with other peers and friends, which allows her to stays very physically fit and healthy.

• Mesosystem:

Home life and school life are both consistent and provide joy, education and provide abundant opportunities to learn and grow, as well as form productive friendships. Parents are included in academic endeavours, and teachers include parents in education and outcomes. While playing netball, the sporting club provides a safe space to further develop friends and relationships.

• Exosystem:

She works in a hospital in the kitchens, which allows her to create bonds with co-workers and patients. She spends time with friends in her community, shopping, playing sport and hanging out. A lot of these catch ups is dependent on social media, which allows them to coordinate meetings. Her education is also reliant on technology, but not fully dependant.

• Macrosystem:

She lives in stawell, so religion is not prominent. She is a law-abiding citizen which refrains activities she may do. Due to her location, financial hardships are prevalent, but this does not affect her day to day life. She does not face injustice, and lives a very privileged life.

Home Routine

Shared Accommodation

Structured home learning with preparation times.

Head of Boarding, 10 Mentors/Tutors, House Mother in boarding house and parents when at home.

Peers range from younger to older. student leads common aged and younger peers, tends to follow older students. Strong relationships with teachers and adults ability to question and offer alternative answers

Sports, fitness, rowing, afl, soccer - heakth services at school

Microsystem:

• living in a stable household with two parent figures and 4 siblings

• includes the organisations they interact with in everyday life including their school, and sports team which enable the 13-year-old to grow and develop.

• has a close network of friends that align with his values and interests.

• has supportive teachers that encourage and value their learning process.

Mesosystem:

• the students' parents are financially stable allowing them to attend a private school and provide essentials such as nutritious foods to promote development.

• the students' parents are separated which can influence the emotional development of the student.

• both the students biological parents have achieved tertiary education which can influence the students intellectual development.

Exosystem:

• the student is involved in many social media platforms which can negatively impact emotional and social development.

• the students biological parents are both employed allowing for a stable income to support the student.

• the student has a strong relationship and connection to extended family such as cousins, Uncles and Aunties.

• the student lives in an environment where health and community services are readily available to support the students physical development.

Macrosystem:

• The student belongs to a culture that is progressive in views and values, accepting individual differences amongst members in society, influencing the students intellectual and social development.

Chronosystem:

• the student has lived in an environment which as not experienced or is not currently experiencing conflict or war.

• the student would be currently experiencing life cycle transitions such as puberty which influences physical and emotional development.

Sports - Although now sports including (football and other contact sports) is now seen more as gender neutral with pathways for all. This student interprets playing sports such as AFL and Rowing to be more male oriented.

Relationships - My student is beginning his personal and romantic life. For him personally there is a way to interact with male peers and to interact with female peers.

Looking at all three of these aspects what I think is important is to respect cultural and religious views as long as they do not negatively affect others. Show understanding around sports and how anyone can participate and that is the great thing about sports. Have conversations around inclusivity for all hobbies and interests.

Relationships should be a conversation around respect for all. One thing I have noticed is my student does not particularly like vulgar language but will not speak up because his male peers might not think it "manly" that he does.