1.3 Sustainability

Our Lunchbox Waste

Hi parents and carers! As you know, last week we conducted a classroom experiment to examine how much solid waste was produced from our lunchboxes. At the end of each day, we weighed the different types of waste, and recorded the results. At the end of the week, we compiled and analysed our data (see below) and discussed how we might reduce our lunchbox waste. By taking this approach to learning about waste, students were able to collaboratively explore many curriculum topics simultaneously. Working not only within a geography and sustainability context, but also mathematics, science and English, students were able to support each other with the various aspects of this task. This flexible system of learning allowed students to create connections in meaningful ways.

Why we are learning

During these lessons, students discovered that food waste and packaging were a significant contributor of our entire classroom waste production. We examined our data, discussing ways we could improve and next week will expand upon these ideas by creating solutions we can implement locally, nationally and even globally. By taking a holistic approach to sustainability, children are given the greatest opportunity to achieve knowledge and skills outcomes. This learning style encourages active citizenship and helps students understand how decisions made in life can affect future generations. The humanities and social sciences area of this topic provides children the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. 

How we are learning

While these lessons do require high teacher direction with the use of scales equipment and interpreting data, the focus is very much student-centred and collaborative. As students work together to investigate our classroom waste, they exchange ideas and build upon a collective knowledge base. By working together in a social environment, children develop confidence in their abilities and are more capable of achieving their learning goals. We have created a classroom environment based on respect and understanding that allows children to feel comfortable in a collaborative learning context, as this is an important aspect of successful social learning. Active teaching and learning through dynamic experiences gives students the opportunity to build and apply responsibility in the classroom and beyond. 

Rethink your lunchbox!

After collecting the data, our class offered suggestions as to how we might reduce our waste and ecological footprint. We came up with these ideas:

• Use drink bottles that can be refilled, as opposed to one-use recyclable drink bottles
• Create a class/school compost bin for our fruit, vegetable and other waste
• Enforce a ‘nude foods’ program – no plastic or wrappers on our food
• Don’t over pack lunchboxes to avoid food wastage 

As the school and home are two of the most important areas of a child’s life, creating strong connections between the two are fundamental in supporting student learning outcomes. We welcome your input as parents to support your child in their passionate sustainability conquest. 

1.2 Aboriginal and Torres Strait Islander history and culture

Advice: Aboriginal and Torres Strait Islander viewers are advised that this blog post may contain images and voices of people who have died.

Advance Australia Fair? 

           Hi parents! Recently we have had a strong focus on Australian history in our classroom, where we have explored different viewpoints and discussed how people and events have shaped our nation. Over three lessons next week we will be exploring the Australian national anthem and whether or not it should be changed as there is conflicting public opinion–some people believe it does not represent or even respect Aboriginal and Torres Strait Islander histories and cultures.

•  Lesson One: Watch a short video (here), questioning and class discussion, students research and analyse information to prepare for a classroom debate
•   Lesson Two: Students perform debate, as a class we discuss the implications and how we might act on this issue as active citizens
•  Lesson Three: Using traditional aboriginal musical instruments, students form small groups to compose a new national anthem, we perform these to the class 

Aboriginal and Torres Strait Islander histories and cultures is one of three priorities that are designed to help enhance the curriculum. When integrated into different learning areas, these priorities can deepen students’ understanding and allow them to better understand their world. As our class explore different perspectives, they examine how Australian society has changed over the years and begin to touch upon the idea of a national identity. During the lessons students are given the opportunity to develop essential skills as they pose appropriate questions during their research and inquiry, learn to appreciate different viewpoints, work together to solve problems, reflect upon and communicate their ideas and take responsibility as active citizens. 

How are students learning? 

                 These lessons have been designed to feature inquiry-based learning, where students pose questions and are constantly engaged in critical reflection. As students work together to research and analyse information, their collaboration allows them to exchange ideas, resolve issues and develop a deeper understanding. While the emphasis will be placed on students to interact with one another and actively inquire in order to build upon their knowledge; as a teacher, I will continually communicate with students to guide and support their confidence and learning independence. 

Start the conversation at home!

           As our lessons do not start until next week, you might take some time to talk to your child about this topic. Some questions we will be exploring during our research are: 

• What does Advance Australia Fair tell you about our country? 
• Is it important to have a national anthem? 
• What makes a good anthem? 

          You might even like to watch the video below with your child and discuss the alternative lyrics.

          As parents, you can have a remarkable impact on your child’s education outcomes, and meaningful time spent with your child can not only enrich learning, but can also strengthen their personal growth and development.

We value your collaboration and encourage parents to come in on Wednesday afternoon to watch our students debate this topic.

1.1 Civics and Citizenship - Teaching a controversial issue

Our diverse community

Hello parents and carers of 4A! Thank you for providing us with your family’s ancestry and religious beliefs last week, we will be using this valuable information over the next few weeks as we investigate ‘Our Diverse Community’. During this unit we are exploring the unique cultural, religious and social groups that shape our vibrant community, where students will discover what makes the character of their neighbourhood special and how their appreciation of diversity can be expressed globally. Your child will have the opportunity to gain a deeper understanding of the active role they play in civics and citizenship, a learning area of Humanities and Social Sciences [HASS].

Why we are learning 

Traditionally, this type of subject matter can be somewhat sensitive or even controversial, although taking an educational approach allows children to control their learning and construct meaning by exploring cultural and religious ideas over a variety of disciplines, particularly within HASS. 

While studying ‘Our Diverse Community’, students will build valuable skills and extend their knowledge through questioning, research, analysis, communication, evaluation and reflection. As our class comprehends values and rights, challenges stereotypes and preconceptions, they gain social awareness, including intercultural and ethical understanding. Our students will create meaningful connections to HASS and strengthen their proficiency in what the Australian Curriculum terms ‘general capabilities’. These capabilities help children achieve learning outcomes, become confident individuals and active and informed citizens. 

How we are learning 

The lessons that evolve through this study are highly exploratory and collaborative, where students are encouraged to make meaning from engaging as active learners. As students establish individual interpretations of our community, they will perform role plays, listen to guest speakers, work together to research ideas and communicate and reflect upon their findings. 

We will explore ideas such as: 

• How are our cultures similar; how are they different? 
• How important is it for people to be able to practice their own beliefs and values? 
• How do our different cultures contribute to and shape the community? 
• What other cultures are there around the world that might not be represented in our class?

How can I help? 

In the modern world, religion and cultures are encountering one another on a scale never known before, as such, this topic needs to be approached in a contemporary way. Children should be encouraged to be curious, to question and reflect and be assured there are no ‘right’ or ‘wrong’ answers.

As parents and carers, you have an important role to play in our school community, and when classroom learning is explored in the home environment, you can help to engage your child in their education, support positive behaviour and learning outcomes.

Big thanks to some of our parents who have kindly given up their time to come into the class next week to talk about their culture and traditions with us.