Beliefs about learning and the learning environment.

1
Anne Gilligan is the teacher/librarian. Annes
interest is in equipping children with research
skills.In this project the focus was on children
understanding their cultural heritage and places
of local significance.Prior to the excursion
children were asked to define their knowledge
about the area and what new knowledge they hoped
to acquire. A survey was the basis of subsequent
library lessons. At the end of the project
childrens knowledge was consolidated by
participating in a puppet show Meeting Kauna
which linked traditional Aboriginal culture to
modern society.
research
2
The aim of this presentation is to link Learning
to Learn at
Magill Junior Primary School to the SACSA
framework
Caring Cooperation Selfworth
Diversity Achievement Respect
Thinkers Keys -Six hats -Critical literacy- Open
questions
3
Whole School Change
Individual Life long Learning
Teacher diversity
Individuals contribute to the whole
Exploring Australian Identity through our natural
and Aboriginal heritage with a visit to Morialta
Falls as a whole school experience.
The basis for change is common understanding of
Learning to Learn principles, Magill Core Values,
SACSA Essential Learnings and the strands in
Society and Environment. Teachers special
interests are profiled and valued as diverse
contributions to the whole project.
4
why
core values
what
essential learnings
how
key ideas
key competencies
constructivism
5
Magill J.P. Core Values and Aboriginal Education
2002
Caring
Cooperation
Diversity
Rules for Living
Empathy with others
Cultural diversity
Self worth
Respect
Achievement
Concern for others and the environment.
Understanding and expressing new knowledge.
Myself as an Australian.
6
Identity
Futures
Thinking
My Australian heritage
How I understand our country and its people.
How I want our world reconciled with Aboriginal
people.
Communication
Interdependence
How I express my ideas and understanding about
Aboriginal culture and explain to others.
Where and how I fit with all Australians.
7
KC1 Collecting, analysing and organising
information
Surveying children for prior knowledge about
Morialta. KC2 Communicating ideas and information

Response to stories, art and the environment. KC3
Planning and organising activities

Practising Aboriginal games, visiting S.A
Museum. KC4 Working with others and in teams

Working with a group at Morialta and in
class. KC5 Using mathematical ideas and
techniques
Designing art works and using Aboriginal
symbols. KC6 Solving problems

Civics citizenship-
Reconciliation KC7 Using technology

ICT samples of work.
Key Competencies
8
Presentation of class projects
with teacher profile and area of interest.
organised through
Society and Environment strands

• Standard 1 Outcomes- adapted for Aboriginal
  Education
• Children
• listen and retell Aboriginal stories and explain
  their relevance for Australia.
• begin to recognise many traditional stories have
  a spiritual element.
• describe how Dreaming stories teach about ways of
  behaviour and respect for people resources and
  the environment.
• identify how people cooperate in society to meet
  current and future needs.