1. Select a children’s story book for children 3-5 years or 5-8 year olds which focuses on place, cultural identity and environment. Reflect on why this would be a meaningful book for children in this age group.
2. Identify relevant Aboriginal and Torres Strait Islander history, environmental features and interactions between people and the natural world relevant to this book. Identify the big ideas that are significant to this book (e.g. links between culture and identity, sustainability).
3. Investigate links to specific learning outcomes and indicators in the Early Years Learning Framework (for birth – 5) or the Board of Studies Human Society in its Environment (HSIE) syllabus (for primary school), including conceptual knowledge, learning processes (e.g. investigation, problem solving) and dispositions (e.g. creativity). Think about how you will go about assessing this learning (e.g. how would you document the learning?).
4. Investigate links to one other curriculum area – e.g. Creative Arts, English/Literacy or Science – and relevant outcomes and indicators, or one other learning outcome in the EYLF (e.g. Learning Outcome 5 or Learning Outcome 4) and specific aspects of this outcome.
5. Make a mind map (1 x A4 page) which identifies the big ideas of your project or unit of work, links to relevant outcomes across human society/connections to the world and one other curriculum area, what you want the children to learn, the learning processes and dispositions that you will focus on and the potential lines of enquiry/investigation (e.g. what questions might you explore with children?) and how you will assess children’s learning.