Assignment 2 SOSE

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488 Assignment 2 planning a unit of work Values Analyse Sequence for SOSE Primary Units of Works Unit 1: ‘Meeting Needs’ Stage of Schooling: Stage 1 Page 1

Transcript of Assignment 2 SOSE

Page 1: Assignment 2 SOSE

EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Assignment 2 planning a unit of work

Values Analyse Sequence for SOSE

Primary Units of Works

Unit 1: ‘Meeting Needs’

Stage of Schooling: Stage 1

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Introduction:

Overview of Outcomes:

Social System and Structures, Roles, Rights and Responsibilities, identifies ways in

which their own roles, rights and responsibilities and their needs are met individually

and cooperatively.

Situation Analysis:

The assumption has been made for situation analysis for primary class integration of

Stage 1.

The Following sequence has been designed for Stage 1 students. The unit is based on

social system and structures, roles, rights and responsibilities of families and their needs

are met individually and cooperatively.

Burwood West Public school established in 1861. This school is one of the oldest

schools of NSW, located in Sydney’s western suburb, approximately fifteen kilometres

from city centre. The school currently has population of 235 students. The school in

near to city where lots of changed has been noticed regarding impact of today’s lifestyle

is affecting everyday life. School is trying to maintain and instil values in children to

keep their home and school clean. The building was renovated in 1996, which has given

the pupils, staff and parents a revitalized learning environment. School is fully equipped

with all resources.

There are 20 students in the class of kindergarten, 12 girls and 8 boys. There are 2

students from ESL, 3 students are gifted/talented. This unit is completed at the end of

term 4 in Kindergarten. (Burwood East Primary School 2008, About Us)Page 2

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Focus question

Who help me meeting needs?

Contributing questions

1. What are my needs?

2. How do family members help each other meet their needs?

3. Who helps me meet my needs at school?

4. How do workers help us meet our needs?

Conceptual Strand

Social System and Structures.

General Outcomes:

SSS1.7

Explains how people and technologies in systems link to provide goods and services to

satisfy needs and wants (Board of Studies NSW 1998; 34, SSS1.7)

Indicators

Knowledge and Understanding

Identifies resources which is used to meet their needs and the needs of others

including goods and services.CQ4

Identifies the resources used by people who work and where they come from

CQ 4

Identifies different types of goods and services which is used for our needs and

wants. CQ 1,3,4

Classify the difference between goods and services. CQ 1,4

Explain how people help them including paid and unpaid worker. CQ 3Page 3

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Explains how paid and unpaid staff works in the school and classroom helps

meet their needs. CQ 3

(NSW Board of studies, 1998:34 SSS1.7)

Skills:

Gather information about the resources that is used by people to meet their own

needs and needs of others.

Get knowledge about goods and services.

Distinguish between goods and services..

Listen to stories about paid and unpaid worker in society.

Explain about the technologies which is being used for everyday living.(Board

of Studies NSW 1998:36-46, SSS1.7)

Values:

Discuss the different ways that resources are organised

Identify and locate classroom resources. (BOS 1998:46, SSS1.7)

SSS1.8

Identifies roles and responsibilities within families schools and the local community,

and determines ways in which they should interact with others.(Board of Studies NSW,

1998:36, SSS1.8)

Indicators

Knowledge and UnderstandingPage 4

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Identifies about the school organisation community including who works in

school, their rights, roles and responsibilities for school. CQ 3

Identifies similarities and differences of rights, roles and responsibilities

between school and family. CQ 2,3

Explain what are the roles and responsibilities of families. CQ 2

Participating in creating and observing rules to protect their rights and rights of

others in the class and at school. CQ2,3

Identifies the need of different families are different to others. CQ 2

Identifies the roles for male and female within families. CQ 2

Illustrate what are their roles and responsibilities for school and family. CQ 2,3

Identifies roles and responsibilities of community workers including both paid

and unpaid worker. CQ 4

Identifies fair and unfair practices in their school and at home. CQ 2,3 (Board of

Studies NSW 1998:36, SSS1.8)

Skills

Describe the roles and responsibilities of school organisation and how they meet

their needs.

Explain roles and responsibility of family member to each other.

Illustrate the roles and responsibilities of their own towards school and family.

Listen stories and observe roles and responsibilities of community worker and

how they help in meeting their needs.

Explain difference between roles and responsibilities.

(BOS NSW 1998: 36-46, SSS1.8)Page 5

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Values:

Gather information about roles and responsibilities of each family member in a

family.

Organise resources for different activities, including collecting them beforehand,

putting them away, not wasting them.

(BOS NSW 1998: 46, SSS1.8)

Specific Outcomes

Higher Order Concepts

Technology, needs, resources, roles, co-operation, fairness, unfairness, responsibilities,

family, values, safety, lifestyle, rules, interdependence, similarities and differences.

Lower Order Concepts

Activities, indoor, outdoor, jobs, chores, adults, children, money, cloths, food,

shopping, home, transport, cleaning, cooking, washing, daily, weekly, farm house,

picnic area, buying, selling, sharing, learning, knowledge All these objects are used for

explaining topic in classroom.

Generalisations

Higher Order Generalisation

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All family members need to work together to fulfil their needs and needs of family.

Learn to help each other. We learn family values. Family values teach us about roles

and responsibilities for each other. It also affects our life style. Family member decide

about the job for whom and what job they have to do.

Lower Order Generalisations

Family members help each other.

Family make rules to ease the work to do.

Respect the process of rule-making and rule enforcement.

Children has different job and adult has different job to be done.

Children can not do hard job which could be dangerous for

them.

Family member work in a team and make sure all work is done

properly.

Different families have different rules and regulation for their

jobs.

Practical Skills

Gather information from variety of resources such as books, posters

Construct a chart and record relevant gathered information.

Classifying information under relevant headings

Construct and able to write simple text.

Performa role play activity to perform the scenario relevant to situation.

Social Skills

Participate in group discussion and listen to other students views. Page 7

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Build confidence to participate in group activities.

Give respect to other student if views are different and give feedback.

Work cooperatively in a team.

Assist other student in group activities if required.

(EDSS970, Topic Notes. 2009, pp 24-25)

Values and attitude

Appreciating and valuing the help of all family members.

Develop and explore their own values during unit of work in classroom.

Give importance and respect to family member and listen to them.

Always use ethical words like please and thank you when working at home or

school.

Resources

Mo McAuley, The Tidy drawer

http://www.eastoftheweb.com/short-stories/UBooks/TidyDraw.shtml

Margo Fallis, If I can help, I will

http://www.electricscotland.com/kids/stories/grandpandx.htm

Margo Fallis, The Messy Room http://www.electricscotland.com/kids/stories/room.htm

Online photos

http://www.fotosearch.com/photos-images/dustbin.html

Online stories

http://www.electricscotland.com/kids/stories/grandpandx.htm

Family pictures, House photos, Text book, Story books, Group activities, Role Play in

class.Page 8

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Content Sample:

Student will learn about families’ responsibilities for each other and how they help and

work cooperatively in a family. This unit uses picture book, online short stories, group

activities and text books. Here I am using contributing question: How do family

members help each others to meet their needs?

Values education sequence- Action Learning

Contributing Question

How do family members help each other meet their needs?

Content sample: Roles, right and responsibilities in a family.

Teaching/Learning Activities Teacher’s Questions Sample Student’s

Response

Introduction

Read Text book and introduce

contributing questions

Revise previous learning about

needs.

Read short stories ‘The Tidy

Drawers’.

What are our needs?

Who can tell me what is

the story about?

Have you got any idea to

Food, shelter,

clothing, healthcare,

education.

Abby’s and her mum.

Yes, this is about tidy

up the drawer.

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Display sequence’s contributing

question and discuss how the

students could go about answering.

listen title page?

What job did Abby’s mum

asked her to do?

Why Abby’s mum asked

for this job?

What we learn from this

story

Who does this job at

home?

Clean her room.

Because it was so

messy to find the

things.

Help each other in

family and understand

our responsibility for

cleaning my room.

I do this job but

sometime my mummy

helps me.

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Resources: White Board, Black Board, Internet access

http://www.eastoftheweb.com/short-stories/UBooks/TidyDraw.shtml

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Investigate about the area in and

around home

A picture/photo of a particular area

in and around a home is given to

pair of students.

Students make column and list jobs

that need to be done in that area.

Working in pair discusses about

family rules and note down in their

list they might

have in regards to using that area of

their home.

What area is this in your

home?

How many recycled bin

are there in photo?

What does that mean?

What recycling bin means?

What is the use of

recycling?

Who does this job?

What family rules do you

have in regards of

Bin area.

In my home there are

three bins are placed.

Different bin used for

different purpose.

Recycled bin is used

for putting paper, tin,

metal, bottle, empty

container which can

be used again.

It helps in cleaning

environment.

Everyone get turn to

do this job. I also do

that.

Throw garbage in

garbage bin only not

on the floor.

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cleaning?

Resources: Photograph of different areas in and around home. http://www.fotosearch.com/photos-images/dustbin.html

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Fairness of job

Children are to form groups

depending on which area of the

house they reviewed.

Make two columns, one for adults

and one for children and write the

jobs under each column which

needs to be done by them.

Roles play activity in which

students play a family role. One

play role for father, mother and two

children then each family member

do the same job everyday on their

own for example; mum is doing

cleaning the house everyday.

Concept development:

How we decide who will

do the particular job?

What jobs need to be done

by adults?

Which job can children

do?

Is it fair with your mum if

she does cleaning

everyday?

What other family member

should do?

Need to analyse

about the job and

think who is able to

do that job

Ironing, shopping,

cooking.

Taking out the

garbage, put cloths in

laundry.

No

We should help each

other.

Resources: Story book, black board, Role play activity.

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Helping animals.

Read children’s stories from internet

‘If I can help, I will’.

Draw picture of pets and birds in

their notebook.

Draw picture of their favourite pets

and perform through painting how

to take care of them.

What is the story about

just looking title of the

story?

Who is main character in

the story?

What is he doing in this

story?

Who else Christopher

helped?

Do you think this is his

favourite job?

What would you do if you

were Christopher?

Do you think this is right

to do in real life?

Helping others.

Christopher.

He saved small bird

from big bird and fix

small bird’s wings.

Two kittens.

Yes.

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Conclusion

Group of students display a list of

house plan. Each list shows the

relevant area of plan.

Discuss list and ask questions to

develop generalisations.

Generalising

Questions:

What have we noticed

about each area of the

house?

What is the role of each

family member?

Is it fair to give the same

job to the same person?

How do family rules help

regarding house job?

What happened if we do

not use recycled bin?

Do you notice one job is

important to other?

Each area has specific

job. Some areas have

hard job than others.

Do their jobs

seriously and take

responsibility.

No, It should be rotate

weekly.

Family rules help

keep area clean and

everyone get

responsibility for that.

It would be messy and

environment will also

be polluted.

All jobs are important

but cleaning job is

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Why do you think so?

How family members help

each other meet their

need?

most important.

Because cleaning not

only clean our home

but also helps in

cleaning environment.

All family member

respect each other and

work in a team.

Apply:

Read a story ‘ The messy room’ by

Margo Fallis where Emma is not

listening her mum to clean her room

and that create a problem for herself.

Website for the story:

http://www.electricscotland.com/kids

/stories/room.htm

Children do role play of group of

five and read book in a group to

understand about the story.

What might be story

about, see the title page

and picture of story.

Who is main character

in this story?

Why author choose this

title?

What was she

ignoring?

What was her family’s

Messy room and

missing shoes.

Emma

Because Emma did

not listen to her mum.

To clean up her room.

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Compare the story with their own

real life experience and share their

own experience in group.

plan?

Why Emma did not go

to Zoo?

What did she miss that

day?

Was the story ending

different to the role

play you performed?

Do you think you also

do the same thing at

home?

Going to Zoo.

Because she did not

find her shoes because

her room was so

messy

Fun at Zoo with

family.

Reflect:

Student discuss about their

understanding for the role taken as

part of other home responsibilities.

Analysing the roles and

responsibilities for their work at

home.

What was interesting

part about helping at

home?

Have your

understanding of jobs

around the home

Lots of jobs need to

done at home.

Different families

have different jobs.

Yes, it is fairer if we

all do jobs and help

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changed?

How would you help

out your family

member?

each others.

I can put dirty cloths

in laundry.

Unpack dishwasher

Empty bin.

Assessment:

Give sheet of paper and ask them to draw picture of their jobs.

Complete sentence underneath drawing. I help in ………at home.

My mum helps me in …………..

Demonstrate ways in which they can take responsibility for meeting their needs.

( SSES1)

Describe activities that involves shared work process (SSES1)Page 19

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Appendix

The Tidy Drawer StoryOne Saturday morning Abby's Mum came upstairs to see Abby in her bedroom. Or tried to.

There was so much mess on the floor she could only poke her head around the door. Abby

sat in the middle of it all reading a book.

     "What a tip," Mum said. "You need to have a clear up in here."

     "Why?" Abby asked.

     "Why?" Mum repeated. "Because things get broken or lost when they're all willy-nilly like

this. Come on, have a tidy up now."

     "But I'm very busy," Abby argued, "and it's boring on my own. Can't you help me?"

     "No I can't, I'm busy too. But I'll give you extra pocket money if you do a good job."

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When Mum came back later all the toys and clothes and books had disappeared.

     "I'm impressed," said Mum. "But I'll inspect it properly later."

     "It was easy," said Abby. "Can I have my extra pocket money now?"

     "All right. Get it out of my change purse. It's in the kitchen tidy drawer."

    

In the kitchen Abby went over to the dresser and pulled open the tidy drawer. She hunted for

the purse.

     "Any luck?" Mum asked.

     Abby shook her head.

     "It must be lurking at the bottom," Mum said. "Let's have a proper look."

     She pulled the drawer out and carried it over to the table. Abby kneeled up on a chair to

look inside. There were lots of boring things like staplers and string but there were lots of

interesting things as well.

     "What's this?" Abby asked, holding up a plastic bottle full of red liquid. Mum laughed.

     "Fake blood, from a Hallowe'en party years ago. Your Dad and I took you to that, dressed

up as a baby vampire. You were really scary."

     "I don't remember that."

     Abby carried on looking through the drawer. She found some vampire teeth, white face

paint, plastic witchy nails and hair gel. Mum pulled out a glittery hair band. It had springs

with wobbly balls on the top that flashed disco colours. She put it on her head while she

carried on looking through the drawer. Abby found some sparkly hair elastics to match the

hair band. She made her Mum put lots of little bunches all over her head so she looked really

silly.

     "I remember this," Abby said as she pulled out

a plastic bag. "This is from my pirate party." Inside

there was a black, false moustache and some big

gold earrings.

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Two Kitten helped by Christropher

Messy room

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Recycled bin

Fantastic online tips for parents and teachers

Household chores are a big pain, especially when you find yourself doing them alone most of the time. Without any help, household chores can become frustrating and overwhelming and make you irritable and cranky when you come home from a long day of work and have to do them all. It's important that your family help out so that tensions stay at a minimum in the household and families get along in harmony. There are ways to convince your family that you need help with household chores and ways to motivated them to assist you everyday so that you are not doing them alone.

Instructions1. Step 1

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Explain to your spouse and children that you need their help doing household chores and how much it would mean to you if each of them took on a few chores each day. Let them know that it's tiring and frustrating for you to come home from work everyday and have to clean the house alone. Explain that there are household chores that need done on a daily basis that you are sometimes too exhausted to do alone and that them helping you with the chores would make you less irritable and tired, and give you more time to spend with them.

2. Step 2

Make a list of chores that need done and assign each family member a chore to do each day. Have your family help with the chore list by deciding for themselves what chores they would like to take on. Give them the option first of choosing their household chores. If this becomes a hassle, assign the chores yourself and give chores to your spouse as well. Have one child take on sweeping and mopping, another do dishes, and your spouse to take on laundry or bathroom duty. Do the household chore list however you see fit and fair for all family members. Take time to talk out the chore list so that no family member feels they are getting more chores than another.

3. Step 3

Praise family members for helping you do chores and thank them often for doing their best. Even if your family does not do the chores the exact way you would like, try to let this go. If you criticize the way your family does the household chores, they will be less apt to want to help. Always praise them for helping even if it is not the way you would do things. Never go over the chores again. Try to let your family take control of their own individual chores. Let them know what a great job they've done and how much you appreciate their help. Tell your family that them helping with the household chores has taken a huge burden off of you and that your thankful to them.

4. Step 4

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Give your family rewards for helping with chores. Children can get stickers to collect for small rewards later such as movie time, video game time, small toys, or ice cream. Reward your spouse for helping by cooking him dinner, spending alone time together, or doing something sweet in return for him. Show your family that doing good deeds comes with rewards. This teaches children that they earn when they work and helps your spouse know that he is appreciated for his work. Even if you just give the reward of time with you, because normally household chores takes that away, then you will be showing your family how much helping with the chores has lightened your load.

o

How to Get Children to Help with Household Chores

By ShenisonUser-Submitted Article

Teaching kids to help out around the house is an important step to teaching them responsibility. Not only will you be getting some help with the household chores but your child will get a feeling of accomplishment and belonging.

1. Start early. The younger the child is when he is first encouraged to take some responsibility for the house he lives in the more accepting he will be of the concept.

2. Step 2

Select an age appropriate job. A four year old can put a fresh trash bag in after you have taken the full one out. A six year old can empty the silverware from the dishwasher or clear the plates from the table after dinner. By eight, most children can empty a dishwasher. Emptying the dishwasher is also good training for loading the dishwasher later on. Older children can sort laundry, vacuum, or take over the responsibilities of a family pet.

3. Step 3

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Make it clear to the child that everyone in the house has to help to keep things running smoothly. Encourage him by telling him how much his work has helped you.

4. Step 4

A reward system is a very useful. Younger children can be rewarded with stickers or stars on a calendar for each day they performed their task. Older children can receive an allowance but be careful how you handle it. It's good to say "Now that you are responsible enough to handle some chores you are old enough to get an allowance." It is not good to say "I will pay you two dollars every time you do your chore." Paying your child for a chore sends the message that she is working for the money and you will soon find yourself paying her for everything she does.

5. Step 5

When your child is overwhelmed by a busy schedule or a school project offer to take over the chore for a few days. Be sure to tell him why you are helping him out. Say "I can see you are really busy right now. I'll empty the dishwasher for you tonight so you can work on your project." This gives him the message the job is still his, but you are a family and should help each other out when necessary.

6. Step 6

Finally, keep in mind that a job you have to do over and over becomes tedious. Once your child has mastered a few jobs around the house make a chore schedule and rotate the responsibilities among all the household members.

Resources

The board of studies website has list of current available resources for example fact

sheets, websites, text and other material to support unit.

Text books and online resources that refers to basic needs- food, shelter, clothing and

love

Hands on activities, staff to help in role play activities.

The corner in classroom where student can do role ply activity, dolls for demonstration,

clothes used for dressing up from different culture, photographs,

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Material used: colour to draw, paint, cardboard, pencil, paper, glue, clay, video,

television, computer/laptop. (NSW Board of studies 1998, p-37)

Reference List

Board of Studies NSW 2006. Human Society and Its Environment Syllabus K-6,

outcomes and indicators. Retrieved on 2 October 2009 from

http://k6.boardofstudies.nsw.edu.au/files/hsie/k6_hsie_syl.pdf

Board of Studies NSW 2007, k-6 Educational resources, Meeting needs. Retrieved on

29 Nov. 09 from

http://k6.boardofstudies.nsw.edu.au/go/hsie/units/early-stage-1/meeting-needs

Board of Studies NSW. 1998. Human Society and its Environment K-6, Units of Work,

Early stage 1 Units, Meeting Needs, pp 37. Retrieved on 15 September 2009, Page 27

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From http://k6.boardofstudies.nsw.edu.au/files/hsie/k6hsie_unitsofwork.pdf

Burwood East Primary School VIC. (2007). Retrieved on 2 October 2009, from

http://www.burwoodeastps.vic.edu.au/beps/index.php?

option=com_content&task=view&id=2&Itemid=2

Cole, B. & Newell, S. (1997). 'Planning powerful studies of society and environment:

How to do it!’ Social Education Bulletin, no. 3, pp. 6-23.

EDSS970 Semester 2. 2009. Forum and chat rooms. Sakai Online Learning. University of

New England. Armidale.

Fantastic website for children’s story: East of the Web (2002-2003), Short Stories.

28 Nov 2009 from

http://www.eastoftheweb.com/short-stories/childrenindex.html

Fantastic website: Brain Pop Jr UK (1999-2009) Needs and Wants, Background

Information and activities. 29 Nov. 09 from

http://www.brainpopjr.com/socialstudies/economics/needsandwants/grownups.weml

Fantastic website for family: Shenison (1999-2009) How to get children to help with

House Hold Chores. 29 Nov 09 from

http://www.ehow.com/how_2110805_children-help-household-chores.html

Fantastic website for family: Jaredsgirl. (1999-2009) How to get your Family to

Help out in House Hold Chores. 29 Nov. 09 from

http://www.ehow.com/how_5341929_family-out-household-chores.html

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Gilbert, R. (2004). 'Elements of Values Education', The Social Educator, vol. 22, no. 3,

pp. 8-14.

Newell, S. & Cole, B. (1998). 'Developing Year 1 students' understandings about

cultures', Social Education Bulletin, no. 1, pp. 10-13.

Primary School 2009. Human Society and Environment, Webtorials.com.

17 September 2009, from

http://www.primaryschool.com.au/humansociety.php.

Reitano, Paul. 2009 Semester 2. EDSS970. Topic notes. University of new England .

Armidale NSW.

Reynolds, R. (2009). Teaching Studies of Society and Environment in the Primary

School, Chapter 3, Reflective and Metacognitive Skills, p. 57,

Oxford University Press, London.

Stewart, P. (2007). Asia Scope and Sequence for SOSE, Primary Unit of Work, Images

of Asia: Animals and their Homes, Curriculum Corporation, Carlton

South Australia.

Taylor, R. (2003). 'The case for Social Studies being the context for your literacy

programme', The New Zealand Journal of Social Studies, vol. 11, no. 2, pp. 13-14.

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