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Respect and Responsibility

Promoting values in education

Curriculum Mapping - Human Society and its Environment (HSIE)

Mapping is broken up into:

HSIE Early Stage 1
Syllabus links Opportunities for learning

Change and Continuity

Students identify personally significant events, places and people and compare these with those of their peers. They use language associated with time, change and place

CCES1

  • Invite family members from different cultural backgrounds to talk to students about their experiences during news time. Students reflect on each news session by drawing a picture that highlights cultural aspects of family life.
  • Listen, discuss and respond to stories from different cultures that reflect a responsible attitude to the environment. Using a storyboard, highlight the importance of being environmentally responsible.

Refer to HSIE K–6 Units of Work ‘This is Me’ p 29–32

Dimensions of respect and responsibility:

Cultures

Students examine characteristics common to people…, describing some of the similarities and differences. They acquire information by direct observation, talking to others, and by viewing…

CUES1

  • Share different ways of celebrating special events, eg birthdays and religious events by sharing photographs for a class display. Students select features that they like about the photographs on display, comparing it to the way the event would be celebrated in their home.
  • Discuss the common characteristics students share. They make posters with captions to illustrate the commonalities that while we are different we are also the same.

Refer to HSIE K–6 Units of Work ‘This is Me’ pp 29–32 and ‘Meeting Needs’ pp 37–40

Dimensions of respect and responsibility:

Social Systems and Structures

Students identify people’s needs and explain how these are met individually and cooperatively. They explore roles, responsibilities and rules in the classroom and at home

SSES1

  • Develop class responsibilities and rules. Students select a rule and make a poster or sign for the classroom. Discuss the importance of taking responsibility for one’s actions and the consequences for their behaviour.
  • Discuss and share roles and responsibilities at home and at school. Teacher records the information and class explores similarities and differences. Students consider aspects that are culturally specific and ways to respect differences between students.

Refer to HSIE K–6 Units of Work ‘School Days’ pp 25–28, ‘Places We Know’ pp 33–36 and ‘Meeting Needs’ pp 37–40

Dimensions of respect and responsibility:

HSIE Stage 1
Syllabus links Opportunities for learning

Cultures

Students recount important family and community traditions and practices. They sequence events…

Students explore the composition of a number of groups, including Aboriginal peoples, in their community and recognise that groups have specific identifying features, customs, practices, symbols, religion, language and traditions. They acquire information about their local community by direct and indirect experience and communicate with others using various forms of electronic media

CCS1.1, CUS1.3, CUS1.4

  • Plot different cultural celebrations and significant days on a class calendar. Highlight each occasion as it occurs.
  • Invite local community members from different cultural and ethnic groups to contribute to a photographic and/or memorabilia display of cultural objects. Students advertise the display as a celebration of cultural diversity.
  • Assist students to locate origins of their families on a large world map. Encourage other classes to do this activity and combine to create a whole school display.
  • Share different cultural greetings, eg hello, goodbye. Write on posters and display around the classroom and/or school.
  • Take a virtual tour of places of worship, eg mosque, church, temple, synagogue. Students print their chosen place and draw themselves into the picture.

Refer to HSIE K–6 Units of Work ‘Celebrations’ pp 51–54, ‘Families Past and Present’ pp 55–88 and ‘Identifying Us’ pp 59–62

Dimensions of respect and responsibility:

Social Systems and Structures

Students identify roles, responsibilities and rules within the..., school and community and explore their interaction. They describe how people and technologies link to produce goods and services to satisfy needs and wants

SSS1.8

  • Identify roles and responsibilities of different people who work at the school, eg community language teachers, school secretary, cleaner. In groups students draw life sized outlines of identified members and invite them to the class to work with groups. Fill in the outline with information about their guests’ roles and responsibilities. Students talk about the importance of these people in the life of the school.
  • Visit a variety of community organisations, eg Meals on Wheels, Surf Life Saving Club, local places of worship. Explore the services provided by the different groups by discussing how these services help specific members of the community they are assisting. Students suggest other services that would benefit the community.

Refer to HSIE K–6 Units of Work ‘Workers in the Community’ pp 43–47 and ‘Identifying Us’ pp 59–62

Dimensions of respect and responsibility:

HSIE Stage 2
Syllabus links Opportunities for learning

Change and Continuity

Students explore change in communities from different perspectives and evaluate the effects of change on individuals and groups, including Aboriginal peoples and the environment.

Students explain how different cultures and traditions contribute to Australian and community identity. They examine a variety of local and other communities, investigating similarities and differences including ways of living, languages and belief systems

Students identify, locate and describe natural heritage and built features in the local area…

CCS2.1, CCS2.2

  • Visit local historical sites, eg Aboriginal heritage site, cenotaph, cemetery, town hall. In groups students find a number of significant dates and create a timeline. They share information with the class, reflecting on life expectancy and what life during this period would have been like. Correspond with neighbouring schools in the area and share similarities and differences of the local history.
  • Prepare questions about the local history in topic groups such as transport, roads, early inhabitants, churches. Interview a local historian using prepared questions in a structured interview or forum. Students make a class book of their findings about the local history of their area.
  • Invite grandparents to share photographs and talk with students about what it means to be Australian. Grandparents share the responsibilities they had when they were young. Students compare these with their own experiences and reflect on how times have changed and expectations are different.

Refer to HSIE K–6 Units of Work ‘British Colonisation of Australia’ pp 85–92 and ‘Places: Now and Tomorrow’ pp 93–96

Dimensions of respect and responsibility:

Cultures

…[Students] participate in the planning, implementation and evaluation of school and community programs recognising how participation in these contributes to the quality of school and community life.

CUS2.3, CUS2.4

  • Research activities advertised in the local media and consider how these cater for the needs of community members, eg elderly, disabled, youth, cultural groups. Classify the data gathered and display in classroom. Students talk about the importance of looking after the needs of others and reflect on the care of a relative close to themselves.
  • Discuss and compare the rituals of different celebrations from a variety of cultures, eg births, birthdays, weddings. Students role play celebrations from different cultures, recognising that people value the traditions of their cultural background. Discuss how some celebrations and festivities may differ from their own, recognising others’ cultural background.
  • Visit two or three schools of different religious or cultural backgrounds. Students conduct interviews, play games, perform cultural ensembles in music, dance, art, drama and reflect on the acceptance and enjoyment of the cultural exchange within their sister/brother school.
  • Invent a game in peer support groups. Students establish rules, discuss what is fair and unfair and peaceful ways to resolve conflict. Play the game and reflect on the experience.

Refer to HSIE K–6 Units of Work ‘Places: Now and Tomorrow’ pp 93–96, ‘People and their Beliefs’ pp 97–100 and ‘Living in Communities’ pp 105–108

Dimensions of respect and responsibility:

Social Systems and Structures

Students examine roles, responsibilities, rights and the decision making process in schools… They participate in the planning, implementation and evaluation of school and community programs recognising how participation in these contributes to the quality of school and community life.

SSS2.8

  • Initiate an improvement to the school environment that is ecologically sustainable and report through the school’s SRC. The SRC reports back to the class and/or school community.
  • Invite members of community organisations to share the roles, rights and responsibilities of their organisation, eg cricket or football club, local cultural group. Students discuss which groups they would like to support when they are older. Students give reasons for their responses.

Refer to HSIE K–6 Units of Work ‘Cooperating Communities’ pp 77–80

Dimensions of respect and responsibility:

HSIE Stage 3
Syllabus links Opportunities for learning

Change and Continuity

Students explore change in communities from different perspectives and evaluate the effects of change on individuals and groups, including Aboriginal peoples, and the environment.

Students explain how different cultures and traditions contribute to Australian and community identity. They examine a variety of local and other communities, investigating similarities and differences including the ways of living, languages and belief systems.

Students examine roles, responsibilities, rights and the decision-making processes… They participate in the planning, implementation and evaluation of …community programs recognising how participation in these contributes to the quality of…community life.

CCS3.1, CUS3.3, CUS3.4, SSS3.8

  • Research significant events in Australia’s history, eg Gold Rush, Federation. Students choose one of those events and write about life from a person’s perspective during that period of time, eg a miner, a war correspondent, a soldier, a child.
  • Debate an issue related to human rights, eg ‘It is more important to be an Australian citizen than a global citizen’.
  • Identify the benefits of living in a culturally diverse society and how to demonstrate peaceful resolution of conflict, eg Harmony Day activities.
  • Invite representative members of community groups to participate in a forum on cultural diversity and how it has influenced their lives, eg members could include sports person, actor, journalist, religious representative. Students write letters of appreciation reflecting on the visit and how it has impacted on the sense of community for the school.

Refer to HSIE K–6 Units of Work ‘Gold!’ pp 115–118, ‘Australian Democracy’ pp 131–134 and ‘Identity and Values’ pp 141–144

Dimensions of respect and responsibility:

Cultures

Students explain how different cultures and traditions contribute to Australian and community identity. They examine a variety of local and other communities, investigating similarities and differences including ways of living, languages and belief systems

CUS3.4

  • Communicate with a school from another cultural background through letters, emails etc, sharing similarities and differences. Conduct a combined schools cultural day that shares both schools’ multicultural aspects. Students create a PowerPoint presentation about a day in the life of their school and share their experiences on this day.
  • Support a local community initiative or charity. Students write an exposition about their experiences.

Refer to HSIE K–6 Unit of Work ‘Identity and Values’ pp 141–144

Dimensions of respect and responsibility:

Social Systems and Structures

Students examine roles, responsibilities, rights and the decision making processes in …government. They participate in the planning, implementation and evaluation of school… programs recognising how participation in these contributes to the quality of school… life

SSS3.8

  • Attend a Local Council meeting, State or Federal parliament sitting to experience the decision-making actions within the democratic process. Reflect on the values of a democratic society and the benefits of living within one. Establish own school parliament as part of the SRC.
  • Debate a contemporary issue that highlights fairness and social justice, eg ‘Voting should not be compulsory’.

Refer to HSIE K–6 Units of Work ‘State and Federal Government’ pp 123–126 and ‘Identity and Values’ pp 141–144

Dimensions of respect and responsibility:

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