Strand of Description of resource Key Brief description of how you are going to

the concept(s) to teach the concepts using the selected

Humanities be taught resources including differentiated
teaching strategies for different age
groups (2-3, 4-5, 5-8 years)
Civic and Discovering These resources help the children to develop
Citizenship democracy by a strong sense of belonging and connection
making the with others– “a shared identity as
national flag Australians” (DEEWR, 2009). Making flag
of a country is considered to be a good way
for the children to discover the national
symbols, as well as the values which they
represent (Reynolds, 2014). To introduce the
concept, educator create a fun craft activity
which let the children make an Australian
flag. Scaffolding teaching strategy is used in
this activity to assist the children, especially
the younger children (2-5 years old) because
“the scaffolding teaching strategy provides
Some materials for the children to individualized support based on the learner’s
make an Australian flag: blue paper, ZPD” (Van Der Stuyf, 2002). For example,
decorative tape with red and white educator help younger children to cut the
striped, glue, silver glitter shaker, star pieces of decorative tape or hold the stencils
stencils, paintbrush. down when the children glue it. With the
older children (5-8 years old), discussion
“Countries Song | Where Are You strategy should be used to explain the
From?” on Youtube concept for the children. For instance, while
https://www.youtube.com/watch? crafting, educator tell the children that the
v=4gHbPDdGCFs one in the top left called the Union Jack and
tell them it is also on the England’s flag.
Letting the children count the stars and the
points on each star. Educator tells the
children that the Federation star is the seven
pointed star. Raising questions for older
 children is also a good way to stimulate the
children’s thinking. Through answering
questions, the children’s learning develops
(MacNaughton & Williams, 2004). Educator
can ask the children “Can anyone tell me
what the Union Jack looks like?”. The
children may answer it looks like a star. To
extend the children’s knowledge about flags,
educator shows the children the video
“Countries Song | Where Are You From?”
on Youtube. This video introduces different
flags of different countries in a fun and
melodious way. By using ICT resource,
educator extends the learning about
international flags in an engaging way
because “technologies afford the ability to
convey concepts in new ways that would
otherwise not be possible, efficient, or
effective, with other instructional methods”
(Klopfer, Osterweil, Groff & Haas, 2009).
Through this video, the children can
compare the similarities, as well as the
differences between Australian and other
countries’ flag. They also have chance to
learn the names and flags of different
countries in the world.
Geography “Australia Geography/Australia Understanding “Learning mapping skills is a beginning for
Country Song” on Youtube of Australia by developing a sense of spatial awareness”
https://www.youtube.com/watch? making (Reynolds, 2014). Children by the age of 5
v=Utb4gruKItM Australia map begin to obtain knowledge of own country
puzzle and by the age of 8, children acquire huge
knowledge about other countries in the
world (Wildy & Smith, 2007). According to
Reynolds (2014), teaching plays a
significantly important role in enhancing
children’s mapping skills. These resources
provide the children opportunity to gain
understanding about Australia map,
specifically each state. In order to introduce
the concept and attract the children’s
attention, educator shows the video
“Australia Geography/Australia Country
Song” on Youtube. This song contains fun
animation and melody which engage the
children with the concept of learning about
Australia map. The children not only know
about the state but also know the famous
landmarks of each states. After watching the
video, the children have basic information
about Australia's states, territories, and
capitals, thus, they can make an Australia
puzzle. They can be creative and artistic by
decorating and colouring the map the way
they like. The first teaching strategy that
educator apply is direct instruction. Geddis
(1996) believed that educator should explain
and show the children how to do the task
before allowing them to freely discover.
“Direct instruction can be a useful way to
provide information for students who are
poor readers or who are not skilled at
locating, organization and interpreting
information” (Killen, 2013). Therefore, in
this learning experience, educator shows the
children what and how to do step by step
before letting them colour it. Scaffolding is
also used to help the younger children (2-3
years old) to cut the line around the map
 because at this stage, children are
familiarising themselves and not skillful at
using scissors. With older children, educator
assists them in arranging the puzzle into the
nation's signature shape. Through this
activity, the children “explore the place they
live in and belong to, and learn to observe
and describe its features” (ACARA, 2018).
Educator uses the world map to extend the
learning of map for the children. This map is
illustrated in a fun way with specific animals
for each continent.
"History Continuity and Through life experience, children in the
change early years establish ideas about the past,
through stories however, they need more practical activities
and which allow them to talk about the past, as
experiences of well as the past events (Reynolds, 2014).
the past “Through studies of their family, familiar
people and their own history, students look
at evidence of the past, exposing them to an
early understanding that the past is different
from the present (continuity and change)”
(ACARA, 2018). To prepare for this
learning experience, the children are asked
“The Little Refugee” by Anh Do and to bring their family’s photos or their own
Suzanne Do photos when they were little. Educator
invites families to bring their own stories
and participate in this activity with their
children. To begin the lesson, educator use
questioning as a teaching strategy. The
“concepts of old/new, now/then, change,
time, evidence, real/imaginary are historical
concepts of importance in the foundation
stage of school” (Woodhouse, 2001). Some
simple questions are raised for younger
children (2-5 years old) such as “How old
were you in this photo?”, “What were
you/your family doing?”. With older
children, the questions must be harder such
as “How has you/your family changed over
time?”. This type of question allows the
children to make a comparison between the
past and present. The children have chance
to share their opinions with others. Before
reading the story, educator provides
opportunity for the children to understand
about the concept of refugee by discussion.
Educator allows the children to discuss some
questions such as “What is a refugee? Why
did they leave their country?”. According to
Vygotsky (1978), when the children interact
and discuss with others, their learning
progress enhances. Scaffolding strategy
should be used to explain the word
“refugee” for the younger children (2-5
years old). Then, the educator read the story
“The Little Refugee” by using modelling
approach. Educator models how the words
in the story sound, the tone of the story.
Through that, the children understand the
reason why the boy and his family left
Vietnam, the difficulties while boating on
the ocean and also settling in Australia.
After reading the story, educator apply
inclusive approach to this learning
experience by inviting some parents to share
their past stories, especially families with
refugee experiences. This is a good way to
 “show respect for diversity, acknowledging
the varying approaches of children, families,
communities and cultures” (DEEWR, n.d.).
By doing this, the children gain their
awareness about the experiences of different
people in the world, they build up their
compassion, sympathy and understanding.

References
Australian Curriculum and Assessment Reporting Authority [ACARA]. (2018). F-10
curriculum: Humanities and Social Science. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/
Banya, D. (2014). Australian Flag Craft for Kids [Photograph]. Retrieved from
https://www.danyabanya.com/australian-flag/
Department of Education Employment and Workplace [DEEWR]. (2009). Belonging, being
and becoming: The early years learning framework for Australia. Retrieved from
https://www.education.gov.au/early-years-learning-framework-0
Do, A., & Do, S. (2000). The Little Refugee. Allen & Unwin.
English Tree TV. (2015). Countries Song | Where Are You From? [Video File]. Retrieved
from https://www.youtube.com/watch?v=4gHbPDdGCFs
Geddis, A. N. (1996). Science teaching and reflection: incorporating new subject‐matter into
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story/b1866d491cd0f5c8631b7449d0dab65d
Kids Learning Tube. (2016). Countries of the World Geography/Countries of the World Song
[Video File]. Retrieved from https://www.youtube.com/watch?v=xUuoFch3ArM
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MacNaughton, G., & Williams, G. (2004). Teaching young children. Choices in Theory and
Practice. Australia: Ligare Pty. Ltd.
Pinterest. (n.d.). The world map [Photograph]. Retrieved from
https://www.pinterest.com.au/pin/656821926877397059/?lp=true
Reynolds, R. (2014). Teaching humanities and social science in primary school. Retrieved
from http://ebookcentral.proquest.com
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