Critical Reflection:
Location Importance and Purpose:
This location provides the opportunity to experience walking through a relic of the past, the building being as closely restored to its past decoration, use and condition as possible. Additionally, the tours at the location are created with specific ages or stages of content in mind, involving students in the history, people and environment around them (Mannion et al, 2012). This directly links to the History strand of the HaSS curriculum (Australian Curriculum: HaSS F-6) in the Australian Colonies target area (NESA, 2012). The site also gives students the chance to interact with historical specialists and resources at a location that is easily accessible, well known and deeply education based, allowing them to learn in a unique, personal way (Cameron, 2000). It is important for learners to connect with the world around them as well as learn about the history of the land they are on (Marsh et al, 2011). Students are able to connect with Indigenous, Asian, community and communication content across the activities and excursion’s learning.
Connections with the Teaching of HaSS:
These experiences and learning activities work together as a combined operation in order to address multiple areas, skills and content within the History strand (NESA, 2012) as well as the HaSS curriculum (Australian Curriculum: HaSS F-6). The activities have been planned out to involve cross-curriculum priorities such as Indigenous and Asian connections within the colonial world (what influence and presence they had during this time) and additionally connects with multiple other key areas of learning. Teachers are able to combine a range of key learning areas and build their teaching and activities to better connect their target concepts and learning with students in an empathetic, practical, connections based learning style. HaSS content relies on a range of teaching approaches, strategies and exercises in order to develop students skills in communication, questions, inquiry, empathy and hands on skills (writing, reading, mapping, designing, etc) (Reynolds, 2019).
Deepening Student Learning
This community resource highlights how accessible historical information, sites and content can be for students, teachers and the community. Throughout a child’s educational journey it is important to engage them with their content, allowing them to ask questions, inquire off their own ideas and grow their knowledge as individuals and with each other (through communication). By visiting the Parramatta Old Government House, students are better enabled to learn through first person experiences, questioning and reflection, further than those who are only taught through experiences within a classroom (Seligman, 2014). Additionally, through the personal connection, views, empathy and standing of students is able to be challenged (in order to grow and understand their personal stance/beliefs on the content), nurtured and increased both within and outside of the classroom. External learning improves children’s ability to see the world around them, connect with Australia’s, the community’s and their own history as well as learn to investigate their environments, society and the history that created what is found today (Cullen, 2005).
Word Count: 495