DEC Scan Journal : Volume 36 Issue 3
2017 Volume 36, Issue 3 26 Contents Editorial Learning & teaching Research Share this Resource reviews In ‘Gary’, view the double-page spread of Gary’s route home. His experiences are represented in symbols on the following page. Compare these to personal travels. Students log the time taken, modes of transport and distance for their journey to school. Compile the data into a class data table. Students analyse the class data to determine the most common mode of transport to school and mean journey time. Discuss factors that affect travel time, and positive and negative aspects of transport modes. Compare the class modes of transport with a random sample of 50 students from another area of NSW using the ABS CensusAtSchool Australia Random Sampler. If a city school, compare to a rural area and vice versa. (Adapted from GEO 12: Journey to School, Australian Bureau of Statistics.) Journey map What services and facilities enhance our journeys to school? Artist Friedensreich Hundertwasser’s work, 175 The Almost Circle, shows a route around a city by bicycle. He comments, ‘I have a bicycle. Paris is big. I want to say that the lines that I draw with my bicycle through this great city are extraordinary’. Inspired by Hundertwasser’s artwork, and Gary’s route map, students create a representation of their journey to school. This can be created using spatial technologies, be an annotated printed satellite image, or a sketch map. Students use symbols to represent the services and facilities they have access to and/or use along their journey. • use of language and images to create character. • visual arts • Friedensreich Hundertwasser’s artworks – paintings 88, 125, 175, 241, 433, 525 available at Hundertwasser.com • history • everyday life of men, women and children in an ancient society. • difference and diversity • identify and empathise with varying perspectives. Supporting texts and resource links • ‘Peggy’ by Anna Walker • ‘Voices in the Park’ by Anthony Browne • ‘Home’ by Narelle Oliver • ‘Place and Liveability: Geography Teaching Framework’, NSW DoE. Travelling to school How does access to services and facilities affect journeys from one place to another? English concepts • characterisation, setting, symbol. Selected geography syllabus content – access to services and facilities • Students investigate the influence of accessibility to services and facilities on the liveability of places, for example: (ACHGK044) • identification of services and facilities considered important to people’s wellbeing • examination of variations in access to services and facilities between urban, rural and remote places • explanation of how limited access to services and facilities affects the liveability of ONE place for different groups of people, for example, young people, people with disabilities, the aged, rural and remote communities. Engaging with the text • Share the book with the students. Enjoy its humour and subject matter. • Making connections: • text to text – books about journeys • text to self – travel adventures, access or lack of access to public transport, alternate modes of transport • text to world – accessibility issues. • Leila Rudge has used symbols to represent what the racing pigeons are saying and what Gary is saying after his adventure. What might they be saying? Cross curriculum links • English • visual literacy – reading paths, colour. Impact on viewer of combination of illustration and words.
Volume 36 Issue 2