HASS · Year 2 · Our Community Connections · Term 3

Decision-Making in Our School

Students will investigate how decisions are made in the school community, from classroom rules to school-wide initiatives, and the importance of student voice.

• ACARA Content Descriptions
• AC9HASS2K03

About This Topic

Australia is one of the most culturally diverse nations in the world, and this diversity is a key feature of our local communities. This topic explores the different cultures, languages, and traditions that students and their neighbors bring to the community. This aligns with AC9HASS2K03, focusing on the cultural groups to which people belong and how they contribute to a sense of community.

Students investigate how diversity, in food, music, clothing, and celebrations, makes a community more vibrant and resilient. They are encouraged to share their own family traditions while learning about the customs of others, including the foundational cultures of First Nations peoples. This topic comes alive when students can physically model the patterns of different cultural celebrations and engage in peer teaching about their own heritage.

Key Questions

1. How are decisions made in our school, and who gets to be involved in making them?
2. What are some different ways a group can make a decision together, and how well does each way work?
3. Why is it important for students to have a say in decisions that affect them at school?

Learning Objectives

• Identify different groups within the school community that make decisions.
• Explain the process by which classroom rules are created and enforced.
• Compare two different methods for group decision-making, such as voting versus consensus.
• Justify the importance of student input in school-wide decisions.
• Design a poster illustrating one way students can share their voice in school.

Before You Start

Rules and Responsibilities in the Classroom

Why: Students need to understand the concept of rules and why they exist before investigating how those rules are made and who is involved.

Identifying People in Our Community

Why: Students must be able to recognize different roles within a community, such as teachers and parents, to understand who makes decisions in the school community.

Key Vocabulary

Decision-making	The process of choosing a course of action or making a judgment. In school, this can range from choosing a book to read to deciding on a new playground rule.
Student voice	The expression of students' opinions, ideas, and perspectives on issues that affect their learning and school experience. It means students are heard and considered.
School community	All the people who are part of a school, including students, teachers, parents, and staff. Everyone contributes to the school's environment.
Consensus	An agreement reached by a group where everyone can support the decision, even if it is not their first choice. It involves listening to all ideas.
Voting	A formal expression of choice or opinion by a group, usually by marking a ballot or raising hands. The option with the most votes wins.

Watch Out for These Misconceptions

Common Misconception

Diversity only means people from other countries.

What to Teach Instead

Students often forget that First Nations cultures and long-standing Australian traditions are also part of our diversity. Peer teaching helps them see that 'everyone' has a culture and a story.

Common Misconception

Being 'different' is a problem.

What to Teach Instead

Young children sometimes focus on differences as 'weird.' Active learning that highlights commonalities (like everyone loves celebrating with food) helps them see diversity as a strength and a source of interest.

Active Learning Ideas

Peer Teaching: Tradition Show and Tell

Students bring in an item or a photo representing a family tradition (e.g., a special recipe, a holiday decoration). In small groups, each student 'teaches' the others about why this tradition is important to their family.

45 min·Small Groups

Gallery Walk: Festivals Around the World

Set up stations for different cultural festivals (e.g., Lunar New Year, Diwali, Eid, NAIDOC Week). Students rotate in pairs, looking at images and objects, and finding one 'common thing' (like special food or lights) in every festival.

35 min·Pairs

Think-Pair-Share: The 'Soup' of Community

The teacher uses a 'Community Soup' analogy (each culture is a different ingredient). Students think of one 'ingredient' their family brings to the community, share with a partner, and discuss why a soup with many ingredients is better than just one.

25 min·Pairs

Real-World Connections

• The school principal and the P&C committee work together to make decisions about school improvements, like updating the library or planning the annual fete. They consider parent feedback and student suggestions.
• Local council members make decisions about community parks and libraries, often holding public meetings where residents can share their views. This is similar to how school councils operate.
• Students might participate in a 'suggestion box' initiative for new lunch options, mirroring how businesses survey customers to improve their products.

Assessment Ideas

Discussion Prompt

Pose the question: 'Imagine our class needs to decide on a theme for our next assembly presentation. What are two ways we could make this decision together? Which way do you think would work best and why?' Listen for students comparing methods and justifying their preference.

Quick Check

Provide students with a simple scenario, such as 'The class wants to choose a new game for Friday afternoon playtime.' Ask them to draw or write one sentence showing how a student could share their idea for the game. Check for understanding of active participation.

Exit Ticket

On a small slip of paper, ask students to name one person or group in the school who helps make decisions. Then, ask them to write one reason why it is important for students to have a say in school matters. Review responses for accurate identification of decision-makers and understanding of student voice.

Frequently Asked Questions

How do I handle sensitive cultural topics?

Focus on the 'celebration' and 'contribution' aspects. Keep the discussion positive and inclusive, ensuring that every student feels their culture is valued. If a student shares something unfamiliar, model curiosity and respect.

What if my class isn't very diverse?

Diversity exists in every group, look at different family structures, hobbies, or regional backgrounds. You can also use 'virtual' diversity by exploring the multicultural makeup of a nearby city or through diverse picture books.

How can active learning help students celebrate diversity?

Active learning, like peer teaching, gives students 'voice and choice.' When a child gets to be the 'expert' on their own culture, it builds their confidence and allows their classmates to learn from a real person rather than a generic text, fostering genuine empathy.

How do I include First Nations perspectives in diversity?

Emphasize that there are hundreds of different Aboriginal and Torres Strait Islander nations, each with their own language and traditions. This helps students move away from the idea of a single 'Indigenous culture' and see the immense diversity within First Nations Australia.