Resource+1

**Resource(s) One:** __**A) Text:**__ Lester, A. (2004). //Are we there yet?.// Penguin Books: Australia.


 * B) Text**

Pyers, G. (2011). //World Heritage in Australia: What is World Heritage?.// Pearson Education. __**C) Student Checklist**__ An environment (natural or built) must fulfil an important set of criteria before it is classified as 'World Heritage'. **Heritage Criteria:** Adapted from UNESCO World Heritage Centre. (2011). //The criteria for selection.// Retrieved September 28, 2011, from http://whc.unesco.org/en/criteria/
 * 1) Is the natural or built environment __in danger__ as a result of human civilisation?
 * 2) Is the natural or built environment __unique__ to a cultural tradition or civilisation is living or has disappeared?
 * 3) Does the built environment or artefacts (such as Indigenous rock art, scarred trees) __demonstrate__ a significant historical era or culture?
 * 4) Does the environment __demonstrate__ unique and natural beauty?
 * 5) Does the environment __contain__ threatened species in need of conservation?

__**Evaluation:**__  Alison Lester's (2004) picturebook, 'Are we there yet?', entails the story of Grace and her family's journey around Australia, of which Grace has the opportunity to visit many of the country's most iconic locations. This resource has been chosen as an introductory tool to the unit, hoping to engage students with some of the content material that will be covered during the 'Community Conservation' unit. Correspondingly, with a target audience of upper Primary students, the text 'World Heritage in Australia: What is World Heritage' explores in detail, eight of Australia's World Heritage sites including the Great Barrier Reef, Kakadu National Park, Uluru-Kata Tjuta National Park, Blue Mountains, Willandra Lakes, Lord Howe Island, Shark Bay and Fraser Island (Pyers, 2011). Ultimately, these resources are useful in aligning with the key learning area of HSIE, guiding this Stage 2 unit of work on 'Conservation'. As a means of scaffolding, these texts will be used within the first lesson of this unit of work, aiming to stimulate student knowledge and understanding regarding the terms 'significant', 'heritage' and 'status', and locations within Australia of particular importance. Additionally, through the use of these resources, students will be exposed to the language and technical terms in the broad overview of 'conservation' and environmental issues/sustainability that they will be expected to demonstrate knowledge of and use over the course of the ten lessons. These resources also align with the central aim of the first lesson; that students "will gain a greater understanding of the classification ‘heritage’ and its role in identifying significant sites". In addition to the text, a third resource will be used during the first lesson. The 'Heritage Criteria', adapted from UNESCO World Heritage Centre (2011), will be used by students in the analysis of a specific location based upon Pyers (2011) text, where they will determine whether it's given status is justified. In doing so, students will extend and consolidate their knowledge and understanding of specific terms and technical language regarding the HSIE content. The content delivered during this lesson will also provide the scaffolding required for following lessons.

It is through the collaborative effort of the three resources and the unit theme, that will provide exposure and development of students' 'global perspective' in relation to the society and environment by which they live. As noted by the Australian Government 'Global Perspectives' Framework (2008), it is education which is at the heart of "shaping a better future for the world" (p. 2). Central to the framework (2008) is the promotion of "open-mindedness", where students will "learn to take responsibility for their actions, respect and value diversity [...] see themselves as global citizens who can contribute to a more [...] sustainable world" (p. 2). Regarding the domain of "Sustainable futures", noted is the importance for students to "identitfy and explore opportunities to participate in and influence decision-making locally, nationally, regionally" (Australian Government, 2008, p. 12). Ultimately, through the process of this unit and opportunities to engage with the following resources and appropriate learning activities, this Stage 2 unit will successfully align with the rationale of the HSIE syllabus, that of student development in the "knowledge, skills, values and attitudes [...] to participate as responsible citizens in maintaining and improving the quality of their society and environment" (BOS, 2007, p. 7). **References:**  Australian Government. (2008). //Global perspectives: a framework for global education in Australian schools.// Curriculum Corporation: Australia. BOS. (2007). //Human society and its environment K-6: Syllabus.// Board of Studies: Sydney. Lester, A. (2004). //Are we there yet?.// Penguin Books: Australia.Pyers, G. (2011). //World Heritage in Australia: What is World Heritage?.// Pearson Education. UNESCO World Heritage Centre. (2011). //The criteria for selection.// Retrieved September 28, 2011, from http://whc.unesco.org/en/criteria /