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EDSS970 SEM2, 2009.

Assignment 2 Preeti Singh 220061488

Assignment 2 planning a unit of work

Values Analyse Sequence for SOSE

Primary Units of Works

Unit 1: ‘Meeting Needs’

Stage of Schooling: Stage 1

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488


Overview of Outcomes:

Social System and Structures, Roles, Rights and Responsibilities, identifies ways in

which their own roles, rights and responsibilities and their needs are met individually

and cooperatively.

Situation Analysis:

The assumption has been made for situation analysis for primary class integration of

Stage 1.

The Following sequence has been designed for Stage 1 students. The unit is based on

social system and structures, roles, rights and responsibilities of families and their needs

are met individually and cooperatively.

Burwood West Public school established in 1861. This school is one of the oldest

schools of NSW, located in Sydney’s western suburb, approximately fifteen kilometres

from city centre. The school currently has population of 235 students. The school in

near to city where lots of changed has been noticed regarding impact of today’s lifestyle

is affecting everyday life. School is trying to maintain and instil values in children to

keep their home and school clean. The building was renovated in 1996, which has given

the pupils, staff and parents a revitalized learning environment. School is fully equipped

with all resources.

There are 20 students in the class of kindergarten, 12 girls and 8 boys. There are 2

students from ESL, 3 students are gifted/talented. This unit is completed at the end of

term 4 in Kindergarten. (Burwood East Primary School 2008, About Us)

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Focus question

Who help me meeting needs?

Contributing questions

1. What are my needs?

2. How do family members help each other meet their needs?

3. Who helps me meet my needs at school?

4. How do workers help us meet our needs?

Conceptual Strand

Social System and Structures.

General Outcomes:


Explains how people and technologies in systems link to provide goods and services to

satisfy needs and wants (Board of Studies NSW 1998; 34, SSS1.7)


Knowledge and Understanding

• Identifies resources which is used to meet their needs and the needs of others

including goods and services.CQ4

• Identifies the resources used by people who work and where they come from

CQ 4

• Identifies different types of goods and services which is used for our needs and

wants. CQ 1,3,4

• Classify the difference between goods and services. CQ 1,4

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

• Explain how people help them including paid and unpaid worker. CQ 3

• Explains how paid and unpaid staff works in the school and classroom helps

meet their needs. CQ 3

(NSW Board of studies, 1998:34 SSS1.7)


• Gather information about the resources that is used by people to meet their own

needs and needs of others.

• Get knowledge about goods and services.

• Distinguish between goods and services..

• Listen to stories about paid and unpaid worker in society.

• Explain about the technologies which is being used for everyday living.(Board

of Studies NSW 1998:36-46, SSS1.7)


• Discuss the different ways that resources are organised

• Identify and locate classroom resources. (BOS 1998:46, SSS1.7)


Identifies roles and responsibilities within families schools and the local community,

and determines ways in which they should interact with others.(Board of Studies NSW,

1998:36, SSS1.8)


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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Knowledge and Understanding

• Identifies about the school organisation community including who works in

school, their rights, roles and responsibilities for school. CQ 3

• Identifies similarities and differences of rights, roles and responsibilities

between school and family. CQ 2,3

• Explain what are the roles and responsibilities of families. CQ 2

• Participating in creating and observing rules to protect their rights and rights of

others in the class and at school. CQ2,3

• Identifies the need of different families are different to others. CQ 2

• Identifies the roles for male and female within families. CQ 2

• Illustrate what are their roles and responsibilities for school and family. CQ 2,3

• Identifies roles and responsibilities of community workers including both paid

and unpaid worker. CQ 4

• Identifies fair and unfair practices in their school and at home. CQ 2,3 (Board of

Studies NSW 1998:36, SSS1.8)


• Describe the roles and responsibilities of school organisation and how they meet

their needs.

• Explain roles and responsibility of family member to each other.

• Illustrate the roles and responsibilities of their own towards school and family.

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

• Listen stories and observe roles and responsibilities of community worker and

how they help in meeting their needs.

• Explain difference between roles and responsibilities.

(BOS NSW 1998: 36-46, SSS1.8)


• Gather information about roles and responsibilities of each family member in a


• Organise resources for different activities, including collecting them beforehand,

putting them away, not wasting them.

(BOS NSW 1998: 46, SSS1.8)

Specific Outcomes

Higher Order Concepts

Technology, needs, resources, roles, co-operation, fairness, unfairness, responsibilities,

family, values, safety, lifestyle, rules, interdependence, similarities and differences.

Lower Order Concepts

Activities, indoor, outdoor, jobs, chores, adults, children, money, cloths, food,

shopping, home, transport, cleaning, cooking, washing, daily, weekly, farm house,

picnic area, buying, selling, sharing, learning, knowledge All these objects are used for

explaining topic in classroom.

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488


Higher Order Generalisation

All family members need to work together to fulfil their needs and needs of family.

Learn to help each other. We learn family values. Family values teach us about roles

and responsibilities for each other. It also affects our life style. Family member decide

about the job for whom and what job they have to do.

Lower Order Generalisations

• Family members help each other.

• Family make rules to ease the work to do.

• Respect the process of rule-making and rule enforcement.

• Children has different job and adult has different job to be done.

• Children can not do hard job which could be dangerous for


• Family member work in a team and make sure all work is done


• Different families have different rules and regulation for their


Practical Skills

• Gather information from variety of resources such as books, posters

• Construct a chart and record relevant gathered information.

• Classifying information under relevant headings

• Construct and able to write simple text.

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

• Performa role play activity to perform the scenario relevant to situation.

Social Skills

• Participate in group discussion and listen to other students views.

• Build confidence to participate in group activities.

• Give respect to other student if views are different and give feedback.

• Work cooperatively in a team.

• Assist other student in group activities if required.

(EDSS970, Topic Notes. 2009, pp 24-25)

Values and attitude

• Appreciating and valuing the help of all family members.

• Develop and explore their own values during unit of work in classroom.

• Give importance and respect to family member and listen to them.

• Always use ethical words like please and thank you when working at home or



Mo McAuley, The Tidy drawer

Margo Fallis, If I can help, I will

Margo Fallis, The Messy Room

Online photos
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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Online stories

Family pictures, House photos, Text book, Story books, Group activities, Role Play in


Content Sample:

Student will learn about families’ responsibilities for each other and how they help and

work cooperatively in a family. This unit uses picture book, online short stories, group

activities and text books. Here I am using contributing question: How do family

members help each others to meet their needs?

Values education sequence- Action Learning

Contributing Question

How do family members help each other meet their needs?

Content sample: Roles, right and responsibilities in a family.

Teaching/Learning Activities Teacher’s Questions Sample Student’s

Introduction Food, shelter,

Read Text book and introduce What are our needs? clothing, healthcare,

contributing questions education.

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Revise previous learning about Abby’s and her mum.


Read short stories ‘The Tidy Who can tell me what is Yes, this is about tidy

Drawers’. the story about? up the drawer.

Have you got any idea to Clean her room.

listen title page?

What job did Abby’s mum Because it was so

asked her to do? messy to find the

Why Abby’s mum asked things.

for this job? Help each other in

What we learn from this family and understand

story our responsibility for

cleaning my room.

Who does this job at I do this job but

home? sometime my mummy

helps me.

Display sequence’s contributing

question and discuss how the

students could go about answering.

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Resources: White Board, Black Board, Internet access

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Investigate about the area in and

around home

A picture/photo of a particular area What area is this in your Bin area.

in and around a home is given to home?

pair of students.

Students make column and list jobs How many recycled bin In my home there are

that need to be done in that area. are there in photo? three bins are placed.

What does that mean? Different bin used for

What recycling bin means? different purpose.

What is the use of Recycled bin is used

recycling? for putting paper, tin,

Who does this job? metal, bottle, empty

container which can

be used again.

It helps in cleaning


Everyone get turn to

Working in pair discusses about do this job. I also do

family rules and note down in their that.

list they might

What family rules do you Throw garbage in

have in regards to using that area of have in regards of garbage bin only not

their home. on the floor.

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Resources: Photograph of different areas in and around home.

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Fairness of job Concept development:

Children are to form groups How we decide who will Need to analyse about

depending on which area of the do the particular job? the job and think who

house they reviewed. is able to do that job

What jobs need to be done

Make two columns, one for adults by adults? Ironing, shopping,

and one for children and write the Which job can children cooking.

jobs under each column which do? Taking out the

needs to be done by them. garbage, put cloths in


Roles play activity in which Is it fair with your mum if

students play a family role. One she does cleaning

play role for father, mother and two everyday? No

children then each family member

do the same job everyday on their What other family member

own for example; mum is doing should do? We should help each

cleaning the house everyday. other.

Resources: Story book, black board, Role play activity.

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Helping animals.

Read children’s stories from internet What is the story about Helping others.

‘If I can help, I will’. just looking title of the


Draw picture of pets and birds in Who is main character in Christopher.

their notebook. the story?

Draw picture of their favourite pets What is he doing in this He saved small bird

and perform through painting how story? from big bird and fix

to take care of them. small bird’s wings.

Who else Christopher Two kittens.


Do you think this is his Yes.

favourite job?

What would you do if you

were Christopher?

Do you think this is right

to do in real life?

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Conclusion Generalising


Group of students display a list of What have we noticed Each area has specific

house plan. Each list shows the about each area of the job. Some areas have

relevant area of plan. house? hard job than others.

Discuss list and ask questions to What is the role of each Do their jobs seriously

develop generalisations. family member? and take


Is it fair to give the same No, It should be rotate

job to the same person? weekly.

How do family rules help Family rules help

regarding house job? keep area clean and

everyone get

responsibility for that.

What happened if we do It would be messy and

not use recycled bin? environment will also

be polluted.

Do you notice one job is All jobs are important

important to other? but cleaning job is

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488
Why do you think so? most important.

Because cleaning not

only clean our home

but also helps in

cleaning environment.

How family members help

each other meet their All family member

need? respect each other and

work in a team.


What might be story Messy room and

Read a story ‘ The messy room’ by about, see the title page missing shoes.

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488
Margo Fallis where Emma is not and picture of story.

listening her mum to clean her room

and that create a problem for herself. Who is main character Emma

Website for the story: in this story? Why author choose this Because Emma did

/stories/room.htm title? not listen to her mum.

Children do role play of group of What was she To clean up her room.

five and read book in a group to ignoring?

understand about the story.

What was her family’s Going to Zoo.

Compare the story with their own plan?

real life experience and share their

own experience in group. Why Emma did not go Because she did not

to Zoo? find her shoes because

her room was so


What did she miss that Fun at Zoo with

day? family.

Was the story ending

different to the role

play you performed?

Do you think you also

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488
do the same thing at


Reflect: What was interesting Lots of jobs need to

Student discuss about their part about helping at done at home.

understanding for the role taken as home? Different families

part of other home responsibilities. have different jobs.

Analysing the roles and

responsibilities for their work at Have your Yes, it is fairer if we

home. understanding of jobs all do jobs and help

around the home each others.


How would you help I can put dirty cloths

out your family in laundry.

member? Unpack dishwasher

Empty bin.

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Give sheet of paper and ask them to draw picture of their jobs.

Complete sentence underneath drawing. I help in ………at home.

My mum helps me in …………..

Demonstrate ways in which they can take responsibility for meeting their needs.

( SSES1)

Describe activities that involves shared work process (SSES1)


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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

The Tidy Drawer Story

One Saturday morning Abby's Mum came upstairs to see Abby in her bedroom. Or tried to.

There was so much mess on the floor she could only poke her head around the door. Abby

sat in the middle of it all reading a book.

"What a tip," Mum said. "You need to have a clear up in here."

"Why?" Abby asked.

"Why?" Mum repeated. "Because things get broken or lost when they're all willy-nilly like

this. Come on, have a tidy up now."

"But I'm very busy," Abby argued, "and it's boring on my own. Can't you help me?"

"No I can't, I'm busy too. But I'll give you extra pocket money if you do a good job."

When Mum came back later all the toys and clothes and books had disappeared.

"I'm impressed," said Mum. "But I'll inspect it properly later."

"It was easy," said Abby. "Can I have my extra pocket money now?"

"All right. Get it out of my change purse. It's in the kitchen tidy drawer."

In the kitchen Abby went over to the dresser and pulled open the tidy drawer. She hunted

for the purse.

"Any luck?" Mum asked.

Abby shook her head.

"It must be lurking at the bottom," Mum said. "Let's have a proper look."

She pulled the drawer out and carried it over to the table. Abby kneeled up on a chair to

look inside. There were lots of boring things like staplers and string but there were lots of

interesting things as well.

"What's this?" Abby asked, holding up a plastic bottle full of red liquid. Mum laughed.

"Fake blood, from a Hallowe'en party years ago. Your Dad and I took you to that, dressed

up as a baby vampire. You were really scary."

"I don't remember that."

Abby carried on looking through the drawer. She found some vampire teeth, white face

paint, plastic witchy nails and hair gel. Mum pulled out a glittery hair band. It had springs

with wobbly balls on the top that flashed disco colours. She put it on her head while she

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488
carried on looking through the drawer. Abby found some sparkly hair elastics to match the

hair band. She made her Mum put lots of little bunches all over her head so she looked really


"I remember this," Abby said as she pulled out a plastic bag. "This is from my pirate

party." Inside there was a black, false moustache and some big gold earrings.

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488
Two Kitten helped by Christropher

Messy room

Recycled bin

Fantastic online tips for parents and teachers

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Household chores are a big pain, especially when you find yourself doing them
alone most of the time. Without any help, household chores can become
frustrating and overwhelming and make you irritable and cranky when you come
home from a long day of work and have to do them all. It's important that your
family help out so that tensions stay at a minimum in the household and families
get along in harmony. There are ways to convince your family that you need
help with household chores and ways to motivated them to assist you everyday
so that you are not doing them alone.


1. Step 1

Explain to your spouse and children that you need their help doing
household chores and how much it would mean to you if each of them took
on a few chores each day. Let them know that it's tiring and frustrating for
you to come home from work everyday and have to clean the house alone.
Explain that there are household chores that need done on a daily basis that
you are sometimes too exhausted to do alone and that them helping you
with the chores would make you less irritable and tired, and give you more
time to spend with them.

2. Step 2

Make a list of chores that need done and assign each family member a
chore to do each day. Have your family help with the chore list by deciding
for themselves what chores they would like to take on. Give them the option
first of choosing their household chores. If this becomes a hassle, assign the
chores yourself and give chores to your spouse as well. Have one child take
on sweeping and mopping, another do dishes, and your spouse to take on
laundry or bathroom duty. Do the household chore list however you see fit
and fair for all family members. Take time to talk out the chore list so that no
family member feels they are getting more chores than another.

3. Step 3

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488
Praise family members for helping you do chores and thank them often for
doing their best. Even if your family does not do the chores the exact way
you would like, try to let this go. If you criticize the way your family does the
household chores, they will be less apt to want to help. Always praise them
for helping even if it is not the way you would do things. Never go over the
chores again. Try to let your family take control of their own individual
chores. Let them know what a great job they've done and how much you
appreciate their help. Tell your family that them helping with the household
chores has taken a huge burden off of you and that your thankful to them.

4. Step 4

Give your family rewards for helping with chores. Children can get stickers
to collect for small rewards later such as movie time, video game time, small
toys, or ice cream. Reward your spouse for helping by cooking him dinner,
spending alone time together, or doing something sweet in return for him.
Show your family that doing good deeds comes with rewards. This teaches
children that they earn when they work and helps your spouse know that he
is appreciated for his work. Even if you just give the reward of time with you,
because normally household chores takes that away, then you will be
showing your family how much helping with the chores has lightened your

How to Get Children to Help with Household Chores

By Shenison
User-Submitted Article

Teaching kids to help out around the house is an important step to teaching
them responsibility. Not only will you be getting some help with the household
chores but your child will get a feeling of accomplishment and belonging.

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488
1. Start early. The younger the child is when he is first encouraged to take
some responsibility for the house he lives in the more accepting he will be of
the concept.
2. Step 2

Select an age appropriate job. A four year old can put a fresh trash bag in
after you have taken the full one out. A six year old can empty the silverware
from the dishwasher or clear the plates from the table after dinner. By eight,
most children can empty a dishwasher. Emptying the dishwasher is also
good training for loading the dishwasher later on. Older children can sort
laundry, vacuum, or take over the responsibilities of a family pet.

3. Step 3

Make it clear to the child that everyone in the house has to help to keep
things running smoothly. Encourage him by telling him how much his work
has helped you.

4. Step 4

A reward system is a very useful. Younger children can be rewarded with

stickers or stars on a calendar for each day they performed their task. Older
children can receive an allowance but be careful how you handle it. It's good
to say "Now that you are responsible enough to handle some chores you
are old enough to get an allowance." It is not good to say "I will pay you two
dollars every time you do your chore." Paying your child for a chore sends
the message that she is working for the money and you will soon find
yourself paying her for everything she does.

5. Step 5

When your child is overwhelmed by a busy schedule or a school project

offer to take over the chore for a few days. Be sure to tell him why you are
helping him out. Say "I can see you are really busy right now. I'll empty the
dishwasher for you tonight so you can work on your project." This gives him
the message the job is still his, but you are a family and should help each
other out when necessary.

6. Step 6

Finally, keep in mind that a job you have to do over and over becomes
tedious. Once your child has mastered a few jobs around the house make a
chore schedule and rotate the responsibilities among all the household


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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488
The board of studies website has list of current available resources for example fact

sheets, websites, text and other material to support unit.

Text books and online resources that refers to basic needs- food, shelter, clothing and


Hands on activities, staff to help in role play activities.

The corner in classroom where student can do role ply activity, dolls for demonstration,

clothes used for dressing up from different culture, photographs,

Material used: colour to draw, paint, cardboard, pencil, paper, glue, clay, video,

television, computer/laptop. (NSW Board of studies 1998, p-37)

Reference List

Board of Studies NSW 2006. Human Society and Its Environment Syllabus K-6,

outcomes and indicators. Retrieved on 2 October 2009 from
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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488

Board of Studies NSW 2007, k-6 Educational resources, Meeting needs. Retrieved on

29 Nov. 09 from

Board of Studies NSW. 1998. Human Society and its Environment K-6, Units of Work,

Early stage 1 Units, Meeting Needs, pp 37. Retrieved on 15 September 2009,


Burwood East Primary School VIC. (2007). Retrieved on 2 October 2009, from


Cole, B. & Newell, S. (1997). 'Planning powerful studies of society and environment:

How to do it!’ Social Education Bulletin, no. 3, pp. 6-23.

EDSS970 Semester 2. 2009. Forum and chat rooms. Sakai Online Learning. University of

New England. Armidale.

Fantastic website for children’s story: East of the Web (2002-2003), Short Stories.

28 Nov 2009 from

Fantastic website: Brain Pop Jr UK (1999-2009) Needs and Wants, Background

Information and activities. 29 Nov. 09 from

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EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488
Fantastic website for family: Shenison (1999-2009) How to get children to help with

House Hold Chores. 29 Nov 09 from

Fantastic website for family: Jaredsgirl. (1999-2009) How to get your Family to

Help out in House Hold Chores. 29 Nov. 09 from

Gilbert, R. (2004). 'Elements of Values Education', The Social Educator, vol. 22, no. 3,

pp. 8-14.

Newell, S. & Cole, B. (1998). 'Developing Year 1 students' understandings about

cultures', Social Education Bulletin, no. 1, pp. 10-13.

Primary School 2009. Human Society and Environment,

17 September 2009, from

Reitano, Paul. 2009 Semester 2. EDSS970. Topic notes. University of new England .

Armidale NSW.

Reynolds, R. (2009). Teaching Studies of Society and Environment in the Primary

School, Chapter 3, Reflective and Metacognitive Skills, p. 57,

Oxford University Press, London.

Stewart, P. (2007). Asia Scope and Sequence for SOSE, Primary Unit of Work, Images

of Asia: Animals and their Homes, Curriculum Corporation, Carlton

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South Australia.

Taylor, R. (2003). 'The case for Social Studies being the context for your literacy

programme', The New Zealand Journal of Social Studies, vol. 11, no. 2, pp. 13-14.

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