Leisure and Entertainment - JOCKEY
Design
a Jockey's colours or "silks"
Should
there be a ban on whips in Australian horse racing?
Design
a Jockey's colours or "silks"
Primary,
Middle
&
Secondary
Australian
Curriculum General Capability: Critical & Creative Thinking
1. Using the resources below, design and draw a new jockey's silk that you would like to see on Australian racecourses.
2. What colours would you use? Why?
3. What would an Aboriginal Jockey silk look like? Discuss with a partner.
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Should
there be a ban on whips in Australian horse racing?
Secondary
Australian
Curriculum General Capability:
Critical and creative thinking
Australian
Curriculum General Capability:
Literacy
Australian
Curriculum General Capability: Ethical Understanding
Philosophy
Cooperative
Learning Activity
1.
Teacher
You are going to conduct a Community of Inquiry about this issue. This process encourages critical and creative thinking and reasoning amongst your students.
Go to the Community of Inquiry page for instructions as to how to conduct a CoI.
2. As a class,
read out loud the following article from
The Conversation 22 February 2018. This is your stimulus material to
generation discussion.
3. Get the students, in pairs, to come up with 4 questions - one for each quadrant. The questions for thinking are the hardest to come up with – but that is what we are aiming for.
4. Write up all the "Questions for Thinking" on the board and collate similar questions together. List all the questions on the board and put the students' names next to their question. The question with the most queries is the question to discuss initially.
5. Make sure the students follow the rules of Philosophy in Schools:
- Only one person speaks at a time
- Pay attention to the person who is speaking
- Give other people a chance to speak
- Build upon other people's ideas
- No put-downs (Source: Phil Cam)
6. Discussion should involve students in critical, creative and caring thinking:
| Critical | Creative | Caring |
| give reasons explore disagreement consider implications apply criteria weigh evidence |
generate questions raise suggestions imagine alternatives formulate criteria make connections build on ideas |
listen to other's points of
view consider other's reasons explore disagreements considerately build on other's ideas explore other's opinions help to synthesise suggestions |
7. Provide Closure: Example: Get the students to reflect in their journals a time when they saw an incident at a race course.
10. Leave the questions on the board or copy them so that the other unanswered questions can be used in the next lessons.
| Did You Know? In 1762 the English Jockey Club formalized what had been a general practice and requested that owners submit specific colors for riders’ jackets and caps, which were to be used consistently.
Later that year they made the Newmarket resolution that owners
must submit the racing silks for their horses to compete. From the
minutes: “For the greater convenience of distinguishing the horses
in running, and also for the prevention of disputes arising from not
knowing the colors of each rider, the under-mentioned gentleman have
come to the resolution and agreement of having the colors annexed to
their names, worn by their respective riders.” |
