where to now in HASS

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A presentation for the HTASA State Conference on teaching Humanities and Social Sciences in the Australian Curriculum

A presentation for the HTASA State Conference on teaching Humanities and Social Sciences in the Australian Curriculum

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  • 1. Giles Bartram Nuriootpa High School giles.bartram510@schools.sa.edu.au
  • 2. Overview Our context HASS and it’s place in the timetable Focus on Year 8 General Capabilities Cross-Curriculum Priorities – The “beating heart” of the AC Resources/ideas/exemplars
  • 3. Our context Nuriootpa High School has approximately 850 students We are a country High School but close enough to Adelaide for day trip excursions History has been offered as an elective from Year 9 onwards and is one of our most popular subjects We trialled Australian Curriculum: History in 2010 and 2011 We have a number of History specialists. S&E has often been taught by non-specialists, History and Geography will be taught by some ‘non-experts’ I am in my sixth year as S&E/HASS Co-ordinator Year 8 S&E have been split into separate semesters of History and Geography this year (last year we only had History). Next year we plan to teach the new HASS subjects during these lessons.
  • 4. The timetabling dilemma at Yr 8 14% More than Maths, English and Science 8% Is not ½ of 12 so are these one semester subjects or not?
  • 5. Solutions?
  • 6. The Final Product at Yr 8 Some considerations • Phase 1 subjects clearly require more time to teach properly • Staffing must be manageable • Local priorities must be included
  • 7. How do we make it all fit? Think big. What are the guiding principles of the Australian Curriculum? Melbourne Declaration General Capabilities Cross Curriculum Perspectives What are the key inquiry questions in each subject? Assess against the standard not the content. Plan your course so that you can assess student’s knowledge and understanding rather than so you can cover all the content. (Understanding by Design)
  • 8. Understanding by Design or “Backwards Design” Identify desired results Stage 1 Stage 2 Stage 3 Determine acceptable evidence Plan learning experiences & activities“Begin with the end in mind” What learning needs to occur? What will this learning look like?
  • 9. Some findings re: assessment Working with the Achievement Standards and applying backwards design principles has: Clarified our understanding of assessment in the Australian Curriculum Streamlined aspects of course design Raised a few questions – How much evidence of specific skills is really needed? Does this mean we can give less able students, or those with learning difficulties, more time on fewer tasks? Have we been focusing too much just on the content of the Australian Curriculum? Since “assessment is the bridge between teaching and learning” shouldn’t we be more worried about how we check for understanding rather than how we “get through” the content?
  • 10. Key inquiry questions History How did societies change from the end of the ancient period to the beginning of the modern age? What key beliefs and values emerged and how did they influence societies? What were the causes and effects of contact between societies in this period? Which significant people, groups and ideas from this period have influenced the world today? Civics and Citizenship What are the freedoms and responsibilities of citizens in Australia’s democracy? How are laws made and applied in Australia? What different perspectives are there about national identity?
  • 11. Key inquiry questions Geography How do environmental and human processes affect the characteristics of places and environments? How do the interconnections between places, people and environments affect the lives of people? What are the consequences of changes to places and environments and how can these changes be managed? Economics and Business Why are markets needed, and why are governments involved? Why do consumers and businesses have both rights and responsibilities? What may affect the ways people work now and in the future? How do different businesses respond to opportunities in the market?
  • 12. Scope and Sequence is your friend
  • 13. 7 General Capabilities Sustainability Asia and Australia’s Links with Asia Aboriginal and Torres Strait Islander Histories and Cultures 3 Cross-curriculum Priorities Many cells will not include material from all 3 dimensions Languages CivicsandCitizenship Economics,Business TheArts HealthandPhysicalEducation Technologies Geography History Science Mathematics English 11 Learning areas 3D Structure Source: ACARA
  • 14. Cross-Curriculum Priority 1 http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal- and-Torres-Strait-Islander-histories-and-cultures.
  • 15. Children of the Gurindji Sara Storer, ‘Children of the Gurindji’ http://www.youtube.com/watch?v=AEVpUGjoicw
  • 16. Organising Ideas
  • 17. DECD Policy Curriculum, Pedagogy, Assessment and Reporting Policy for Reception–Year 10 This policy is available at http://www.decd.sa.gov.au/teachingandlearning/pages/Yearsr10/curric/
  • 18. Aboriginal and Torres Strait Islander perspectives Is this important? Your school might not have many Indigenous students but We have a social responsibility and a moral obligation to help promote awareness of Indigenous perspectives in an inclusive and sensitive manner Indigenous students often suffer from low self-esteem “As a nation Australia values the central role of education in building a democratic, equitable and just society— a society that is prosperous, cohesive and culturally diverse, and that values Australia’s Indigenous cultures as a key part of the nation’s history, present and future.” Melbourne Declaration
  • 19. Has ACARA done enough? “93% of the references to the Aboriginal and Torres Strait Islander histories and cultures perspective are in the History curriculum” Is this a problem? • Is the focus too narrow? What aspects of Indigenous Culture have been ignored? • Is this marginalisation? Do we really have a cross- curriculum priority here? Professor Peter Buckskin, Dean: Indigenous Scholarship, Engagement, and Research, University of South Australia
  • 20. Some missing content? Issues Location Total Citizenship Rights Yr6 2 Mabo Yr3, Yr10 2 Reconciliation Yr3, Yr 10 2 Land Rights 0 Human Rights Yr 10 1 Social Justice 0 Employment Yr8 1 Aboriginal Rights Yr6, Yr10 5 Civil Rights Yr 10 4 Self Determination 0 Stolen Generation Yr6, Yr9, Yr10 4 Deaths in Custody 0 Aboriginal activism Yr6, Yr10 4 Source: Kevin Lowe Newcastle University
  • 21. Some missing depth? K-2 3-4 5-6 7-8 9-10 Total Remembering 15 13 5 13 2 48 Understanding 5 9 5 7 2 29 Applying 0 8 0 2 0 10 Analysing 1 5 2 4 6 18 Evaluating 0 0 0 4 0 4 Creating 0 0 0 3 0 3 Total 22 35 12 33 10 112 Cognitive Requirements of the Content Source: Kevin Lowe Newcastle University
  • 22. Where do we start looking for solutions? http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00136
  • 23. Locally Aboriginal Cultural Studies Resource See DECD Moodle and Scootle
  • 24. Changing Worlds http://www.outreacheducation.sa.edu.au/programs/changing-worlds-a-south-australian-story-website/
  • 25. Changing Worlds
  • 26. NSW Board of Studies http://ab-ed.boardofstudies.nsw.edu.au
  • 27. Monash Uni Song Line Animations http://artsonline.monash.edu.au/countrylines-archive/
  • 28. Some other links Embedding Aboriginal and Torres Strait Islander Perspectives in schools http://deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf Reconciliation Australia http://www.reconciliation.org.au/home/latest/aboriginal-perspectives- in-schools-q-a Framework for Embedding Koorie Cultures, Histories and Perspectives in Victorian Schools http://vaeai.org.au/_uploads/rsfil/000234_caba.pdf
  • 29. Cross-Curriculum Priority 2 Asia? But which Asia? What kind of Asian are you? http://www.youtube.com/watch?v=DWynJkN5HbQ
  • 30. ‘Engagement with Asia’ might mean more than just ‘Asia’ “Global integration and international mobility have increased in the past decade. As a consequence, new and exciting opportunities for Australians are emerging. This heightens the need to nurture an appreciation of and respect for social, cultural and religious diversity, and a sense of global citizenship.” Ref: The Melbourne Declaration on Educational Goals for Young Australians, 2008, p. 4. General Capability: Intercultural Understanding Doesn’t this imply the need for us to take a broad view of global history?
  • 31. Asia-relevant capabilities Knowledge and understanding of the countries of Asia and its peoples - Geography - History - Media - Everyday living - Arts - Literature - Values and beliefs - Language proficiency To face the 21st Century (“the Asian Century”) students will need: adaptability, flexibility, resilience, creative and design thinking and the confidence and readiness to interact with Asia
  • 32. Links within the Australian Curriculum Other General capabilities: • Critical and creative thinking • ICT capability • Personal and social capability • Ethical understanding Australia Asia Engagement • Asia and its diversity • Achievements and contributions of the peoples of Asia • Asia-Australia engagement Intercultural Understanding Assists young people to become responsible local and global citizens, equipped through their education for living and working together in an interconnected world. How the Australian Curriculum supports Asia-relevant capabilities
  • 33. Asia-Education Foundation http://www.asiaeducation.edu.au
  • 34. Out of Eden Walk http://outofedenwalk.nationalgeographic.com/ A Walk Through Time Paul Salopek’s Out of Eden world walk is an exercise in slow journalism. Moving at the slow beat of his footsteps, Paul is engaging with the major stories of our time—from climate change to technological innovation, from mass migration to cultural survival—by walking alongside the people who inhabit them every day. As he traverses the globe from Africa to South America, he is revealing the texture of the lives of people he encounters: the nomads, villagers, traders, farmers, and fishermen who never make the news.
  • 35. World Vision http://www.worldvision.com.au/resources/SchoolResources/Default.aspx ?lpos=top_drop_1_Schoolresources
  • 36. A Sample History Task
  • 37. Cross-Curriculum Priority 3 Polar Bear http://www.youtube.com/watch?v=1CiaVZ2oLzg
  • 38. Sustainability isn’t just ‘Environmental Studies’ Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs. Actions to improve sustainability are both individual and collective endeavours shared across local and global communities. They necessitate a renewed and balanced approach to the way humans interact with each other and the environment. Education for sustainability develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world. Sustainability education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence. http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability
  • 39. Sustainability in History Some Examples Yr 8 – Rise and fall of the Khmer, land use in Tokugawa Japan, Easter Island (Rapa Nui) Yr 9 – Impact of the Industrial Revolution and Colonisation http://libguides.jcu.edu.au/content.php?pid=218339&sid=2165445
  • 40. Plan it Green http://www.planitgreenlive.com/en/build-your-own-city
  • 41. Run that Town http://runthattown.abs.gov.au/
  • 42. Climate Challenge http://www.bbc.co.uk/sn/hottopics/climatechange/climate_challenge/
  • 43. NRM Education http://nrmeducation.net.au/
  • 44. Education for Sustainability http://www.educationforsustainability.com.au/
  • 45. What about some more ‘Big Picture’ resources?
  • 46. TED Ed and TED Talks http://ed.ted.com/lessons http://www.ted.com/talks/browse
  • 47. Global Education Conference http://www.globaleducationconference.com/
  • 48. Twitter and Facebook • Free and easy to use • Like individuals and organisations you want updates from on Facebook • Follow leaders in educational trends on Twitter • Engage in professional conversations like #histedchat
  • 49. DECD acleadersresource http://www.acleadersresource.sa.edu.au/index.php?page=bringing_it_to_life
  • 50. National Archives http://www.naa.gov.au/visit-us/education/
  • 51. Senator Neville Bonner (NAA: A6180, 17/9/71/16)
  • 52. PM John Gorton visiting troops in Vietnam (NAA: A1200, L73423A)
  • 53. Life Be in it Campaign (NAA: A6180 , 4/5/77/19)
  • 54. Anti-Vietnam War Protests (NAA: A1200, L85635)
  • 55. Troops march in Brisbane after returning from Vietnam, 1970. (NAA: A1500, K26968)
  • 56. East Timorese refugees arrive in Darwin, 1975. (NAA: A6180, 18/8/75/23)
  • 57. PM Gough Whitlam outside Parliament House, 1975. (NAA: A6180, 13/11/75/46)
  • 58. Lake Pedder before it was flooded, 1971 (NAA: A3533, 73/200-02)
  • 59. Opening of the Sydney Opera House, 1973. (NAA: A8746, KN1/11/73/61)
  • 60. Gay pride demonstration in Adelaide, 1973. (NAA: A6135, K13/12/73/3)
  • 61. Vincent Lingiari speaking at the Wave Hill handover, 1975. (NAA: A8598, AK21/4/80/9)
  • 62. The birth of 2JJ, precursor to Triple J, 1975. (NAA: A6135, K29/4/75/3)
  • 63. Protestors at the Aboriginal tent embassy, 1974. (NAA: A6180, 14/3/74/338)
  • 64. International Women’s Day rally, Melbourne,1975. (NAA: A6180, 19/3/75/5)
  • 65. For further information Contact me giles.bartram510@schools.sa.edu.au Twitter @BartramGiles Download this presentation http://www.slideshare.net/GBartram/where-to-now-in- HASS-HTASA-2014