Week 7 ICT in the humanities and social sciences.

Information and communication technology [ICT] has become a major yet expensive feature of contemporary education. Schools purchase computer programs to enhance students’ learning (Gilbert & Hoepper, 2014).  However not all computer programs are appropriate for all year levels. The Melbourne Declaration on Educational Goals for Young Australians, Goal two successful learners outlines the need for students to become productive and creative users of ICT. Information and communication technology is now one of the General Capabilities of the Australian Curriculum.

How Times Change is a free teacher resource developed by Scootle (www.scootle.edu.au). that has been endorsed by The Learning Federation [TLF].  The resource How Times Change aligns with the Australian Curriculum Year 1 focus Present and Past Family Life. Students in Year one begin to explore the changes and links that occur over time by undertaking the study of present and family life within the context of their own lives. Students explore differences and similarities of family life by comparing the past with the present (ACARA).

          The resource is a flexible model that can be divided into five sections including family, toys and games, getting around, at home and at school. Students should complete the family section first before progressing to other sections. Within each section there are many learning activities that students can participate and become engaged with. The screenshot provided is one of the five learning sections.

The Summary of learning (www.scootle.edu.au).

The website allows teachers to establish and tailor individualised learning paths for their students. For example teachers have the capability to restrict or extend students learning activities as well as providing annotations (Taylor, Fahey, Kriewaldt & Boon, 2012).                                                  

          Students will find this resource easy to navigate.  Both text and audio instructions are incorporated into each section of this resource. This will insure all students are included and able to participate in the activities including students who have lower literacy abilities.

The key learning objectives of this resource all relate to the achievement standards of the Australian Curriculum for Year One students and are as follows

 * Students sequence timelines using photographs. After students have mastered  this activity they are able to create their own timelines.

* Students develop the ability to discuss and describe objects from the present and the past

* Students gain the ability to classify objects from the present and the past.  

*Students develop and use time-related language.

* Students develop understanding of the differences of themselves, their classmates and people in the past.

 There are many benefits of integrating ICT into the humanities and social science curriculum. Students’ historical knowledge is extended by participating in the computer programs. In addition to this learning students are developing their computer literacy skills. Computer programs allow students to learn and understand the past like the people who lived in the past through historical websites such as Trove. Technologies such as multimedia and virtual reality enable students to communicate their new gained knowledge in the present (Cress, Dimitrove & Speecht, 2009).

 

Week 6: Education for sustainability

Dear Parents or carers.

I was recently contacted with concerns regarding the Educational Sustainability learning that we are currently undertaking in our year four class. I appreciate parents/carers raising concerns and providing critical feedback of the teaching and learning programs. When developing and adapting teaching and learning programs I take into account the feedback and concerns of parents I receive. Throughout all of my programs I aim to ensure all students are successful in their learning and become creative and confident individuals. Ministerial Council on Education, Employment, Training and Youth Affairs[MYCEETYA], (2008).

 

The Melbourne Declaration on Educational Goals for Young Australians identified three key aspects that needed to be addressed for the benefit of students and Australia as a country. Gilbert & Hoepper, (2014) suggests The Melbourne Declaration predicted if students became active and informed citizens they would develop the knowledge and skills to sustain and maintain social and natural environments. Therefore the declaration ensured that Sustainability was to be integrated across the curriculum.

 

Cross-curriculum priorities such as Sustainability do not take time or focus away from more traditional learning areas such as Mathematics or English. They are embedded in all learning areas and will vary in presence depending on the relevance to the learning area. I believe there are many benefits for including Sustainability into teaching and learning programs including the enhancement of the learning area, the development of students’ language and tools to understand and participate in their world.

 

In Year Four Geography Sustainability is a major focus. Students explore the concept; The Earth’s environment sustains all life. Throughout this learning students’ develop an understanding of how the environment has the capacity to sustain all life forms. Students’ learn that sustainability extends beyond the safe and careful management of resources and waste. This is achieved when they explore the different environmental functions that support their lives and the lives of other things (Australian Curriculum and Reporting Authority, 2014).  I believe when students are able to see the relevance of what they are learning to their real lives they become engaged and more motivated to learn.

 

Through the inquiry process students are provided opportunities to consider the sustainable use of resources, environments and create plans that people could take to benefit the environment. Exline, (2004) suggests there are many benefits for students when they undertake the inquiry process. Students are able to seek appropriate resolutions to questions or issues rather than achieving a right or wrong answer. Throughout the inquiry process students are able to construct understanding and develop their own opinions in regards to their worlds. The attitudes and skills that students develop through the inquiry process will be beneficial to students throughout their lifetimes.

 

Throughout the teaching and learning programs students recognise there are many different views regarding sustainability. Students are encouraged to form their own opinions, even if they are different to my own. Many discussions occur in relation to accepting and respecting the diversity of peoples’ opinions.

 

I would like to thank you for your, inquires and feedback in relation to your son/daughter’s education. I hope to have put your mind at ease in regards to Sustainability education. Please feel free to contact me if you have any queries.

Kind Regards

Your year four teacher

 

References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). The Australian Curriculum: Geography Retrieved from  http://www.australiancurriculum.edu.au/humanitiesandsocialsciences/geography/Curriculum/F-10?y=4&s=GK

 Gilbert, R., & Hoepper, B. (Eds.). (2014). Teaching Humanities and Social Sciences: History, Geography, Economics & Citizenship (5^th ed.). Southbank, VIC: Cengage Learning.

 Exline, J. (2004). What is inquiry-based learning? Retrieved from http://www.thirteen.org/edonline/concept2class/inquiry/

[MCEECDYA]. (2008). Melbourne Declaration on Educational Goals for young Australians. Retrieved from           http://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf

 

Week 5: Integrating the Curriculum

The scope for curriculum integration of the various dimensions of Humanities and Social Sciences is very board and complex. Teachers must overcome this complexity and ascertain which approach will work best in which context to achieve the desired objective while providing high quality teaching and learning programs. Curriculum integration can occur in a number of ways. All key learning areas must integrate the cross-curricular priorities as well as the general capabilities. Complexity is increased as the need to integrate cross-disciplinary links arises. Reynolds, (2012) states, life is not lived in separate or different disciplinary bundles. Hence for education to be authentic and meaningful it must be integrated.

 

Curriculum integration is an approach to teaching and learning that connects understanding, knowledge and skills from across or within disciplines in meaningful ways (Gilbert & Hoepper, 2014). Brady & Kennedy, (2010) add integrating the curriculum has been accompanied by more student-focused pedagogy. Any changes to curriculum forms affect classroom teaching.

 

There are many benefits for developing an integrated curriculum. Curriculum integration ensures unnecessary repetition of learning occurs and allows for flexibility in teaching and learning programs such as individualised learning. Taylor, Fahey, Kriewaldt & boon, (2012) suggests for students to learn effectively teachers must cater for individual needs whilst allowing students to have some control over their learning.

 

There have been reports worldwide that the curriculum is overcrowded such as Eltis Report 2003. (Reynolds, 2012) The report states because of the higher emphasis placed on literacy and numeracy results less time has been allocated to the other disciplines. Therefore, curriculum integration is a way to overcome time restrictions.

 

Integrating the inquiry skills across the four Humanities and Social Sciences is obvious. However not all of the disciplines are taught across all the primary school year levels (Gilbert & Hoepper, 2014). Another obstacle is integrating the curriculum in multi-age classrooms. This obstacle is seen as the most difficult to overcome yet the most necessary. A way to overcome this obstacle is to implement conceptual threads as means of integrating across year levels within a single curriculum.

 

The curriculum integration approach I would like to implement into future teaching and learning program is the transdisciplinary approach. I believe this approach ensures student engagement as it allows students to have ownership over their learning. I like this approach as it allows teachers to organise curriculum around problems, issues or concerns student may have rather than curriculum documents.

 

The issue to be explored through the inquiry process is initiated by or negotiated with the students and can be community focused or project based. (Drake Burns, 2004). This allows for students to develop life skills as they apply disciplinary and interdisciplinary skills in real-life contexts. Beane, (1995) argues when students participate in real life-contexts their understanding about themselves and their world is broaden and deepened.

 

Within the transdisciplinary approach knowledge and skills are seen as interconnected and interdependent as less emphasis is placed on subject areas However teachers are required to cover standards in the distinct discipline areas. In order to achieve this once the inquiry focused has been agreed upon teachers use the backward planning model to map curriculum connections.

 

 

This approach enables students to meet the second goal of the Melbourne Declaration on Educational Goals for Young Australians. The declaration requires students to play an active role in their own learning and be able to make sense of their world

 

References

Beane, J. A. (1995). Curriculum Integration and the Discipline of Knowledge. The Phil Delta Kappa International, 76(8), 616-622.

Brady, L. & Kennedy, K. (2010). Curriculum Construction. (4^th ed.).Frenchs Forest, NSW: Pearson Australia.

Drake Brown, S. (2009). History Circles: The Doing of Teaching History. The History Teacher, 42(2), 191-203.

Gilbert, R., & Hoepper, B. (Eds.). (2014). Teaching Humanities and Social  Sciences: History, Geography, Economics & Citizenship (5^th ed.). Southbank, VIC: Cengage Learning.

 

Reynolds, R. (2012).Teaching History, Geography and SOSE in the primary school (2^nd ed.). Frenchs Forest, NSW: Pearson.

 

Taylor, T., Fahey, C., Kriewaldt, J., & Boon, D. (2012). Place and time: Explorations in teaching geography and history. Sydney, NSW: Pearson Australia.

 

 

Week 4: Geography

Geography education is vital in enabling students to understand the world around them. Through high quality teaching and learning programs students will explore, analyse and develop a holistic understanding of their world. Students learn to not only accept their world they learn to question it and reflect on their responsibilities and relationships to their world (Taylor, Fahey, Kriewaldt &Boon, 2012)

The primary focus for Year 4 Geography is the Earth’s environment sustains all life. This unit of work will develop students’ geographical knowledge, understanding and skills by exploring the concept of the “natural resources provided by the environment and different views on how they could be used sustainably ACHGK024’’. (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014a).To ensure students are thinking geographically the geographical concepts of Environment and Interconnection will be explored throughout this unit.

Incorporating fieldwork into a teaching and learning program has many benefits.  Fieldtrips can provide students the opportunity to investigate local sites where change has and will occur. Students are provided the opportunity to be active outdoors, explore safely and utilise all their senses. Reynolds, (2012) suggest Geography plays a part in helping students shape their community and personal futures and fieldwork is a vital aspect in this process.

The overarching theme for the unit I would implement into a teaching and learning program is the logging of World Heritage-listed Tasmanian forest. Within this unit I would incorporate three entwined pedagogies including designing learning that is framed by inquiry, a field trip and learning tasks that would require students to analyse, represent and communicate information through diagrams and maps.

With the assistance and guidance of the teacher students will complete their inquiries, based on effective key questions. For example, how does World Heritage-listed Tasmanian forests support and enrich human lives? What are the pros and cons of logging Tasmanian forests? How has human -induced change affected Tasmanian Forests?  If the Tasmanian World Heritage- listed forests are allowed to be logged what will happen to the forest in the future?

 Gilbert and Hoepper, (2014) suggests critical inquiry should lead to proposals for action and where appropriate action itself. To complete their, inquires students will explore the many ways they can take action including lobby decision makers, campaigning to promote change, informing, encouraging and persuading others or devising an action plan using maps and diagrams.

The need for curriculum integration often arises when students are asked questions and are required to solve open-ended real world issues. These approaches place less emphasis on distinct disciplines and can require teachers to integrate several discipline areas. Geography is an integrative discipline in itself through the General Capabilities and Cross-curriculum priorities. Gilbert & Hoepper, (2014) states, that Geography integrates knowledge from the humanities, social sciences and natural sciences to develop a holistic understanding of the world.

Geography is closely linked to the discipline of Civics and Citizenship.  An aim of the Geography discipline is to ensure students become responsible and active citizens who contribute to the development of an economically and sustainable world (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014a).There are many concepts of Civics and Citizenship that could be assessed throughout this unit. A teacher could implement summative assessment through a discussion with students about the pros and cons of logging Tasmanian forests.  A formative assessment could be implemented when students complete their inquiry of investigating the Forestry industry.

 

 

References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014a). The Australian Curriculum: Geography Retrieved from  http://www.australiancurriculum.edu.au/humanitiesandsocialsciences/geo graphy/Curriculum/F-10?y=4&s=GKU&s=GIS&layout=1

 Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014b). The Australian Curriculum: Geography Retrieved from   http://www.australiancurriculum.edu.au/humanitiesandsocialsciences/geo  graphy/Aims

 Gilbert, R., & Hoepper, B. (Eds.). (2014). Teaching Humanities and Social Sciences: History, Geography, Economics &    Citizenship (5^th ed.). Southbank, VIC: Cengage Learning.

 Reynolds, R. (2012).Teaching History, Geography and SOSE in the primary school (2^nd ed.). Frenchs Forest, NSW: Pearson.

 Taylor, T., Fahey, C., Kriewaldt, J., & Boon, D. (2012). Place and time: Explorations in teaching geography and history. Sydney,   NSW: Pearson  Australia.

 

Week 3 blog entry: History

 All people are living histories. The study of History enables us to understand how and why we have become the global entities, nations, societies and living people we are today (Taylor, Fahey, Kriewaldt & Boon,2012). The primary focus for Year 2 students is The Past in the Present. Students’ historical knowledge, understanding and skills will be developed as they explore the key concepts of significance and empathy through the guiding question, why does a war memorial have significance for the people of today? Before commencing any Historical teaching and learning programs it is of utmost importance teachers have the required curriculum, pedagogical and historical or content knowledge.

 

Before commencing any Historical teaching and learning programs teachers must consult and understand the Australian Curriculum documents. It is essential that teachers are aware of students’ current abilities and what they would like their students to achieve. From here teachers must select the most appropriate and engaging content to implement in their lessons. They must be aware of students’ prior and future learning. For example the primary focus for Year 1 students is Present and Family Life. In Year 3 the primary focus is Community and Remembrance.  The Australian Curriculum utilises an inquiry-based and skills model of teaching (Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014).

 

In order for students to learn teachers must know how to teach. A teacher’s pedagogical knowledge plays a part in keeping students engaged, focused and motivated in their learning.  Reynolds, (2012) suggests expert teachers bring the History discipline and the pedagogy together. Monte-sano & Budano, (2012) state teachers’ pedagogical content knowledge is one form of knowledge that contributes to a teacher’s success in supporting students’ learning.  In order to teach effectively teachers must choose an appropriate pedagogical approach.

 

One of the pedagogical approaches teachers could implement into their teaching and learning programs is the inquiry based approach. This approach is best implemented by framing the inquiry as a question. Teachers should possess the knowledge and skills to implement History as inquiry in a variety in of ways including field trips in the local area, oral history; asking historical questions, using ICT such as webcams or games (Reynolds, 2012).

 

It is essential that teachers plan teaching and learning activities to coincide with the three key stages of the inquiry process. The teacher should monitor students’ capabilities throughout the inquiry process. When, the discipline components are either too easy or hard for the student to master. The teachers should adjust their program to cater for this. Taylor, Fahey, Kriewaldt & Boon, ( 2012) add when implementing the inquiry  approach teachers should ensure  they are developing students’ content literacy abilities including interpretations and synthesis of ideas and deeper understanding.

 

In order to teach History well it is vital that teachers have well-developed historical and content knowledge of the topic they are teaching this includes an awareness of the debates related to the school subject and a sound understanding of the disciplinary methodologies. In addition to this teachers are required to understand all historical concepts (Taylor, Fahey,  Kriewaldt & Boon,2012). Using the example of why does a memorial have significance to people of today. Teachers must understand why memorials were erected, the significance of the war memorial in today’s society and the empathy to see the world through the eyes of others.

 

         

References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). The Australian Curriculum: Civics and Citizenship. Retrieved from http://www.australiancurriculum.edu.au/humanitiesandsocialsciences/history/implications-for-teaching-assessment-and-reporting

Gilbert, R., & Hoepper, B. (Eds.). (2014). Teaching Humanities and Social Sciences: History, Geography, Economics & Citizenship (5^th ed.). Southbank, VIC: Cengage Learning.

Monte-Sano, C., & Budano, C. (2013). Developing and Enacting Pedagogical Content Knowledge for Teaching: An Exploration of    Two Novice Teachers’ Growth over Three Years. Journal Of The Learning Sciences.22(2), 171-211.

Reynolds, R. (2012).Teaching History, Geography and SOSE in the primary school (2^nd ed.). Frenchs Forest, NSW: Pearson.

 Taylor, T., Fahey, C., Kriewaldt, J., & Boon, D. (2012). Place and time: Explorations in teaching geography and history.Sydney, NSW: Pearson   Australia.

 

Week 2 blog: Civics and Citizenship

The world is forever changing. Therefore it is of utmost importance that Civics and Citizenship Education prepares and provides students with the knowledge and skills to be informed and active citizens in their local communities, the nation and the world in the 21^st Century. In addition Banks, (2001) argues that for students to become effective citizens they must also obtain the democratic values and ideals such as those embodied in the Universal Declaration of Human Rights.

The Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], (2008) developed The Melbourne Declaration on Educational Goals for Young Australians. Goal Two of this declaration stipulates that all young Australians are to become active and informed citizens. The Declaration specifies teachers are fundamental in helping to achieve these goals.

Reynolds, (2012) suggests frequently teachers implement teaching and learning programs that are reflective of their own definition and what they believe CCE should be achieving. It is essential that teachers are aware of this and have proficient civics and citizenship knowledge, understandings and skills when developing and implementing CCE.

The Australian curriculum integrates the study of citizenship with the study of civics. Inquiry based teaching and learning is emphasised and opportunities are provided to design and develop teaching and learning programs based on students’ interests and active participation in school and community events. The curriculum aims to ensure students develop the understanding, knowledge and skills that will enable them to engage and participate in civic life as active and informed citizens (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014)

There are many approaches to CCE that will ensure the Australian Curriculum for Civics and Citizenship is implemented correctly. The whole school approach developed by Roger Holdsworth (2000) identifies four aspects of a school’s ethos, culture and environment that must be considered including school policies and programs, community partnerships and links, classroom teaching and learning practices and the curriculum (Gilbert & Hopper, 2014. Dejaehere & tudball, (2007) agrees when whole school approaches are implemented improved student outcomes are achieved.

At a classroom level teachers should incorporate formal processes of government into the teaching and learning programs such as the Discovering Democracy project.  Reynolds, (2012 ) suggests that the formal teaching of Civics increases students’ knowledge, political understanding and democratic commitment. However the formal teaching of civics will not necessarily motivate students to become involved in their communities.

It is vital that all Civics and Citizenship education programs incorporate opportunities for students to actively participate. Active participation is a skill that global citizens will require in the 21^st century. Dejaehere & Tudball, (2007) states participation in active and authentic learning has a direct significant and positive relationship to civic knowledge. Gilbert & Hoepper, (2014) state that students perform better on tests such as the National Assessment Program when schools incorporated opportunities for students to participate in real life activities such as school governance programs.

High quality Civics and Citizenship teaching and learning programs need to be an empowering process that will ensure students are able to live their lives based on the principles of harmony, tolerance, respect and peace. After all CCE provides the foundations for which a true democratic society can be built.

 

 

References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). The Australian Curriculum: Civics and Citizenship. Retrieved from              http://www.australiancurriculum.edu.au/humanitiesandsocialsciences/civi  csandcitizenship/Rationale

Banks, James A., (2001). ‘Citizenship education and diversity: Implications for teacher education’, Journal of teacher education, 52, 1, 5-16.

 Dejaeghere, J., Tudball, L., (2007). ‘Looking back and looking forward: critical citizenship as a way ahead for civics and citizenship education in           Australia’, Citizenship teaching and learning, 3, 40-57

Gilbert, R., & Hoepper, B. (Eds.). (2014). Teaching Humanities and Social  Sciences: History, Geography, Economics & Citizenship (5^th ed.). Southbank, VIC: Cengage Learning.

[MCEECDYA]. (2008). Melbourne Declaration on Educational Goals for  young Australians. Retrieved from           http://www.mceecdya.edu.au/verve/_resources/national_declaration_on_t   he_educational_goals_for_yo  ung_australians.pdf

Reynolds, R. (2012).Teaching History, Geography and SOSE in the primary school (2^nd ed.). Frenchs Forest, NSW: Pearson.