1 Integrating Civics and Citizenship and Geography R-10 HASS SA Conference 27 February 2016 Malcolm McInerney DECD HASS Manager
3 THE YEAR LEVEL OFFERINGS AND REMITS AC: HASS The Australian Curriculum: HASS has been written for the following years History: F-10 (only one compulsory to 10) Geography: F-10 (compulsory to 8) Civics and Citizenship: 3-10 (compulsory 3-8) Economics and Business: 5-10 (compulsory 5-8)
4 Year 6 NAPLAN CC 2013 (pg 81) Year 10 NAPLAN CC 2016 (pg 48)
8 Geography aims to Why a sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world a deep geographical knowledge of their own locality, Australia, the Asia region and the world the ability to think geographically, using geographical concepts the capacity to be competent, critical and creative users of geographical inquiry methods and skills as informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable, and socially just world..
9 C&C AIMS: THE WHY OF TEACHING THE SUBJECT? The Australian Curriculum: Civics and Citizenship 3-10 aims to ensure students develop: a lifelong sense of belonging to and engagement with civic life as an active and informed citizen in the context of Australia as a secular democratic nation with a dynamic, multicultural and multi-faith society knowledge, understanding and appreciation of the values, principles, institutions and practices of Australia s system of democratic government and law, and the role of the citizen in Australian government and society skills including questioning and research; analysis, synthesis and interpretation; problem solving and decision making; communication and reflection to investigate contemporary civics and citizenship, and foster responsible participation in Australia s democracy the capacities and dispositions to participate in the civic life of their nation at a local, regional and global level.
10 THE STRAND STRUCTURE OF AC: HASS The Australian Curriculum: HASS subjects are organised into two content strands that are taught in an integrated manner.. Knowledge and understandings Skills Content Descriptions (3-6) with elaborations for each year Only Content Descriptions must be covered Content Descriptions listed under sub strands in C&C only. Content Descriptions with elaborations over 2 year bands (excluding Foundation). Content Descriptions listed under substands aligned to the inquiry process
11 STAGE OF INQUIRY : i.e AC: HASS The Geographical Inquiry process Observing, questioning and planning Collecting, recording, evaluating and representing data Interpreting, analysing and concluding Communicating The Civics and Citizenship Inquiry process Questioning and research Analysis Synthesis and decision making Communication and reflection Reflecting and responding
12 Observing, questioning and planning Collecting, recording, evaluating and representing data Interpreting, analysing and concluding Communicating STAGES OF INQUIRY : i.e AC: HASS Geographical Inquiry process The HASS stages of Inquiry for Foundation The Historical Inquiry 7 (Version process 8.1) Questioning Researching Reflecting and responding Analysing The Civics and Citizenship Inquiry process Analysis Synthesis Communicating and decision making Communication and reflection Historical questions and research Analysis and use of sources Interpretation Questioning Evaluating and research and reflecting Explanation, judgment and communication The Economics and Business Inquiry process Questioning and research Interpretation and analysis Economic reasoning, decisionmaking and application Communication and reflection
13 Geogstory The Geography F-10 story (content progression) Year 7: Water in the World and Place and liveability
14 8 10 Year Level Units Landforms and landscapes (8) Changing nations (8) Biomes and food security (9) Geographies of interconnections(9) Environmental change and management (10) Geographies of human wellbeing (10)
15 Year 3-7 The C&C Curriculum story (content progression) different points of view and democratic decision making awareness of justice and fair play community and national issues the world beyond Australia s national borders purpose of government, rules and laws, community participation, and identity Australia s Anglo-Celtic heritage key features and processes of Australia s system of government citizenship in local, national, regional and global contexts
16 The C&C Curriculum story (content progression) Years 8-10 freedoms and participation in Australian democracy the making and types of laws Judeo-Christian traditions of Australian society and religions practised in contemporary Australia Australian identity and multiculturalism political parties and forming government influence of the media on Australian democracy justice and court system how diverse groups participate in Australian life the role of the media in shaping views on diverse groups global connection and national identity Australia as a global citizen comparison to political systems in Asia the High Court and the Australian constitution the sustainability of the Australian political system
17 To explore for the future
18 Geography Concepts
19 Environment The human-environment link The concept of environment refers to the biosphere including living and non-living elements. The environment has intrinsic value and is essential to, and interconnected with on-going human wellbeing. Environments which have been significantly altered and created by human activities such as rural or built environments (constructed urban places) are sub sets of the bio-physical environment. Geographers also identify with and study social, cultural, economic and political environments.
20 Interconnection All things are connected Interconnection refers to the linking of places, environments and spatial patterns either by tangible links such as roads, railways or by intangible links such as political, economic systems or electronic systems. Interconnections are important in understanding why things are changing or need to be changed in different places or environments. Interconnections may occur between features of the physical environment (effect on water on soil), human environment (impact of political decision on industry )or between physical environment and human environment features (impact of water on cities).
23 ? concept
24 Change The geographical past and future Places, environments and spatial patterns alter over time. Changes may be quite slow as is the movement of the tectonic plates or they might be quite rapid as the advancement of a bushfire. Places, environments and spatial patterns may be in a state of equilibrium or inertia with little change occurring over a long period of time until an event such as a flood, cyclone or political decision occurs, which rapidly alters the place, environments or patterns. Change is about the future as well as the past. Urban World app
25 Sustainability Sustaining life on Earth Sustainability addresses the ongoing capacity of Earth to maintain all life. Sustainability is a broad social goal linking on-going natural environmental (ecological) wellbeing with human (social and economic) wellbeing. Whilst focussing on the environmental sustainability of the natural world, geographers also talk about social, economic and political sustainability the quadruple bottom-line.
26 Space Mapping space Human and natural features have locations within space. Within a space we can locate human features, such as a town or a specific building. The world is organised spatially i.e. location, distribution and pattern. Where are the 4 corners of the earth
27 Scale The zoom tool Scale is about the hierarchy of divisions from the personal to the local, regional, national, world, regional, global and sometimes, universal. A map is a scaled snapshot of where we are looking at any time the zoom snapshot.
28 This is data attached to place we call it spatial data and it is the raw material for modern geography.
29 Place A sense of place Place describes specific areas of the Earth s surface, and range from a small place such as a classroom, through to a local area, to a country to a major world region. The uniqueness of places is closely linked to identity and culture. Geographers talk about a sense of place and the varying of perception of place. The characteristics of a place include population, climate, economy, landforms, built environment, soils and vegetation, communities, water resources, cultures, minerals, landscape, and recreational and scenic quality. Some characteristics are tangible, such as rivers and buildings, while others are intangible, such as wilderness and socioeconomic status.
30 Resources to support the technology skill development
31 CIVICS AND CITIZENSHIP THINKING
32 Governance: Developing structures and laws for a functioning society
33 Social order: Maintaining order and law to create a functioning society
34 Equity: Equal access, opportunity and treatment for all in society
35 Diversity: The variety of people, institutions, beliefs, and views that make up society
36 Justice: Balancing views to reach a just outcome
37 Contention: The realisation that all issues have two or more sides
38 Citizenry: The responsibility, rights and actions of being a citizen
39 The C&C Curriculum Narrative (content progression) Year 3-7 different points of view and democratic decision making awareness of justice and fair play community and national issues the world beyond Australia s national borders purpose of government, rules and laws, community participation, and identity Australia s Anglo-Celtic heritage key features and processes of Australia s system of government citizenship in local, national, regional and global contexts
40 The C&C Curriculum Narrative (content progression) Years 8-10 freedoms and participation in Australian democracy the making and types of laws Judeo-Christian traditions of Australian society and religions practised in contemporary Australia Australian identity and multiculturalism political parties and forming government influence of the media on Australian democracy justice and court system how diverse groups participate in Australian life the role of the media in shaping views on diverse groups global connection and national identity Australia as a global citizen comparison to political systems in Asia the High Court and the Australian constitution the sustainability of the Australian political system
41 POSSIBLE CIVICS AND CITIZENSHIP AND GEOGRAPHY ISSUES South Australia as a nuclear dump Off road vehicles- Beachport sand dunes Uluru should we allowed to walk Migration Boat people off-shore solution Urban planning business location, expanding urban boundaries Promotion of regional development attracting companies to urban areas Disaster mitigation fires, volcanoes, Emergencies Levy Coastal intervention are groynes effective- Pt MacDonald Tasmania dam case study Franklin, River Murray- water supply Shack removal- Donavans end of lease Marine Parks- lobster quota reduction Slum removal quality of life rights & responsibilities Migration reasons for, hot spots, access to services Fracking in the South East Integrating the Civics and Citizenship into Year 8 Geography Geographical Knowledge and Understanding Unit 1: Landforms and landscapes The different types of landscapes and their distinctive landform features The aesthetic, cultural and spiritual value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples The geomorphic processes that produce landforms, including a case study of at least one landform The human causes and effects of landscape degradation The ways of protecting significant landscapes The causes, impacts and responses to a geomorphological hazard Unit 2: Changing nations The causes and consequences of urbanisation, drawing on a study from Indonesia, or another country of the Asia region The differences in urban concentration and urban settlement patterns between Australia and the United States of America, and their causes and consequences The reasons for and effects of internal migration in Australia The reasons for and effects of internal migration in China The reasons for and effects of international migration in Australia The management and planning of Australia s urban future
42 Year 7 content Unit 1: Water in the world Classification of environmental resources and the forms that water takes as a resource The way that flows of water connect places as they move through the environment and the way these affect places The quantity and variability of Australia s water resources compared with other continents The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region Causes, impacts and responses to an atmospheric or hydrological hazard Unit 2: Place and liveability Factors that influence the decisions people make about where to live and their perceptions of the liveability of places The influence of accessibility to services and facilities on the liveability of places The influence of environmental quality on the liveability of places The influence of social connectedness and community identity on the liveability of places Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe
43 Geographical Issues related to the Year 7 geography curriculum?
44 A CIVICS AND CITIZENSHIP INQUIRY ABOUT.. Harvest 1.Collect all the information you know about 2. View through the concepts of: Deconstruct Construct Impossible to not integrate the concepts within and across the HASS subjects when studying a topic/issue Question 3. Based on the concepts pose the geographical questions for inquiry (can?, should?, what if? why not?)
45 Year 7 Civics and Citizenship Achievement Standards By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for continuity and change over time. They describe the effects of change on societies, individuals and groups and describe events and developments from the perspective of people who lived at the time. They identify past events and developments that have been interpreted in different ways. Students describe geographical processes that influence the characteristics of places. They explain interconnections between people and places and people and environments, describing how these interconnections change places and environments. Students identify the ideas, values and principles that underpin the institutions and processes in Australia s political and legal systems. They explain the diverse nature of Australian society, and identify the importance of shared values in contemporary Australian society. Students describe the interdependence of consumers and producers in the market and identify factors and strategies that contribute to the financial success of businesses and individuals. They identifywhy individuals choose to work and the various sources of income that exist. Students recognise that people have different perceptions of places, events and issues and explain how this and other factors influence views on how to respond to an issue or challenge. Students formulate significant questions and propositions to guide investigations. They locate and collect useful data, information and evidence from a range of primary and secondary sources. They examine sources to determine their origin, purpose and reliability and to identify past and present values and perspectives. They interpret and analyse data to propose simple explanations for distributions, patterns, trends and relationships, and evaluate and synthesise evidence to draw conclusions. Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. They organise, categorise and represent data in a range of appropriate formats using discipline-specific conventions. They make informed decisions by collaborating with others to generate alternatives, comparing the potential costs and benefits of each and developing and using criteria to make a reasoned judgement. Students reflect on their learning to propose individual and collective action in response to an issue or challenge, taking account of different factors and multiple perspectives, and predict the probable effects of their proposal. They present ideas, findings, viewpoints, explanations and conclusions in a range of communication forms that incorporate source materials, citations, disciplinespecific terms, conventions and concepts.
46 Year 6 NAPLAN CC 2013 (pg 81) Year 10 NAPLAN CC 2016 (pg 48)
47 AC: Geography Connected Curriculum trial
49 Economics and Business resource DECD 2015 HASS exemplar Primary School teachers at Parafield Gardens R-7 School have collaborated to develop an innovative teaching and learning program which focuses on the Economics and Business strand of the Australian Curriculum Humanities and Social Sciences (HASS) learning area. Weebly software provided an ICT vehicle for them to design and build an Economics and Business and Civics and Citizenship website.
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