integrating civics and citizenship and geography r-10€¦ · civics and citizenship: 3-10...
TRANSCRIPT
Integrating Civics and Citizenship
and Geography R-10
HASS SA Conference 27 February 2016
Malcolm McInerney DECD HASS Manager
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)
http://www.agta.asn.au/Resources/TeachingResources/index.php
Year 6 NAPLAN CC 2013 (pg 81)
Year 10 NAPLAN CC 2016 (pg 48)
http://www.australiancurriculum.edu.au/hum
anities-and-social-
sciences/geography/concepts-for-
developing-geographical-understanding
http://www.australiancurriculum.edu.au/hu
manities-and-social-sciences/civics-and-
citizenship/curriculum/f-10?layout=1
Geography aims to …
• 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..
Why
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.
THE STRAND STRUCTURE OF AC: HASS
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 sub-
stands aligned to the inquiry process
The Australian Curriculum: HASS subjects are organised into
two content strands that are taught in an integrated manner..
The Geographical Inquiry process
Observing, questioning and
planning
Collecting, recording,
evaluating and representing
data
Interpreting, analysing and
concluding
Communicating
Reflecting and responding
STAGE OF INQUIRY : i.e AC: HASS
The Civics and Citizenship Inquiry
process
Questioning and research
Analysis
Synthesis and decision
making
Communication and
reflection
The Geographical Inquiry process
Observing, questioning and planning
Collecting, recording, evaluating and
representing data
Interpreting, analysing and concluding
Communicating
Reflecting and responding
STAGES OF INQUIRY : i.e AC: HASS
The Historical Inquiry process
Historical questions and research
Analysis and use of sources
Interpretation
Explanation, judgment
and communication
The Civics and Citizenship Inquiry
process
Questioning and research
Analysis
Synthesis and decision making
Communication and reflection
The Economics and Business
Inquiry process
Questioning and research
Interpretation and analysis
Economic reasoning, decision-
making and application
Communication and reflection
The HASS stages of Inquiry for Foundation – 7 (Version 8.1)
• Questioning
• Researching
• Analysing
• Evaluating and reflecting
• Communicating
The Geography F-10 story (content progression)
Geogstory
Year 7: Water in the World and Place and liveability
• 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)
8 – 10 Year Level Units
The C&C Curriculum story (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
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
Geography Concepts
•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.
Environment The human-environment link
http://www.bbc.co.uk/nature/humanplanetexplorer
http://www.youtube.com/watch_popup?v=Z0qGvC3vqaA
• 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).
Interconnection All things are connected
https://www.youtube.com/watch?v=ysa5OBhXz-Q
http://www.gapminder.org
? concept
http://www.gapminder.org
• 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.
Change The geographical past and future
http://vimeo.com/27376376
http://www.gapminder.org Urban World app
• 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.
Sustainability Sustaining life on Earth
http://www.youtube.com/watch?v=Z5LHwY8X_JI
• 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.
Space Mapping space
Where are the 4 corners
of the earth
http://www.qgis.org/en/site/
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.
Scale The zoom tool
This is data attached to place
– we call it spatial data and it
is the raw material for modern
geography. http://www.publicprofiler.org/
• 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.
Place A sense of place
http://vimeo.com/71032050
http://www.geogspace.edu.au/support-units/ict-
in-geography/ig-introduction.html
Resources to support the technology skill development
CIVICS AND CITIZENSHIP THINKING
Governance: Developing structures and laws for a functioning society
Social order: Maintaining order and law to create a functioning society
Equity: Equal access, opportunity and treatment for all in society
Diversity: The variety of people, institutions, beliefs, and views
that make up society
Justice: Balancing views to reach a just outcome
Contention: The realisation that all issues have two or more sides
Citizenry: The responsibility, rights and actions of being a citizen
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
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
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
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
Integrating the Civics
and Citizenship into
Year 8 Geography
• 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
Geographical Issues related to the Year 7
geography curriculum?
2. View through the ……………… concepts of:
A CIVICS AND CITIZENSHIP INQUIRY ABOUT …………………..
1.Collect all the information you know about ……
3. Based on the concepts pose the geographical
questions for inquiry (can?, should?, what if? why not?)
Harvest
Deconstruct
Question
Construct Impossible to not integrate the concepts
within and across the HASS subjects
when studying a topic/issue
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, discipline-
specific terms, conventions and concepts.
http://www.agta.asn.au/Resources/TeachingResources/index.php
Year 6 NAPLAN CC 2013 (pg 81)
Year 10 NAPLAN CC 2016 (pg 48)
AC: Geography Connected Curriculum trial
http://www.youtube.com/watch?v=qZ8Q9jTRjaM&feature=youtu.be
The South Australian Suffragettes site
A great South Australian history site focussed on the work of the suffragettes in South Australia.
http://www.suffragettes.sa.edu.au/
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.
http://adelaidelawcourts.weebly.com
http://economicsandbusiness.weebly.com/#/
http://www.scootle.edu.au/ec/search?q=geograp
hy&field=title&field=text.all&field=topic
