Grady Bryant EMH442 Assignment 1 11540786

EMH442- Curriculum Method 2: Society & Environment

Assignment 1 Professional Reflection Essay The HSIE teacher

Table of contents

Part 1 Philosophy of teaching HSIE in secondary school

Introduction2
Importance of HSIE to learning in secondary schools from Years 7-12 and the
focus of HSIE at Stage 6.2/3
Links between Stages 4, 5 & 6...3/4
Teaching and learning objectives as a HSIE teacher at Stage 6 Modern
History.4
The cross-curriculum priorities and general capabilities within the HSIE
curriculum in Stage 6 Modern History4/5

Part 2 - Professional perspectives on pedagogical approaches

Introduction.5/6
Inquiry learning and Collaborative learning...6/7
Decisions about content and resources and linking to Stage 6..7/8
Understanding of teaching and learning objectives including Stage 6
connections.. 8/9
Conclusion9

References10/11

Turn it in report.......12

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Part 1
Philosophy of teaching HSIE in the secondary school

Introduction
The HSIE Curriculum in the secondary school setting incorporates a range of
subjects that include History, Geography , Aboriginal Studies and Legal
Studies. The significance of HSIE in the secondary school setting is that it
provides students with the skills and knowledge that assists in developing
critical thinking on daily interactions and more importantly on the global scale.
Within the subject area of history there are a range of important goals and
objectives set throughout Stages 4-6, with the aim to create well informed and
functioning students that can integrate into society post school life. In
addition, the cross-curriculum priorities and general capabilities are
embedded within the HSIE content and curriculum, allowing students to
acknowledge how significant these aspects are in their everyday lives.

Importance of HSIE to learning in secondary schools from Years 7-12

and the focus of HSIE at Stage 6

The Australian curriculum has been written to equip young Australians with
the skills, knowledge and understanding that will enable them to engage
effectively and prosper in a globalised world (Australian Curriculum, n.d.,
para 1). The current Australian Curriculum is guided by two goals of
education that are set within The Melbourne Declaration, which recognises
that: Australian schooling promotes equity and excellence (MYCEETYA,
2008, p.8) and that it is the right of all young Australians to become
successful learners, confident and creative individuals and active and
informed citizens ( MYCEETYA, 2008, p.8). It is identified within the history
K-10 syllabus that the study of HSIE is used to develop critical skills of
inquiry, that encourage students to establish an understanding of concepts

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such as cause, effect, change, continuity and empathy. These concepts can
then be applied to social, cultural and political contexts that allow students to
participate and act as informed and responsible citizens (Board of Studies
NSW, 2012). The focus of HSIE within stage 6 curriculum is to further expand
upon these skills. This is particularly evident in the rationale of the Modern
History stage 6 syllabus that emphasises that the knowledge, skills, values
and attitudes acquired through the Modern History content (Board of Studies,
2009) assists in creating citizens that are able to actively contribute to modern
society and adapt to any transformations. It also emphasises the importance
to become a global citizen whereby, knowledge and understanding of the
world goes beyond the boundaries of our borders. Subsequently, this
produces citizens who are further educated and more tolerable in the areas of
ethnicity, religion, culture and law.

Links between Stages 4, 5 & 6

Throughout the secondary HSIE curriculum it is identified that all stages are
linked through the advancement on the continuum of learning, whereby the
concepts, skills and knowledge of all stages are integrated to achieve the long
term outcome and objective of creating informed and knowledgeable citizens.
For instance, the objectives stated in stages 4 and 5 of the history syllabus
maintains that students will explore the concepts of continuity and change
through various perspectives to better understand significant change and
developments of the past by undertaking a historical inquiry process (Board of
Studies NSW, 2012). In stage 4 history it is a requirement that all students
undertake the introductory unit Investigating History, which explores world
history and also includes the study of the cross-curriculum priority of
Aboriginal and Torres Strait Islander People (Board of Studies NSW, 2012).
The study of Aboriginal and Torres Strait Islander peoples is further explored
in stage 5 history as Australian history is the mandatory focus. And it is

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through this content delivered at Stages 4 and 5 that is assumed knowledge

for Modern History students in Stage 6 (Board of Studies NSW, 2009). As
students progress on the continuum of learning in HSIE, they develop their
inquiry, problem solving and deep conceptual learning skills, (Fahey, 2012,
p.3) which provide the fundamentals for future study in the History domain.

Teaching and learning objectives as a HSIE teacher at Stage 6 Modern

History.

In Stage 6 Modern History the aim within the syllabus establishes the need for
students to be proficient in the skills of critical analysis, synthesis, values and
attitudes towards the forces that shaped the modern world (Board of Studies
NSW, 2009). Teachers in todays modern society are tasked with the
challenge to ensure that students practice and develop these skills through
the HSIE curriculum. In order to integrate students, it is these fundamental
aspects of teaching that must occur, thus inspiring and producing students
who are informed and active citizens in the contemporary world. Teachers
within Stage 6 Modern History need to critically reflect on their practice,
ensuring that they consider the vast amount of distinctive learners within the
classroom (Gilbert & Hoepper, 2014). It is also imperative that the views and
perspectives of others are considered, as well as acknowledging the diverse
branches in which directly connect to the Modern History curriculum. These
include social, political, technological, economic and moral transformations,
(Board of Studies 2009) which also allow for students to appreciate the
significance of these facets in their everyday lives.

The cross-curriculum priorities and general capabilities within the HSIE

curriculum in Stage 6 Modern History

Stage 6 Modern History has the potential to address the cross curriculum

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priorities of Aboriginal and Torres Strait Islander histories and cultures and
Asia and Australias engagement with Asia (Board of Studies NSW, 2012, p.
29). The learning of Aboriginal and Torres Strait Islander cultures underpins
the true learning that will occur in stage 6 through experience rather then
content knowledge. Thus it is essential for students to obtain and acquire the
history of Indigenous Australian culture, in order to fully acknowledge our
interconnectedness within these cultures. Within the Aboriginal studies Stage
6 syllabus it acknowledges that Aboriginal history and culture studies are
fundamental to the development of Australian identity (Board of Studies
NSW, 2010 p. 5). The foundations of learning about Indigenous Australian
cultures are integral to the future of Australia, in the sense that our future
generations will learn form their internal and external systems, such as family,
teachers and the media and therefore will mature as informed citizens.
Without the prior knowledge and learning of Stages 4 and 5 students would
be unable to grasp the concepts of Stage 6 content. It is within this stage that
the general capabilities such as: critical and creative thinking, ethical
understanding and intercultural understanding are further substantiated
through the use of prior learning from previous stages.

Part 2 - Professional perspectives on pedagogical approaches

Introduction

The leading pedagogical approach applied in teaching HSIE curriculum in the

contemporary classroom is through inquiry-based learning. Although inquiry
learning is the leading approach used within the classroom, it can be applied
in direct conjunction with the collaborative learning process. This not only
enables educators to develop valuable lessons, but also establishes
achievement in the learning outcomes and objectives throughout all stages of
the HSIE curriculum. However, in delivering this curriculum we must

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acknowledge the importance of our own teaching pedagogies whilst ensuring

that they are supported by both proven and newly acquired teaching
strategies.

Inquiry learning and Collaborative learning

In planning for the range of diverse learners within the classroom it is

essential that teachers implement a variety of teaching strategies that target
specific teaching and learning outcomes. These types of strategies must be
engaging and offer an array of different approaches, in order to support each
individual learner. For students inquiry based learning promotes development
of self-management, by providing students with a role in directing their own
learning through planning and undertaking of investigations that support
opportunities to express and reflect upon their opinions, beliefs, values and
questions (Gilbert, Hoepper, 2014, p. 48). Inquiry learning can also be used
alongside collaborative learning as it enables teachers to discuss and plan for
the best approach in their classrooms that will ultimately allow all students to
access learning. In order for a collaborative learning approach to be
successful, the teacher must first take into account the classroom
organisation, any adjustments to learning and assessment expectations,
additional resources and learning materials, the implementation of life skills
courses for students with intellectual disabilities and the structure of group
and any individual or teacher-directed activities within the classroom. (Board
of Studies NSW, 2012). The benefits of collaborative learning are that the
teacher can become a facilitator of learning rather then being in direct control,
while it also enhances students general communication abilities, empathy and
social skills (Bower, Richards, 2006). Within the HSIE curriculum students are
regularly exposed to a variety of perspectives and resources that demands
further exploration through in depth discussion and investigation. Part of the
objectives in the Stage 6 Modern History syllabus can be met through

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collaborative learning, as it aims to develop students skills of communication

and understanding of history through historical inquiry (Board of Studies,
2009). Within this learning approach students are able to practice their
historical inquiry skills in context, as well as expand their knowledge through
discussion, as students can bounce around ideas and become aware of
different perspectives that may have not occurred to them.

Decisions about content and resources and linking to Stage 6

It is imperative when selecting the appropriate content to be included in

lessons that the teacher first and foremost accounts for the variety of learners
within the classroom, as well as the individual strengths of the teacher
delivering the content. Whilst these two facets of HSIE must be
interconnected, it is also important that the teacher is steadily guided
according to the outcomes and objectives highlighted in the syllabus. Yet the
syllabus is deemed less effective without the three dimensions of pedagogy,
which include: intellectual quality, quality learning environment and
significance (Department of Education and Training, 2003, p. 9). It is an
ongoing sequence that encompasses specific aspects that ultimately work
together to create an inclusive learner. Whilst stage 4 and 5 focus primarily on
historical content and knowledge, it is through stage 6 in which students are
subjected to the challenge of applying this knowledge, and being able to
transfer and adapt to more pragmatic and everyday life skills. In particular it is
the elements such as; substantive communication, social support, inclusivity
and connectedness in which determine the need of Stage 6 students, to
acquire these lifelong skills (Department of Education and Training, 2003).
Whilst many curriculum subjects may be restrictive in their content, it is the
HSIE curriculum that allows for the exploration and deeper research into the
acquisition of knowledge from a range of historical facets. For instance, in
Stage 5, Depth Study 2, Topic 2a: Making a nation (Board of Studies NSW,
2012) there is a strong focus on Aboriginal and Torres Strait Islander

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Peoples, however there are also a range of different sub-strands in which

branch off this unit of work, ultimately resulting in students who gain are more
involved in their learning experience.

In delivery of this content there must also be an immersion of the resources

being used especially in the HSIE curriculum. History is a subject that is
based on facts, evidence and statistics, it is not a subject which is open to
conceptual thinking or creative ideas. Therefore it is essential that all history
content is underpinned by trusted resources that aid the learning experience.
In todays modern classroom there is more emphasis on the integration of
resources. It is through ICT, interactive games, visual cues and media
influence that form an equal part of the HSIE experience, and also
establishes more significance in the minds of the younger generations of
today. Whilst as educators it is important to maintain teaching methods of
note-taking, reading text books and discussing primary sources, we must
continue to grow and develop in conjunction with societal influences. As a
large part of Stage 6 Modern History focuses on interactions with resources
and development of key inquiry skills such as identifying, analysing and
critically evaluating the significance of such sources. It is crucial that during
this Stage of learning that students are exploring a vast range of resources.
Teachers can incorporate these skills through online resources such as TES,
Sparknotes Prezi, Ducksters, Horrible Histories, BBC Bitesize, ABC Splash
and Kahoot quizzes. If these resources are integrated correctly through the
quality teacher framework, this will allows students to develop their higher-
order thinking, engagement and connectedness to the curriculum content.

Understanding of teaching and learning objectives including Stage 6

connections

My personal pedagogical approaches are based on contemporary and up to

date teaching practices that directly connect to the current syllabus

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requirements. I also understand that my pedagogical approach will have to be

varied at some stage depending on the students that are within my classroom
and their specific needs. For example significant amounts of written
information will not always correspond with the more visual and kinaesthetic
learners. Through the use of contemporary teaching methods such as inquiry
and collaborative learning, can assist in meeting certain aspects of the Stage
6 Modern History syllabus. It is a personal goal of mine to continually maintain
my professional development with up to date approaches to teaching HSIE,
this will be achieved by being proactive in utilising the experience of other
teachers surrounding me integrating their experience and knowledge to
expand on my philosophies. The teaching and learning outcomes addressed
in this essay adhere to the curriculum guidelines, in particular critical and
creative thinkers, higher-order thinking and creating active and informed
citizens in society.

Conclusion

In summary, inquiry based learning and collaborative learning ensure that a

variety of syllabus outcomes and objectives can be met. Whilst curriculum
content is essential we must understand that it is our personal teaching
pedagogies that can enhance the learning that happens within the
classroom. In this modern day our social, economical and political systems
are moving so quickly, that often we get caught up and have a tendency to
forget about the past and get stuck in the present. It is my role that all
students become global citizens in their understanding and their respect for
the past through HSIE curriculum.

By Grady Bryant

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References

Australian Curriculum, (n.d.). Cross-curriculum priorities. Retrieved from http://v7-

5.australiancurriculum.edu.au/crosscurriculumpriorites

Australian Curriculum Assessment and Reporting Authority. (2013). Curriculum

General Capabilities. Retrieved from
http://www.acara.edu.au/curriculum/general_capabilities.html

Board of Studies NSW. (2010). Aboriginal Studies Stage 6 Syllabus. Retrieved

from
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/aboriginal-
studies-st6-syl-from2012.pdf

Board of Studies NSW. (2012). History K-10 Syllabus. Sydney, Australia:

Board of Studies NSW (2009). Modern History Stage 6 Syllabus. Retrieved

from
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-
history-st6-syl-from2010.pdf

Bower, M., & Richards, D. (2006). Collaborative Learning: Some Possibilities and
Limitations for Students and Teachers. Retrieved from
http://comp.mq.edu.au/~richards/papers/asc06-collab.pdf

Department of Education and Training. (2003). Retrieved from Charles Sturt

University website: https://interact2.csu.edu.au/bbcwebdav/pid-1007571-
dt-content-rid-2270329_1/courses/S-
EMH442_201660_A_I/Quality%20Teaching%20Model%20Guide.pdf

Fahey, C. (2012). Introduction. In T. Taylor, C. Fahey, J. Kriewaldt & D. Boon,

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Place and time: explorations in teaching Geography and History (pp. 1-

7). Frenchs Forest: Pearson Australia

Gilbert, R. & Hoepper, B. (2014). Teaching Humanities and Social Sciences:

History, Geography, Economics and Citizenship in the Australian
curriculum. (5th ed.). South Melbourne: Cengage Learning.

Ministerial Council on Education, Employment, Training and Youth Affairs,

(2008). Melbourne Declaration on Educational Goals for Young
Australians. Retrieved from
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_t
he_Educational_Goals_for_Young_Australians.pdf

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