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EMH442: Assessment 1

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11501113

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Define your approach to teaching HSIE in the secondary school

(7-12)
Define your view of teaching and learning in relation to the

HSIE curriculum in secondary school (7-12)

References

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Josie Morrow

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Define your approach to teaching HSIE in the secondary school (7-12)

The key learning area, Human Society and its Environment (HSIE) provides an
avenue to authentic learning (Reynolds, 2009). Multidisciplinary in nature, HSIE
places students identity and the society in which they live in context for all learners. It
provides students with the essential attitudes, skills, knowledge and understandings
needed to enhance their sense of personal, community, national and global identity,
enabling them to participate effectively in maintaining and improving the quality of
their society and environment (Board of Studies, 2007, p.8). Through its multifaceted
approach, HSIE studies expose learners to a range of knowledge and skills that can
be applied to any context enabling students to learn about and solve problems that
are interdisciplinary in nature as well as form relationships with and make
connections between themselves, society and the environment (Marsh, & Hart,
2011).
HSIE is a dynamic learning area whereby teaching and learning objectives reflect the
changing nature and context of human society. Falling underneath the heading of
HSIE, History is one major discipline that informs us about how we, as individuals,
groups, societies, nations and global entities, have reached the state we are in today
(Taylor, Fahey, Kriewaldt, & Boom, 2012, p. 44). Recognised as a core discipline of
HSIE, History is the inquiry into past human experience, with critical analysis of
previous phenomena, people, practices and ideas providing the means for individual
and collective identities to be acknowledged, developed and sustained (ACARA,
2009). With particular focus on the Modern History Stage 6 discipline area, learning
objectives explore the past, developing an understanding of how people, groups and
events have influenced and shaped society and the world in which they live today.
Learning intentions aim to empower and develop in learners the knowledge and skills
required to become informed, responsible and active citizens in society. Students will
develop an appreciation of different views and be aware of how such views
contribute to individual and group actions in various local, national and international
contexts (Board of Studies, 2009, p. 6). Learners will engage in a range of historical
investigations whereby they identify and explore differing representations,
interpretations and perspectives of the past (Board of Studies, 2007, p. 16), gaining a
greater knowledge for and understanding of key features, issues, individuals and
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events and how these have influenced change and continuity over time.
Found within all learning areas, students engagement in a range of cross curriculum
priorities comes as a means of equipping learners with the skills, knowledge and
understanding to adapt to and actively participate in society. Students involvement in
the cross curriculum priorities; Aboriginal and Torres Strait Islander histories and
cultures, Sustainability as well as Asia and Australias engagement with Asia will
provide students with the tools and language required to engage with and better
understand their world at a range of levels (ACARA, 2013, para. 1). Embedded
throughout all learning areas, the general capabilities; literacy, numeracy, Information
and communication technology, critical and creative thinking, personal and social
capability, ethical understanding and intercultural understanding, encompass
knowledge, skills, behaviours and dispositions (ACARA, 2013b, para. 1), that work
together with the cross-curriculum priorities and curriculum content assisting
students holistic development and supporting their ability to live and work
successfully within a changing society.
Throughout students secondary education and engagement in HSIE studies, the
above general capabilities build the foundation for student development, supporting
and guiding their transition through the stages of learning. As they near the end of
their secondary education, student goals and learning intentions shift from focusing
on and understanding curriculum to gaining the knowledge and skills required to
successfully participate, operate and contribute to society. Students ability to think
critically, recognise and identify differing perspectives, develop and justify own
interpretation and points of view as well as generate and modify inquiry questions,
are all key components of the secondary discipline, History. Learners studying Stage
6 Modern History are encouraged to perceive the world in a variety of ways as they
develop powers of deduction and reasoning and learn to make sense of an
increasingly complex global society (Board of Studies, 2009, p. 6) that they are apart
of and contribute to.

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Define your view of teaching and learning in relation to the HSIE curriculum in
secondary school (7-12)
Across all stages of learning, students studying HSIE will collaboratively explore,
discover, practice and develop new knowledge, skills and understandings that are
realistic and relevant to student learning. Teaching within HSIE is concerned with
modelling and building lifelong learners. Students are motivated and engaged in their
learning as they develop the skills and knowledge required to make learning an
integral and valued part of their lives. Key pedagogical practices that will support
students development through all stages of HSIE learning are inquiry learning and
cooperative learning. Hand in hand, inquiry-based learning and cooperative learning
approaches capitalise one anothers skills, knowledge and resources encouraging
students to work collaboratively as they interact and engage with their environment.
Furthermore, these social learning experiences challenge the teachers traditional
role of providing information to becoming a facilitator of student learning. With a shift
in focus from the teacher to the learner, students are encouraged to guide their own
learning through the means of exploration, questioning, collaborating and reflecting.
Inquiry learning as an approach, acknowledges that teaching and learning of skills
and knowledge must be authentic and purposeful for students as this allows for the
acquisition, development and consolidation of new knowledge and skills (Marsh, &
Hart, 2011, p. 142). Learning through inquiry allows students to make connections
with the real world as it enhances their overall understanding of human experience,
recognising and identifying the changing nature and context of society in meaningful,
contextual learning experiences. Inquiry based learning starts with the students prior
knowledge before moving on to discussion and reflection, then student devised tasks
and finally students pen-ended conclusions and further reflection (Taylor, Fahey,
Kriewaldt, & Boom, 2012, p. 123).
Through the practice of inquiry learning, students collaboratively engage in activities
that require them to explore, discover, acquire and practice new skills and knowledge
within a variety of contexts. These planned learning experiences provide
opportunities for students to generate and pose questions about the world they live in

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and gather new information, as they apply their knowledge, skills and values to a
range of situations (Marsh, & Hart, 2011).
Another pedagogical practice supporting HSIE teaching and learning objectives is the
cooperative learning approach. Cooperative learning is the process of involving
students in their learning, as it requires the skills to discover new knowledge that can
then be transformed into concepts to which the students can understand and relate
to (Orey, 2010). This methodology employs a variety of authentic and realistic
learning activities whereby students aim to understand the world in which they live.
Because inquiry approaches can minimise collaboration and interaction amongst
peers, a cooperative inquiry approach where all students are active participants is
integral in recognising, identifying and understanding the development of ones own
viewpoint along with other perspectives (Taylor, Fahey, Kriewaldt, & Boom, 2012).
The process of working together to enhance students development in value positions
include; identifying, clarifying, comparing and contrasting own and others values,
exploring and understanding own and others feelings, exploring conflicting values
and considering alternatives and their implications (Taylor, Fahey, Kriewaldt, &
Boom, 2012, p. 313).
Knowing and understanding students is significant and essential to implementing
effective and purposeful content, resources and learning approaches, such as inquiry
based and cooperative learning, when teaching all stages of HSIE. Recognised as an
Australian Professional Teaching Standard, knowing the students and how they
learn (AITSL, 2011, p. 3) aims to eliminate barriers between students and their
learning as teaching pedagogy and practices take into consideration, students
cognitive abilities, prior learning experiences, learning styles and preferences,
motivation and engagement with learning and interest and talents (BOSTES, n.d.,
para. 2) within the field of HSIE. Through differentiated planning and programming,
learners are able to relate to the content being taught, understand the purpose and
relevance of the skills and knowledge that they acquire as well as participate in
authentic learning opportunities that allow them to demonstrate and practice their
skills and knowledge as well as develop on them.
Student centred in nature, when teaching Stage 6 Modern History the main aim is to
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develop in learners the skills and knowledge required to become informed,

responsible and active members of their community, as the knowledge, skills, values
and attitudes acquired through a study of Modern History Stage 6 are essential
ingredients in the promotion of a democratic, harmonious, progressive and tolerant
society (Board of Studies, 2009, p. 6).
The selection of appropriate and relevant teaching and learning materials is integral
to curriculum planning and delivery in schools. Throughout the key learning area of
Stage 6 Modern History, students must learn how to make meaningful associations
and construct further knowledge onto what they already know (Zirbel, n.d.). To make
these meaningful connections students must identify with and understand the
purpose of the chosen resources, learning activities and objectives in order for them
to be effective. With focus on developing in Stage 6 Modern History students the
skills, values and knowledge required to understand their identity and the society in
which they live, learning material must relate to chosen curriculum content and
specific learning objectives, support an inclusive environment, represent a range of
views, motivate and challenge students and their viewpoints along with provide
opportunities for students to find, use, evaluate and present information and to
develop the critical capacities to make discerning choices as informed and skilled
adults (Department for Education and Child Development, 2015, p. 10).
There is no one-size fits all approach to teaching and learning. The NSW Quality
Teaching model acknowledges that, all students can learn substantial concepts and
skills given the appropriate support, a stimulating environment and the expectation
that they can succeed in learning (NSW Department of Education and Training,
2008, p. 10). When selecting appropriate means of subject delivery for Stage 6
Modern History teachers must choose methods that encourage and allow students
the opportunity to; demonstrate in different ways, what they know, understand and
can achieve, research, inquire and engage in a range of concepts as well as develop
critical thinking skills (BOSTES, n.d.) as student centred teaching and learning
approaches will contribute to the holistic development of young people as learners
and active citizens of society.

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References

ACARA. (2009). Shape of the Australian curriculum: History. Retrieved from

http://www.acara.edu.au/verve/_resources/australian_curriculum_-_history.pdf
ACARA. (2013a). Cross-curriculum priorities. Retrieved from
http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html
ACARA. (2013b). General capabilities. Retrieved from
http://www.acara.edu.au/curriculum/general_capabilities.html
AITSL. (2011). Australian professional standard for teachers. Retrieved from
http://www.aitsl.edu.au/docs/default-source/apstresources/australian_professional_standard_for_teachers_final.pdf
Board of Studies (2007). Human Society and Its Environment K-6 Syllabus. Sydney:
NSW Board of Studies.
Board of Studies. (2010). Human Society and Its Environment Life Skills. Sydney:
NSW Board of Studies.
Board of Studies. (2009). Modern History. Sydney: NSW Board of Studies
BOSTES. (n.d.). Differentiated programming. Retrieved from
http://syllabus.bos.nsw.edu.au/support-materials/differentiated-programming/
Department for Education and Child Development. (2015). Choosing and using
learning materials, Retrieved from
http://www.decd.sa.gov.au/docs/documents/1/TeachingMaterialsGuidelin.pdf
Marsh, C., & Hart, C. (2011). Teaching the social sciences and humanities in an
Australian curriculum 6th ed. Frenchs Forest: Pearson.

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NSW Department of Education and Training. (2008). Quality teaching to support the
NSW professional teaching strand. Retrieved from
http://dei.eduone.net.au/ashford/DEPASCSCURRICULUM/HSIE
%20UNIT/Quality%20Teaching%20Framework.pdf
Orey, M. (2010). Emerging perspectives on learning, teaching and technology.
Retrieved from
https://textbookequity.org/oct/Textbooks/Orey_Emergin_Perspectives_Learning.
pdf
Reynolds, R. (2009). Teaching Studies of Society and Environment in the Primary
School. Melbourne: Oxford University Press
Taylor, T., Fahey, C., Kriewaldt, J., & Boom, D. (2012). Place and time: Explorations
in teaching geography and history. Frenchs Forest: Pearson.
Zirbel, E, L. (n.d.). Teaching to promote deep understanding and instigate conceptual
change. Retrieved from
http://cosmos.phy.tufts.edu/~zirbel/ScienceEd/Teaching-for-ConceptualChange.pdf

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Turnitin Report

Digital Receipt
T his receipt acknowledges that T urnitin received your paper. Below you will f ind the receipt
inf ormation regarding your submission.
T he f irst page of your submissions is displayed below.
Submission author:

Josie Morrow

Assignment title:

Ass Item 1 Critical Ref lections: HSI

Submission title:

EMH442 Assessment 1

File name:
File size:

EMH442_11501113.docx
211.33K

Page count:

Word count:

1,978

Character count:

12,832

Submission date:

21- Aug- 2015 09:35PM

Submission ID:

562646785

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Josie Morrow

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