1. Giles Bartram Nuriootpa High School giles.bartram510@schools.sa.edu.au

2. Overview Our context HASS and its place in the timetable Focus on Year 8 General Capabilities Cross-Curriculum Priorities Resources/ideas/exemplars 3. Our context Nuriootpa High School has approximately 850 students We are a country High School but close enough to Adelaide for excursions History has been offered as an elective from Year 9 onwards and is one of our most popular subjects We trialled Australian Curriculum: History in 2010 and 2011 We have a number of History specialists. S&E has often taught by non-specialists, History and Geography will be taught by some non-experts I am in my sixth year as S&E Co-ordinator (the first two as Acting Co-ordinator) Year 8 S&E have been split into separate semesters of History and Geography this year (last year we only had History). Next year we plan to teach the new HASS subjects during these lessons. 4. The timetabling dilemma at Yr 814% More than Maths, English and Science8% Is not of 12 so are these one semester subjects or not? 5. Solutions? 6. The Final Product at Yr 8Some considerations Phase 1 subjects clearly require more time to teach properly Staffing must be manageable Local priorities must be included 7. How do we make it all fit? Think big. What are the guiding principles of the Australian Curriculum? Melbourne Declaration General Capabilities Cross Curriculum Perspectives What are the key inquiry questions in each subject? Assess against the standard not the content. Plan your courseso that you can assess students knowledge and understanding rather than so you can cover all the content. (Understanding by Design) 8. Key inquiry questions History How did societies change from the end of the ancient period to the beginning of the modern age? What key beliefs and values emerged and how did they influence societies? What were the causes and effects of contact between societies in this period? Which significant people, groups and ideas from this period have influenced the world today? Civics and Citizenship What are the freedoms and responsibilities of citizens in Australias democracy? How are laws made and applied in Australia? What different perspectives are there about national identity? 9. Key inquiry questions Geography How do environmental and human processes affect the characteristics of places and environments? How do the interconnections between places, people and environments affect the lives of people? What are the consequences of changes to places and environments and how can these changes be managed? Economics and Business Why are markets needed, and why are governments involved? Why do consumers and businesses have both rights and responsibilities? What may affect the ways people work now and in the future? How do different businesses respond to opportunities in the market? 10. Scope and Sequence is your friend 11. 3D Structure 3 Cross-curriculum PrioritiesSustainabilityAsia and Australias Links with Asia11 Learning areas7 General CapabilitiesTechnologiesHealth and Physical EducationLanguagesThe ArtsCivics and CitizenshipEconomics, BusinessGeographyHistoryScienceMathematicsEnglishAboriginal and Torres Strait Islander Histories and CulturesMany cells will not include material from all 3 dimensions Source: ACARA 12. Cross-Curriculum Priority 1http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginaland-Torres-Strait-Islander-histories-and-cultures. 13. Children of the GurindjiSara Storer, Children of the Gurindji http://www.youtube.com/watch?v=AEVpUGjoicw 14. Organising Ideas 15. DECD Policy Curriculum, Pedagogy, Assessment and Reporting Policy for ReceptionYear 10This policy is available at http://www.decd.sa.gov.au/teachingandlearning/pages/Yearsr10/curric/ 16. Aboriginal and Torres Strait Islander perspectives Is this important? Your school might not have many Indigenous students but We have a social responsibility and a moral obligation to help promote awareness of Indigenous perspectives in an inclusive and sensitive manner Indigenous students often suffer from low self-esteem As a nation Australia values the central role of education in building a democratic, equitable and just society a society that is prosperous, cohesive and culturally diverse, and that values Australias Indigenous cultures as a key part of the nations history, present and future. Melbourne Declaration 17. Has ACARA done enough? 93% of the references to the Aboriginal and Torres Strait Islander histories and cultures perspective are in the History curriculum Professor Peter Buckskin, Dean: Indigenous Scholarship, Engagement, and Research, University of South AustraliaIs this a problem? Is the focus too narrow? What aspects of Indigenous Culture have been ignored? Is this marginalisation? Do we really have a crosscurriculum priority here? 18. Some missing content? IssuesLocationTotalCitizenship RightsYr62MaboYr3, Yr102ReconciliationYr3, Yr 102Land Rights Human Rights0 Yr 10Social Justice10EmploymentYr81Aboriginal RightsYr6, Yr105Civil RightsYr 104Self DeterminationStolen Generation0Yr6, Yr9, Yr10Deaths in Custody Aboriginal activism4 0Yr6, Yr104Source: Kevin Lowe Newcastle University 19. Some missing depth? Cognitive Requirements of the Content K-23-45-67-89-10TotalRemembering1513513248Understanding5957229Applying0802010Analysing1524618Evaluating000404Creating000303Total2235123310112Source: Kevin Lowe Newcastle University 20. Where do we start looking for solutions?http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00136 21. NSW Board of Studieshttp://ab-ed.boardofstudies.nsw.edu.au 22. Some other links Embedding Aboriginal and Torres Strait Islander Perspectives in schools http://deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf Reconciliation Australia http://www.reconciliation.org.au/home/latest/aboriginal-perspectivesin-schools-q-a Framework for Embedding Koorie Cultures, Histories and Perspectives in Victorian Schools http://vaeai.org.au/_uploads/rsfil/000234_caba.pdf 23. Cross-Curriculum Priority 2 Asia? But which Asia?What kind of Asian are you? http://www.youtube.com/watch?v=DWynJkN5HbQ 24. Engagement with Asia might mean more than just Asia Global integration and international mobility have increased in the past decade. As a consequence, new and exciting opportunities for Australians are emerging. This heightens the need to nurture an appreciation of and respect for social, cultural and religious diversity, and a sense of global citizenship. Ref: The Melbourne Declaration on Educational Goals for Young Australians, 2008, p. 4. 25. Asia-relevant capabilities To face the 21st Century (the Asian Century) students will need: adaptability, flexibility, resilience, creative and design thinking and the confidence and readiness to interact with AsiaKnowledge and understanding of the countries of Asia and its peoples - Geography - History - Media - Everyday living - Arts - Literature - Values and beliefs - Language proficiency 26. Links within the Australian Curriculum Australia Asia Engagement Asia and its diversity Achievements and contributions of the peoples of Asia Asia-Australia engagementOther General capabilities: Critical and creative thinking ICT capability Personal and social capability Ethical understandingHow the Australian Curriculum supports Asia-relevant capabilitiesIntercultural Understanding Assists young people to become responsible local and global citizens, equipped through their education for living and working together in an interconnected world. 27. Asia-Education Foundationhttp://www.asiaeducation.edu.au 28. Cross-Curriculum Priority 3Polar Bear http://www.youtube.com/watch?v=1CiaVZ2oLzg 29. Sustainability isnt just Environmental Studies Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs. Actions to improve sustainability are both individual and collective endeavours shared across local and global communities. They necessitate a renewed and balanced approach to the way humans interact with each other and the environment.Education for sustainability develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world. Sustainability education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence. http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability 30. NRM Educationhttp://nrmeducation.net.au/ 31. Education for Sustainabilityhttp://www.educationforsustainability.com.au/ 32. Global Education Conferencehttp://www.globaleducationconference.com/ 33. Out of Eden WalkA Walk Through Time Paul Salopeks Out of Eden world walk is an exercise in slow journalism. Moving at the slow beat of his footsteps, Paul is engaging with the major stories of our timefrom climate change to technological innovation, from mass migration to cultural survivalby walking alongside the people who inhabit them every day. As he traverses the globe from Africa to South America, he is revealing the texture of the lives of people he encounters: the nomads, villagers, traders, farmers, and fishermen who never make the news.http://outofedenwalk.nationalgeographic.com/ 34. Whats Next? Aboriginal Languages Framework Work Samples Primary perspectives project Assessment statement Humanities statement General capabilities view of the curriculum Cross-curriculum mapping Monitoring of the Australian curriculum Senior secondary With acknowledgement to Dr P Lambert ACARA 35. For further information Contact me giles.bartram510@schools.sa.edu.au Twitter @BartramGiles Download this presentation http://www.slideshare.net/GBartram