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Week 1 - HASS - Coggle Diagram
Week 1 - HASS
Key Aims of HASS (ACARA, ????)
Support students to develop the ability to question, think critically, solve problems, communicate effectively, make informed decisions, propose actions in relation to real-world events and issues and adapt to change as active and informed citizens.
Classroom
- Creating activities to initiate critical thinking for students to be able to problem solve
- peer work, open ended tasks, students leading activities and choosing subjects to explore, formulating questions to investigate.
Generate the capacity to use inquiry methods and skills, including questioning, researching using reliable sources, analysing, evaluating and communicating.
Enable a deep knowledge and sense of wonder, curiosity and respect about places, people, cultures and systems worldwide.
Classroom:
- Learning about different cultures around the world. Incorporating student’s cultures and backgrounds into the classroom.
- Aboriginal and Torres Strait Islander cultures and Australia’s shared history. What has the past taught us? Where to from here?
Explore key historical, geographical, civic and economic knowledge of people, places, values and systems, past and present, in local to global contexts.
develop students cultural awareness and knowledge so they can actively participate in educating others and further developing this awareness through different learning areas. Encourage questioning and research of other places, people, cultures, events, ideas and environments.
A knowledge, understanding and an appreciation of the past and the forces that shape society.
Develop an understanding and appreciation of historical developments, geographic phenomena, civic values and economic factors that shape society, influence sustainability and create a sense of belonging
Channeling the understanding of all four content strands (subjects) and translating it to the application to our participation in the world.
A lifelong sense of belonging to, and engagement with, civic life, with the capacity and willingness to be informed, responsible, ethical and active participants in society at a local, national and global scale
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Classroom:
- money systems (reward systems),
- consequences/following of rules (making class rules),
- system of ‘government’ in classroom - class voting (what activities you want during free time etc.)
Enterprising behaviours and capabilities that enable them to be active participants and decision-makers in matters affecting them, which can be transferred into life, work and business opportunities
Classroom
- Contributing in class discussions
- Inquiry based learning
- Understanding of the world around them
- Have their learning based around real life scenarios
- Accountability, how their decisions will affect them and ones around them
An understanding of, and commitment to, the concepts of sustainability to bring about equity and social justice
Classroom:
- Recycling program
- Pollution investigation - plastic waste dumped on developing nations unable to deal with it effectively
- CARITAS Programs
- Sustainable farming/product investigation - sustainable shopping, wages for factory workers, materials used and environmental impact
- Food choices investigation - plastic/package, how income impacts choices, limited access to fresh fruit and veg
- low income/developing countries - use Gapminder to conduct research
students to commit to sustainable actions in real life - integrating sustainability in HASS and other learning areas, to reinforce its importance
A knowledge and understanding of the connections among the peoples of Asia, Australia and the rest of the world.
- Sharing and developing cultural awareness, learning about traditions and culture, similarities and differences, languages.
- Learning about the connections with our closest neighboring continent through trade, travel and communications
Classroom:
- learning about Asian cultures, different foods, religions
- using childrens literature to introduce cultures into the classroom
- setting up classroom trade centres to imitate Australia’s import and export relationships with Asia and other countries
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Values
Opportunities for students to develop understanding through key concepts such as including significance, rights and responsibilities etc.
HASS Learners Need to Be (Reynolds, 2014)
- self-directed
- flexible
- creative
- able to exhibit complex thinking skills
- reflective
- able to have a vision of their role in the world
- able to apply their skills to something meaningful to them and others
- collaborative