HASS Exam Notes PDF

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Outline the principles of assessment according to the Assessment Reform Group (2002). Discuss how they affect your assessments in HASS Assessment of learning (summative) -

For the purpose of grading and reporting

Assessment for learning (formative and diagnostic) Principles 1. Part of effective planning – for teaching and learning 2. Focuses on how students learn 3. Is essential to classroom practice 4. Is a key professional skill 5. It is sensitive and constructive 6. Fosters motivation 7. Promotes understanding of goals and criteria 8. Helps learners know how to improve 9. Develops capacity for self-assessment 10. Recognises all academic/educational achievement SCSA Principles 1. 2. 3. 4. 5. 6.

Assessment should be an integral part of teaching and learning Assessment should be educative Assessment should be fair Assessment should be designed to meet specific purposes Assessment should lead to informative reporting Assessment should lead to school wide evaluation processes

Observation: ongoing first hand observations of student learning

Group activities: activities that provide individual and peer learning opportunities Tests and quizzes Written work: inclusive of short or long answered questions Peer assessments: peer or group of peers provide evaluative feedback on activity Conferences: Discussions/interviews with students on the progress

List resources you could use in each strand, include Children’s literature. Be specific History -

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I’m Australian Too by Mem Fox: Look at Australian traditions and comparing them to other countries and their traditions, what does each family celebrate and why, start a class tradition The Adventures of Rubi by Erik Speyer: Past and present family life (personal histories), cultural celebration, research Vietnamese New Year celebration and how people celebrate it, create props and scenery to enhance learning Last Tree in the City by Peter Carnavas, how land changes over time My Mothers Eyes by Mark Wilson, make a timeline of the Matthews story, letter writing, compare

Geography -

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Different family cultures in the class Map of the world – family background Locate where you and your family have been Compare daily sequence of events to a child in another country Compare and contrast Make link to look ‘Mirror’ Differences between constructed and natural features. Optus Stadium – what did the land look like before? Plot locations from different places Land formations and land marks Are We There Yet? Alison Lester: geography of Australia, major landmarks and native wildlife, letter writing

Civics and Citizenship -

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Compare rights of Australians with other countries – UN Human Rights Act Compare rights of LDC countries (Asia) Laws in Vietnam and compare to laws in Australia Debate who’s laws are more effective? Citizens power to make decisions about their environment and how to take care of the environment. Who makes decisions about the environment? Persuasive texts – letters to an environmental org Conscription and the process Persuasive Posters Who and why people were called to war

Economics and Business -

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Contributions to Australia (businesses) – mining, investment, culture How to earn money – cost of living How people make a living in Vietnam Currency in Vietnam Plan a trip to Vietnam Compare and contrast Conversion rates (maths) Business plan to replant trees/come up with an environment initiative Cost of war – Great Depression What jobs were available during war Role of women in the workforce Businesses that boomed, businesses that suffered, why?

war stories

How does HASS prepare students for life? -

Prepare to vote, obeying laws, understand how society works: Citizenship Citizenship education: is about how to be a valued and product citizen EYLF: link, are cohesive – being, belonging, becoming – encompasses same values Melbourne Declaration (2008) Goal 2: All Australians become successful learners, confident and creative individuals and active and informed citizens

Aims of HASS -

Knowledge and understanding of past and forces that shape society Ability to think critically, solve problems, make informed decisions in relation to real world events and issues A deep knowledge and sense of wonder curiosity A lifelong sense of belonging to and engagement with civic life, with the capacity and willingness to be formed, responsible, ethical and active participants in society

What is citizenship -

Equity

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Not only about legal rights and responsibilities but is about notions of social citizenship and tackling big issues of human rights and equity

What skills should you teach to ensure students become active citizens? -

Know about formal operations of government Know and have the skills to influence events in school and wider community Value diversity and inclusion Value and make use of the opportunities provided by democratic process, in school and class Critical self-awareness Empathy and understanding Questioning, critical thinking, POV, reflecting Democratic values: freedom, fairness, social justice, respect

What are some of the topics we can teach in Economics and Business? Four Themes - Resource allocation: making choices - The business environment - Consumer and financial literacy - Work and work futures Topics - Scarcity - Demand and supply - Producers and consumers - Goods and services - Resources - Trade - Economic problem Cross Curriculum Priorities Asia and Australia’s engagement with Asia, Sustainability and Aboriginal and Torres Strait Islanders Integration: Maths, Technology and Digital Technology, Design, Science Inquiry Skills: Questioning, Research, Analysing, Evaluating and Reflecting and Communicating

What strategies and resources can we implement to teach Economics and Business? -

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Simulations/student enterprises • Game island (water, mosquito repellent etc.) • Role play Money smart website Children’s Lit • E.g. Beatrice’s Goat Fundraisers at school Fieldwork • Partnering with business and industry to create real life solutions Making real choices/decisions Modelling real life experiences Monitoring current events and issues Use ICT Excursions/tours e.g. at supermarket Class token economy for rewards Asia education website

Why is it important to teach Economics and Business? -

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Financial Literacy Difference between wants and needs Supply and demand Scarcity – choices (limited resources) Types of resources, goods and services • Natural (oil, and, wood)( • Human (workers) • Capital (machinery) How we make and use goods and services to satisfy needs and wants Prepares for financial real world future Impacts wellbeing – health, socioeconomic Active and informed decisions Critical reading of advertising and marketing e.g. target audience, sales, consumer etc.

What are the challenges HASS teachers face in trying to create active and informed citizens? -

Cultural barriers Values and beliefs Content boring – electoral incursion, parliament house, parliament members come out Engage children so they are involved and contribute Children’s literature Compare and contrast different countries Informed citizens but overcoming barrier and challenge Not mandatory before year 3

Outline the benefits of including Historical fiction into your HASS class. Focus on The Pipeline C Y O’Connor Built by Joy Lefroy and Diana Frylinck. Discuss how it can achieve content descriptors in HASS. Benefits of including historical fiction into your HASS class -

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Real life content Creates a rich learning experience (contextual) – excursions with Mike Lefroy Links with active and informed citizens (Melbourne Declaration) Literature is a good base • Visual understanding • Inquiry based learning • Motivation Think critically Develop proposals for actions Develop the ability to question Make decisions based on evidence Communicate effectively Gold Rush era and the extent the men went to

The Pipeline CY O’Connor Built

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All pictures are primary resources All men were differs Water was worth more than gold History of Australia Instruments they used (then and now) Women’s roles (nurses) Pumping stations (8) Paddy Hannon (found gold first) John Forrest (“railways, harbours, everything’) Federation

How it can achieve content descriptors in HASS

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Civics and Citizenship Year 3 Economics and Business Year 5 Geography Year 1 History Year 5 and 2

Other learning areas - Science - Art - Maths - English

How can we make History engaging for students? 1. 2. 3. 4. -

Background of History The study of events of the past through the development of specific historical concepts and skills Is a disciplined process of Inquiry into the past that develops students curiosity and imagination (ACARA, 2015) Why is History not taught well? Dry and bland Just giving facts to students for them to regenerate information Students to investigate independently without support Worksheets Overwhelmed with information – names, dates, details, etc. Planning for teaching History Supporting students through process of research Locating and assessing information using literacy strategies Recording information from a number of sources Presenting research gathered and synthesised from the various sources in their own words Learning about the past and applying lessons learnt for the present and future Key Teaching Strategies Provide multi-sensory activities Concrete materials – playdough, blocks, old items, etc. Cater to learner diversity ICT activities Group activities Link to cross-curriculum priorities Link to students personal experience Link to natural resources Incursions and excursions, fieldwork Explicit teaching

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Project to work towards Children’s literature Design brief Integration to other learning areas Investigations Have a theme/topic Applying – Engaging Teaching Strategies

Family History -

Family tree Compare family photos Comparing different cultural traditions Relate to personal experience Mapping where they are from Grandparents Day

Technology (Now and Then) -

Set a time frame (e.g. 100 years, 50 years or decade) Students investigate one item that is used today, that was first created in the past and create a new design of the item and what it would look like in the future Excursion to a museum Incursions: bring items from home (parents toys), museums (bring war boxes) Hands-on materials Gives students roles/name – e.g. explorers, investigators...