The Australian Curriculum is fluid, ever-changing and highly politicised. There is constant debate surrounding what should, and should not be taught in Australian schools. The Humanities and Social Sciences (HASS) Curriculum in particular, has undergone dramatic changes over the last few years. This essay will critically analyse two provocations relating to the HASS 7-10 curriculum, and some of the surrounding issues that HASS teachers contend with on a day to day basis. The first provocation, the purpose of Civics and Citizenship teaching is to teach about democracy, not for democracy, will be examined in relation to opinions regarding left-wing bias in the Civics and Citizenship curriculum, and the idea that the course teaches too much ‘for’ …show more content…
While acknowledging that an opinion piece in a newspaper, is not necessarily a reliable source, it is an example some public opinions, in relation to the updated curriculum. The Age article goes on to argue that while the course covers critical values like democracy, and the rule of law they are “skewed sharply to the left” (Berg, 2012), because it includes specifically leftist agenda such as climate change, environmentalism and sustainability . This opinion appears to be of the view that Civics and Citizenship should teach about democracy, not for democracy, as this particular version of the curriculum teaches for democracy, only if it is a left-wing democracy. A more rational approach to this debate can be found in Tudball and Gordon’s work, who say that the issues criticised as leftist, like global warming, financial instability and environmental degradation, are the issues that are going to affect young people’s future wellbeing (Tudball & Gordon, 2014). Isn’t it fitting then, that they are included in the Civics and Citizenship course? However, if there is such a debate over whether teaching for democracy is too highly politicised, the purpose of the course should then be to teach about democracy. Therefore students will be aware …show more content…
6). Smart phones equipped with GPS and apps such as Google maps, make skills like mapping and coordinates unnecessary and irrelevant to students who have grown up with this technology. Suggestions to combat this issue while still making Geography a mandatory learning area, include “Teachers who keep their knowledge and skills current” “Teachers who embrace and are confident to utilize new technology” and “Students understanding the relevance of what they are learning to themselves and others” (Erebus International, 2008, p. 6). These sorts of ideas portray some of the issues that secondary HASS teachers contend with on a day to day
In a world where geography only makes the headlines or points of coffee house discussion if a new study is released about how terrible students are at it, however, amazingly there ARE still students and people alike that simply love it and are thriving in their point of interest. Some stare at maps endlessly searching for things that most people would never even care to look at such as what makes this state similar with this state or why is the population more or less here. Some long to find and view the rarest maps available; others embrace the future by participating in an activity known as geocaching. Geocaching is when the participant visits special areas with “treasures” hidden using their GPS devices and smartphones. Some people even draw thousands of their own imaginary maps, highlighting details in worlds and countries they long to visit.
The Australian Curriculum has been a 'long time coming', but its great that it is almost here now. The Australian Curriculum has been designed with some relation to Tyler and Skillbeck's models. It is suspected that theorists such as Piaget were also considered during the development. The Australian Curriculum relates to Piaget's stages of progression, with curriculum being designed for specific levels of maturation and development. With students of this generation, it was incredibly important that an updated, curriculum was to be designed so that it could facilitate the needs of the 21st century learners. This new generation of learners seem to be almost born with basic computer skills, so the ICT program has been completely redeveloped. The curriculum has also expanded to make way for Asian studies which will help students as they move into their careers. The Australian Curriculum has been developed to cover a broad range of topics, concerns and values that will be discussed throughout this paper.
A high stress is placed on morals, beliefs and one’s religion which is fine but that starts to leak into the cracks of the democracy component associated with UK’s governing system. Another point to draw is what differentiates “other principal religions represented in Great Britain” from the almost bolded religion of Christianity. As a result, students are breed to be more uniformed. After a religious education, one will be able to give an opinionated justification of whether or not there is a God, whether or not the legalization of drugs should take place, whether abortion is moral for women (Strhan Pg.
In this assignment I will justify the place of the following subjects within the primary national curriculum: Geography, History, Physical Education, Religious Education, Drama and Music. The reason I have chosen these subjects is because I have had an experience of them within my teaching placements and within seminars at university. In addition to this, I will analyse the use of cross-curricular learning in primary education and I will aim to explore the benefits and challenges of the approach.
The speakers in the film believe that the purpose of education is to create a public where democracy can thrive. This means creating a new generation of young adults that are highly knowledgeable and are able to make informed decisions about political subjects and can make their votes count when they are able to vote. They have the knowledge about how the government works and what they can do as an individual to make a difference in their community. They have the knowle...
Various Authors (2012) Oxford Big Ideas Australian Curriculum History 10, Oxford University Press, South Melbourne, Victoria
With reference to the secondary curriculum in England, emphasis is placed upon the aims, values and purposes of education. With the implementation of the curriculum, pupils should be given the foundations to develop and apply the knowledge, skills and understanding that will help them become successful learners, confident individuals and responsible citizens; regardless of social background, culture, race, gender, differences in ability and disabilities (QCDA, 2010). In doing so, children will become more aware of, and engaged with, their local, national and international communities; and effectively widen their po...
The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope, learning theories and teaching processes and whether the curriculum has the capacity to meet the needs of 21st century learners will show that the initial construction of a national curriculum appears to be successful. However, the effectiveness of the Australian Curriculum will only be able to be evaluated in the future after implementation across the country.
The implementation of policy and legislation related to inclusive education, thus being a focus on the diversity and difference in our society (Ashman & Elkins, 2009), would have vast implications on the way society views that which is different to the accepted “norm”.
However, through this course I have also come to recognize that due to the negative perception that is placed on our generation, the political objectives of young people will likely never be given adequate consideration by public officials should we continue to practice engaged citizenship while disregarding electoral participation. My personal definition of citizenship is recognizing the privileges we have as citizens of the United States and contributing to one’s community in whatever way they are able to do so. A responsible citizen is not simply an observer of the political process, but rather an informed
Nussbaum, Martha C. "Chapter 10 Democratic Citizenship and the Narrative Imagination." Why Do We Educate?: Renewing the Conversation. Ed. David L. Coulter. Comp. John R. Wiens and Gary D. Fenstermacher. Chicago: National Society for the Study of Education, 2008. 143-57. Print.
In the contemporary world, characterized by democracy, educators have the role of not only passing necessary skills for employment purposes, but also teaching values that will enhance citizenship. In other words, educating the whole child entails passing instructions that enhances patriotism and good citizenship, leading to poverty eradication through development, instilling morals and values, while enhancing co-existence among people in the society. As illustrated by Noddings (2005), in the democratic society schools have the obligation of going beyond teaching fundamental skills if the endeavor of educating the whole child is to be met. Importantly, it is apparent that learning institutions are secondary agents of socialization where children learn important virtues and values that are essential in the society as they spend the most part of their childhood in school. In this regard, educating the whole child means transmitting values through extra-curriculum activities where both genders are integrated and also via clubs and societies where children are taught to be responsible. As well, the education curriculum should educate the whole child through transmitting of vital cultural values that enable them to avoid stereotypes when they grow into their adulthood (Lumpkin, 2008). This is because education for the whole child enhances the development of cognitive skills, which enable the child to have an understanding of causal relationships and demonstrating tolerance towards other individuals (Preston & Andy,
He proves that there are a lot of in-car technologies in today’s society that can demand our full attention without us even knowing, and can lead to tremendous consequences that can become dangerous distractions on the road. Satellite navigation (GPS) makes our lives easier because it can give us the correct directions to the desired address. This is unlike the past where the navigationally challenged would consider it a nightmare to drive to a new location. Furthermore, there are many upsides that technology brings to students by presenting new ways of learning where technology is being used in the classroom. Within the article “Cell phones in schools pros and cons” presented by Rujuta Borkar, the advantages of having a cellular phone device in school are through emergency contact, and having a cell phone for security purposes.
The civics education in the United States needs to be reevaluated. Few teachers have the knowledge to develop civic literacy within their students, and are not supported in doing so. Today more than half of high school government teachers can not give adequate explanations of civic topics. (Black) In the article “Tomorrow's Citizens,” author ...
A mind is a terrible thing to waste, the motto of the United Negro College Fund. Education is the key to success, a quote heard almost daily around the world. There is no doubt that education is the most important instrument that one can possess. Yet, the importance of education has always been present throughout history. Looking back at philosophers such as Aristotle, Dewey, and Piaget their main concern and passion has always been how to properly educate children. Also, the same is true for both state and federal government. State and federal governments have influenced education over the years with legislation such as the Elementary and Secondary Education Act, America 2000, No Child Left Behind, and the current Common Core State Standards. None of these attempts to improve education has been successful. However, could a uniform national curriculum standardize and improve education? Having a uniform national curriculum could be beneficial in many ways. A uniform national curriculum would help student evaluation, student flexibility, and student competitiveness because all children would be on a level playing field before entering college.