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What are the important of geography
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The importance of History, Geography, Civics and Citizenship in the Australian Curriculum F–10 cannot be underestimated. They encourage, foster and shape key skills and practices in students; by examining their link to Australian identity it is possible to observe their importance. Currently, the three subjects of History, Geography, and Civics and Citizenship are grouped under Human Society and its Environment (HSIE), and to varying degrees seek to link knowledge and understanding, values and attitudes, and practical skills. However, although they work cohesively as a group, each discipline has a unique nature and scope, which can be utilised and provide insight.
Each discipline has an inimitable nature at their core. History assists with a contextual understanding of culture. It allows for student investigation into personal, family, national, communal and global history. The process of inquiry and analysis of the bias of history (Board of Studies NSW, 2012) helps develop understanding of the world, and when linked with incumbent themes, civics and citizenship it fosters understanding of diversity and cultural difference (Board of Studies NSW, 2012) . On the other hand, Geography involves inquiry-based learning, often using active learning to achieve a sense of place and belonging, a value for environment, and the various interconnections and interdependencies in environments (McInerney, Berg, Hutchinson, Sorensen, & Maude, 2009). It has the potential to realise students as sustainable citizens. Furthermore, Civic citizenship seeks to clarify the processes involved in student transformation from citizen to an informed, participating citizen of society. It is described in a drafted curriculum (ACARA, 2012) as doing so in orde...
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...arents' guide to the NSW K-10 Syllabuses. Retrieved from Board of Studies NSW: http://syllabus.bos.nsw.edu.au/assets/global/files/parent_k-6_guide_web.pdf
Board of Studies NSW. (2012, October 09). Parent's Guide to the NSW K-10 Syllabuses. Retrieved from http://syllabus.bos.nsw.edu.au/assets/global/files/parent_k-6_guide_web.pdf
Elder, C. (2007). Being Australian: Narratives of National Identity. Allen & Unwin.
Gittins, R. (2009, February 18). The punters love a goood distaster. Sydney Morning Herald.
Maude, A. (2009). Re-centering Geography: a school-based perspective on the nature of the discipline. Geographical Research, 47(4), 368-79.
McInerney, M., Berg, K., Hutchinson, N., Sorensen, L., & Maude, A. (2009). Towards a National Geography Curriculum for Australia. Queensland: ngc.org.au. Retrieved from http://ngc.org.au/report/Towards_a_nat_geog_curric_Final.pdf
(NGV, 2014). NGV Gordon Bennett Education Resource. [ONLINE] Available at: http://www.ngv.vic.gov.au/gordonbennett/education/03.html#06. [Accessed 11 May 2014].
13th Ed. -. Jo Ray McCuen-Metherell and Anthony C. Winkler. Mason, OH: Cengage Learning, 2011. 428.
...kins , T. (2012). History Alive 10 for the Australian Curriculum. Milton, Qld, Australia. Retrieved March 28, 2014
The main ideas presented in “Why Geography Matters…More Than Ever!” revolve around what exactly geography is, and the implications of the subject. Geography is the study of the physical world and human actions, it also covers the affects of human actions. Geography influences a plethora of topics and geographers do research on numerous subjects. “Geographers do research on glaciations and coastlines, on desert dunes and limestone caves, on weather and climate, even on plants and animals”(7). The author stresses how underrated geography is the present times, and how the introduction of social studies have doomed the subject of geography for future generations. In a section detailing the teaching of geography
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
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.
Gibbs, G (1988) Learning by Doing, A guide to teaching and learning methods. Cheltenham: The Geography Discipline Network. (GDN).
Bridgepoint Education, Inc. Retrieved April 19, 2019. From: https://content.ashford.edu/books/AUSOC120.10.2.
Education week, 22(41) p.12. Retrieved September 28, 2003 from EBSCO database (Masterfile) on the World Wide Web: http://www.ebsco.com.
De, Blij Harm J., and Peter O. Muller. Geography: Realms, Regions, and Concepts. New York: J. Wiley, 1997. 340. Print.
There's always something new to research in geography: new nation-states are created, natural disasters strike populated areas, the world's climate changes, and the Internet brings millions of people closer together. Knowing where countries and oceans are on a map is important but geography is much more than the answers to trivia questions. Having the ability to geographically analyze allows us to understand the world in which we live.
...S., … Killen, R. (2009). Professional Practice in Primary Education. South Melbourne, VIC: Cengage Learning Australia Pty Limited.
This report goes into detail about the reasons social studies is a core subject in the New Zealand curriculum, how social studies has a unique role in preparing children to be active and critical participants in a changing society, defines and explains what ‘powerful social studies’ is and lastly it will explain what qualities are required of a successful Social Studies teacher. For the purpose of this report “social studies is the systematic study of an integrated body of content from the social sciences and humanities to develop socially informed and effective citizens who are empowered with knowledge and skills in a changing society” (Barr, H., Graham, J., Hunter, P., Keown, P., & McGee, J. 1997, p. 5).
When starting this course, I was introduced to the main questions surrounding the field of Social Studies Education: What is Social Studies? Why and How should we teach it? From this class I have been able to understand each of these questions and how they interplay with one another, in order formulate my own thoughts on each. This combination of these questions ultimately defines why I feel I would be a good candidate to teach Social Studies. When coming to a conclusion regarding what the topic of social studies is, I realized that ultimately, it’s about people. The way people interact, alter their landscape, build systems of government, and shape the current society from past events. Each of these different human actions, it defines a specific