HASS Sem 2 Exam Active Recall PDF

**HASS SEM 2 EXAM ACTIVE RECALL** **WHAT IS HASS** - Introduce students to new worlds of knowledge and new ways of thinking. - Address personal, social, economic, political, cultural and environmental issues across time and place **HASS ENABLES** - Actively be involved in making c...

**HASS SEM 2 EXAM ACTIVE RECALL** **WHAT IS HASS** - Introduce students to new worlds of knowledge and new ways of thinking. - Address personal, social, economic, political, cultural and environmental issues across time and place **HASS ENABLES** - Actively be involved in making choices and decisions. - Deal with issues - Participate in a democratic society as an active and informed citizen. **HASS EQUIPS** - Address social and environmental issues at a global or individual level. - Analyse and understand problems - Suggest solutions and appropriate action **WHAT IS AN EXCURSION** - Any student learning that is off site to the school that the student is enrolled in. - Managed and organised by the teaching staff. - Compulsory and optional excursions. **BENEFITS** - Explore surroundings - Hazards in the environment - Relationship between caring for themselves and the environment. - Investigate local places. - Engage with real issues **THINGS TO CONSIDER** - Pricing - Pre and post activities - Purpose of excursion **GEOGRPAHY** **KNOWLEDGE AND UNDERSTANDING** - Developing an understanding and appreciation for the world around them. **SKILLS** - Learn and deepen their understandings. - Techniques used in investigations during fieldwork in the classroom. **CONCEPTS** - Space: significance of location and ways people manage the spaces that we live in. - Place: significance of places, shape, opportunity, security and culture. - Environment: significance of environment in human life and the important interrelations between humans and the environment. - Interconnection: nothing can be analysed in isolation. - Scale: ways things can be examined at different spatial levels. - Sustainability: the environments capacity to care for our lives and future lives. - Change: how things develop over time. **TOPICS** - People live in places - Places have distinctive features - People are connected to many places - Places are both similar and different - Earth's environment sustains all life. - Factors that shape the environment characteristics of places. - A diverse and connected world. **IN THE CLASSROOM** - Fieldwork - Mapping - Literature - Pictures **WHAT IS CIVICS** - Knowledge and understanding of civic institutions and processes. - Understanding key concepts relating to processes in AUS democracy. **WHAT IS CITIZENSHIP** - Learning about their legal rights and responsibilities. - Notions of social citizenships **AIMS** - Sense of belonging and engagement with civic life. - Understanding, knowledge and appreciation of values in AUS gov. - Role of citizens in AUS. - How to participate in civic life. - Analysis, collaboration, decision making, reflection, and communication to undertake an enquiry. - Foster responsible participation in AUS democracy. **TOPICS** - Communities, government and society. - Roles - Responsibilities and participation - AUS system of government and citizenship **CONCEPTS** - Democracy - Democratic values - Justice - Participation - Westminster System - Rights and responsibilities **AIMS OF HISTORY** - Appreciation for the past and forces that shape society. - Thinking critically, solve problems and make informed decisions. - Propose action to real world events and issues. **CONCEPTS** - Empathy - Evidence - Source - Perspective - Significance - Cause and effect - Community and change - Contestability **WHAT IT IS NOT ABOUT** - Giving the students the facts for them to regenerate. - Shallow enquiries - Letting students work individually. **WHAT IT IS ABOUT** - Collaboration (student and teacher) - Supporting students through the investigation process - Recording info and note taking skills. - Presenting info in a variety of ways. **WHAT ARE HUMAN RIGHTS** Rights that enable people to live fully human lives. - Right to vote - Right to work - Right to education - Freedom of speech - Right to an adequate standard of living. **CHILDREN AND HUMAN RIGHTS** - Children have the same rights as adults. - Special protection as they are vulnerable to exploitation and abuse. **SOCIAL JUSTICE\ **An ideal in which people's basic needs are met in which they have equal rights to. - Equality and dignity - Pursue opportunities and access services in which are they accorded. **HUMAN RIGHTS IN THE CURRICULUM** **HISTORY** - Movement from when human rights were not articulated. **CIVICS AND CITIZENSHIP** - Appreciation for diversity - Promote actions with moral integrity. - Value indigenous cultures. - Responsible global and local citizenship **GEOGRAPHY** - Engage in human rights, social justice and peace. - Culture, custodial, human wellbeing, responsibility, environmental worldview. **GLOBAL EDUCATION** - 1930s -- world study programs in the UK - 1960s-1970s -- development education taught learning about global issues. - 1980s -- integration of human rights into the curriculum **WHAT IS ECONOMICS AND BUISNESS** Students need to understand areas such as: - Wants and needs - Scarcity - Production of goods and services - Consumerism - Globalisation - Economic links between the developed and developing world. **AIMS** - Enables students to make sense of the complex world. - Emerge naturally with many aspects of study within history and geography. **CONCEPTS** - **Scarcity** - **Making choices** - **Specialisation and trade** - **Interdependence** - **Allocation and markets** - **Economic performance and living standards.** **INQUIRY TEACHER** - Sees the light in students - Ask more than tells - Know the curriculum well that they can adapt it to the students. - Prepared to share the journey - No worksheets. **CHARACTERISTICS** - Teacher scaffolds students to process information on their own. - Multiple sources of relevant evidence. - Students are confronted with situations that need solving. - Children enquire on real-world matters. - Strong emphasises on collaboration. **PROJECT BASED LEARNING** - Extended process of inquiry in response to a complex questions, problem or challenge. - Learn key academic content - Practice 21^st^ century skills **BENEFITS** - Increased students' motivation - Fostering real-life skills. - Individual or collaborative - Develops the whole child. **PROBLEM BASED LEARNING** - Real life problems **CHARACTERISTICS** - Problem is the starting point. - Usually a real-world problem, unstructured and require several sources of knowledge. - Students assume major responsibility. - Collaborative learning. **BENEFITS** - Develop lifelong skills. - Acquire problem solving skills, communication skills and interpersonal skills. - Promotes active learning. - Acquire self-directed learning skills. **WHAT IS CRITICAL THINKING** Involves students in learning to recognise or develop an argument, use evidence in support of that argument, draw reasoned conclusions and use information to solve problems. **CRITICAL THINKING IN HASS** - Generate and evaluate knowledge - Clarify concepts and ideas. - Seek possibilities. - Consider alternatives. - Solve problems. **WHAT IS ASSESSMENT** - Integral part of teaching and learning - Window to student thinking - Compass for instruction **ASSESSMENT IN HASS** - No single right answer - Assessment must be authentic - Key ideas in HASS cannot be expressed in numbers or concrete materials. **PURPOSE** - Motivate students - Feedback to parents and students. - Diagnoses of teaching **WHAT WE ASSESS** - HASS knowledge and understanding - HASS skills - Cross curriculum priorities - Concepts and topics **WHO WE ASSESS FOR** - Parents - Teachers - Admin - Students **PRINCIPALS OF ASSESSMENT** - Educative - Fair - School wide evaluation - Integral part of teaching and learning - Designed to meet a specific purpose - Informative reporting **EFFECTIVE ASSESSMENT** **ASSESSMENT STRATEGIES IN HASS** - Self-assessment - Peer assessment - Journals - Observations and anecdotal notes - Concept mapping - Work samples **ASIAN LITERACY** - Asia literacy is about students engaging with Asia in the classroom to gain knowledge, understandings and skills needed for communication and participation as global citizens within our region - Asia literacy equips young Australians to make sense of their world. It is a core part of a future-focused Australian Curriculum for the 21st century. **WHY ASIA** - Migration - Globalisation - Increasing interaction with the people of Asia. - Biggest economy in the world. - Rich and diverse cultural heritage and includes many of the world important ideas, beliefs, systems and achievements. - Migration - Trade and business - Development of Australian culture and identity - International understanding.