HASS 1 Week 13 Revision 2024 PDF

HASS 1 Exam Revision Week 13 I wish to acknowledge the traditional custodians of the land we are meeting on, the Whadjuk people. I wish to acknowledge and respect their continuing culture and the contribution they make to the life of this city and region. ...

HASS 1 Exam Revision Week 13 I wish to acknowledge the traditional custodians of the land we are meeting on, the Whadjuk people. I wish to acknowledge and respect their continuing culture and the contribution they make to the life of this city and region.  THREE ESSAYS Exam Structure You have a choice of FIVE questions you must choose THREE ❏ You may use diagrams to assist in Three (3) essays your explanations ❏ Refer to your readings and lecture notes wherever possible Some Tips... Group 1 Asia Education Group 2 Geography Group 3 Inquiry Learning Group 4 Civics and Citizenship Education Group 5 Human Rights Group 6 History You will be organised into 6 groups to complete your groups slide. Teaching and learning Group 1 Why Study Asia? strategies Asian Literacy - Programs for different https://www.asiaeducation.edu.au/ SCSA - regionally and globally influential. People from asian schools suited to their countries have contributed to Australia’s development and will needs continue to do so. Understanding of Asia gcan lead towards building and growing harmonious local, regional and global - Youth needs communities. Gives teaching and appreciation for diversity in HASS Integration - Bridge learning cultures and people living in Australia. Promotes inclusion. - Educator professional Trading learning Global Citizenship Studying different cultures Communication and within Asia agreements Asia Education website notes Connections with a buddy Their vision is to be a cohesive and inclusive school Australia and Asia-Pacific region where all our Analysing Australia's trading young people have the knowledge, agreement with Asia understanding, skills, competencies, networks and relationships to navigate and positively contribute to a shared, harmonious, globally connected world. Teaching and learning Assessment strategies Skills Concepts strategies Questions about geographical phenomena and contemporary geographical challenges -Space World map activities. -Quizzes -Place -Posters Questions that help students identify the -Environment Google earth/ google maps geographical concepts (place, space, environment, -Excursions -Mind maps interconnection, sustainability, scale, change) -Interconnection -Use of photos for examples -Peer reviews relevant to their learning Applying the relevant concepts of geographical -Scale -Check lists thinking to learning (place, space, environment, -Sustainability and visual understanding -Exit slips interconnection, sustainability, scale, change) -Change -Children’s literature -Independent research Videos -Journal reflection Hands on resources Group 2 Geography Mapping the school N,E,S,W Aims Definition -The aim of Geography is teach students about The study of places and their relationships the wider environment and world. Teaching between people and their environments. students about the shape and features of the earth. -For students to learn about people and places geographical processes and the different places have distinctive features. -That places are similar and different. The physical and human forces that work in -People and places are all connected. combination to form and transform the -The earth’s environment sustains all life. world, for example, erosion, the water cycle, -The earth is diverse and has many different migration or urbanisation. characteristics. Teaching and learning Group 3 Project & problem based approaches strategies Inquiry Learning - Real life problems to guide learning Students using sources to find information Benefits - The problem is the starting point of the learning Asking students questions Students can be creative in the instead of telling them the way they solve problems - Students will need to use lots of resources to answers. assist them Improves problem solving skills Giving students a problem to - In project based approaches students can solve Improves communication skills choose the topic to research. Working with the students HASS Skills Definition Scaffolding the learning Develop and refine a range of Individuals constructing their own knowledge and questions required to plan an inquiry understanding about the world in which we live Investigation (WAHASS51) Locate and collect information and/or Inquiry-based learning is a form of active learning Group work data from a range of appropriate primary that starts by posing questions, problems or sources and secondary sources (e.g. scenarios. It contrasts with traditional education, museums, media, library catalogues, which generally relies on the teacher presenting interviews, internet) (WAHASS52) facts and their knowledge Definition Group 4 Early childhood classrooms develops students' knowledge of Civics and Citizenship Implementing the concepts early years such as fairness, the political and legal institutions and rights of responsibilities as individuals in society explores the nature of citizenship Concepts in a liberal democracy. Democracy EYLF: Democratic values Outcome 1 - Children have a strong sense of identity Civics The westminster system Outcome 4 - Children are confident and involved learners Justice The identifiable body of Participation Rights and responsibilities knowledge, skills and understandings relating to the organisation and working of Assessment strategies Teaching and learning strategies society. A nation’s political and Group work social heritage, democratic performances/oral presentations Excursions - e.g. fremantle prison, parliament house processes, government, public Video creating Debates administration and legal system. Visual representations A range of point of views and perspectives Practical tasks Connect learning with students lives, local and wider citizenship Posters/infographics communities Open-ended questions/discussions A legal status granted by birth or Discuss and implement current world events naturalisation to citizens involving Develop active and informed citizens certain rights (e.g. protection; passport; voting) and responsibilities (e.g. obey the law; voting; defend country).  Definition (Human rights and Group 5 Teaching and learning strategies social justice Human Rights Literature Role play Human Rights: In simple terms, human Discussion and reflection rights are those rights that enable all https://www.globaled Interactive activities people to live fully ‘human’ lives. ucation.edu.au/ Multimedia Excursions → Freo Prison Include: https://humanrights.g Right to life and liberty ov.au/ Freedom of expression Right to education Right to vote Human Rights commission: Global Education website notes Right to work Human rights are universal and equal, which Right to an adequate standard fo living means: Free courses and programs - Everyones has human rights, simply because they are human - no matter HASS Integration who they are, how they identify or Civics and Citizenship: relationships, what language they speak or if they rights, responsibilities. have a disability. History: the change and development - No right is more important than of human rights throughout the years. another - all rights are important and Economics : Melbourne declaration should be treated with the same Geography: social justice, peace, social respect. justice, world view, human rights in All children have the right to education, to be different countries heard and to enjoy my culture. Definition Group 6 HASS Integration The study of past events, peoples Civics and citizenship and societies. It explores how History Geography Human Rights human experience and actions Asian Education/Literacy have shaped the present, focusing Concepts on significant events and Sources individuals. Evidence Continuity and change Cause and effect In the curriculum it emphasises Significance the development of students’ Perspectives understanding of time, continuity Empathy and change across our existence Contestability encouraging them to investigate Teaching and learning strategies different perspectives, causes Assessment strategies Excursions such as fremantle prison, historical mining sites, Swan and effects of historical River colony, museums & art centres developments. Exit tickets Research projects such as researching and building a portfolio of Rubrics information on historical figures such as julius caesar, cleopatra, first Project assignments (summative fleet, indigenous elders & popular figures The concepts of History help to Students drawing historical events as comic strips to display learning assessment) emphasise the approach the Assembly performance - utilise and understanding in the classroom Western Australian curriculum Group Presentations Historical roleplay & dress up of significant events- this can also be takes when educating students on Experiment used for demonstration of learning at community events and Source analysis assembly \ history. Students create a collaborative timeline of a significant period, such as Australian colonisation Reviewing artifacts & historical evidence and forming calculated and critically thought out opinions in text and discussed verbally with a teacher and the class