The HASS Curriculum and the Integration of Diverse Perspectives
The Humanities and Social Sciences (HASS) encompass a broad range of aspects pertinent to social, civic, and citizenship education. In the latest iteration of the Australian Curriculum, HASS includes studies of History, Geography, Civics, and Citizenship, as well as Economics and Business, with the primary teaching document being called HASS F-6/7. The HASS F-6/7 curriculum has a specific framework and a set of objectives, which are used for furthering the understanding of how learning approaches should be developed as well as how the curriculum is being constructed and implemented.
In terms of the curriculum’s rationale, most findings are focused on learning about various places, cultures, people, and connections throughout the world, both in the past and present. The overall process of inquiry encourages questioning, research using reliable resources, analysis, evaluation, and communication, as mentioned by Blessinger in his work targeted at developing a conceptual framework for educators in the humanities and social sciences (23).
The combination of these processes represents a cohesive framework for that energetic participation of students, their critical plus creative problem-solving, knowledgeable decision-making, the introduction of the particular sentiment of the active and responsible resident, partaking in honest reflection, and monetary enterprising. The crucial philosophical framework associated with the HASS F-6/7 curriculum thus appertains to the encouragement of the “sense of question, curiosity and regard about places, individuals, cultures, and techniques around the world, past plus present, and a good interest in plus enjoyment of the particular study” (ACARA).
The encouragement associated with diversity inclusion in to the curriculum is important since the perspectives provided by individuals through different backgrounds may facilitate a conversation on positive methods. The objective of the present paper would be to discover the philosophical underpinnings of developing the particular HASS curriculum mainly because well as think about the perspective of the First Nations in the design of such a curriculum.
The background associated with the philosophical underpinnings of the HASS F-6/7 curriculum should include the considerations of values of humanities and social sciences. These values are necessary to understand because they impact the way the subject is being taught and what topics are being covered. Moreover, the values of the HASS curriculum also represent the subject of discussion in the process of teaching.
At the very core of the curriculum are the values that have an impact on learners’ social, physical, intellectual, moral, and aesthetic development (ACARA). The level of adherence to the mentioned values is linked to individual perspectives and activities that are identified at the level of culture and community as well as geography as an underlying concept dictating the interface of social studies discipline (Smith 113). Values linked to the community give individuals the most significant concepts of the meaning of life. Therefore, learning how to be a member of a community is an essential aspect of the HASS curriculum, with implications of the holistic influence of values on the interactions between people. Put simply, the HASS curriculum implies the connection between individuals’ actions and their values.
The Golden Guideline of “Do on to others as a person might have them perform unto you” (Matthew 7: 12) is applicable to the worth platform of the HASS curriculum. This will be explained through the particular idea that guideline is enacted within multiple contexts, ethnicities, and societies. Nevertheless , it is important to understand that will there is certainly often the lack of positioning in people’s basic values and the particular way they are usually acting simply because they might not always become consistent in linking actions to fundamental personal values. Consequently, there might be cases whenever ethical decisions are usually not merely standard, with a morally negative action, in spite of being conventional, will be considered wrong morally.
This implies that moral laws are usually such that these people cannot be modified, non-contingent, and general acceptable in severe, whereas social choices depend on social conventions. The additional complexity of the particular matter is connected with the truth that many meaning judgments rely on the particular context associated with local community and relationship. For example, a question grew up in association with the Singaporean Civics and Moral Education curriculum, in which one of the central values is a nation before community and society before self (8). It has been debated that such a value underlined in the curriculum is morally disputable in some cases, creating internal tension within citizens as to which moral values they should use in specific circumstances.
In the Australian context, the development of the HASS curriculum was necessary to make connections between disciplinary and interdisciplinary approaches. Important topics that are integrated into the curriculum include “my personal globe, ” “how the world is various from your past plus can enhancements made on the particular future, ” “our past and existing connections to individuals and places, ” “diverse communities plus places and the particular contribution people make, ” “how people, places and environments interact, past and present, ” “Australian communities – their past, present, and possible futures, ” Australia in the past and present and its connections with a diverse world, ” “sustainable past, present, futures” (10).
When considering the perspective of Indigenous populations in the development of the HASS curriculum, it is imperative to mention that all students, regardless of their background, are expected to become successful learners, creative citizens, and active and informed individuals that would make positive decisions for the well-being of their communities. To achieve this objective, the curriculum aims to develop stronger partnerships and support the process of facilitating school leadership regarding ensuring positive learning outcomes for Indigenous and Australian youth, most notably those from low socioeconomic backgrounds.
In this case, the subject of the curriculum that requires the most attention in history, which enables significant support at both primary and secondary levels. This should include Indigenous components of different subjects, the incorporation of relevant historical information, and communications technology. As applied to any context, including the teaching of Indigenous young people, the general capability of the given curriculum is ensuring the cohesive and interconnected set of knowledge, behaviors, skills, as well as dispositions that help students and prepare them for life in the 21st century.
Thus, the development of personal and social obligations among students inside the curriculum represents among the key aspects associated with the HASS program. Personal and interpersonal competence refers in order to the set associated with stabilities for self-management, teamwork, and interpersonal competence. Teamwork may be seen among the aspects for achieving social competence, such as the capability of team-work; nevertheless , this furthermore implies challenging group standards and methods if necessary (ACARA). The social and private competence of college students refers to controlling, monitoring, reflecting, plus evaluating one’s personal learning against each personal and institutional goals.
It also implies the particular learning as well as the organizations of teams, exactly how they should move around in and out associated with various groups, mainly because well as how you can work within organizations with different benefits and disadvantages. The particular mentioned principles which are necessary to add within the HASS program were supported simply by the work associated with McDonald who recommended that students must be engaged in the particular process of studying with the assist of active cooperation, and the team-work which is supported simply by diversity could be associated with the most advantage towards the educational procedure (246).
In the Indigenous populations’ context, the capability to work inside teams is a good important step inside social competence since it is concerned with the particular variety of studying aspects pertinent in order to authentic functional residing in society. Social proficiency is imperative to understand how to reside in a community in which individual needs, desires, plus wishes may require to be transformed and revised with regard to various purposes, varying from friendship objectives to objectives. Due to this, socially competent people have to become self-aware and they are able of enhancing their own relationships with some other people, as nicely as conflict mediation and leadership abilities.
The viewpoint of social proficiency implies the acknowledgement and regulation associated with emotions, the introduction of sympathy for others and also ensuring understanding associated with relationships. According in order to the “General Abilities in the Foreign Curriculum, ” the particular legacy of schools in regards to their students includes such important national values as democracy, equity, and justice, as well as personal values of respect for others, honesty, and resilience. The combination of these values, national and personal, is what makes the curriculum attentive to the needs of students from different backgrounds.
Beyond the social and personal capabilities, the curriculum is intended to encourage the development of ethical understanding, which implies understanding and acting in alignment with moral and ethical principles. Ethical behaviors within this capability include “the willingness, determination, and capacity to think, make judgments, and behave independently. It includes identifying right and wrong and having the willingness, determination, and capacity to argue the case for change, understanding the place of ethics and values in human life” (ACARA 24). Ethical understanding is a fundamental principle that encourages people to act in regard to others and have the desire and ability to work for the mutual good. Within this context, it is vital to mention Socrates’ definition of ethics, which implies thinking about the pursuing question: what should someone to do? (Encyclopaedia Britannica).
The response to this query is simple or simple because there would continually be both cultural plus social dimensions providing additional guidance. With this sense, an honest perspective is like that allows an personal to in support of the particular common good depending on both public and private rules as “opposed to someone that simply does exactly what everyone else does – unthinking custom and practice” (ACARA). In life, there will be varied positions in terms of ethics, with both advantages and disadvantages, which means that each person would use their sound judgment in the face of opposing claims. Simultaneously, there is a requirement for facilitating an open-minded and ongoing discussion to create a meaningful and ethical life.
To develop and strengthen their ethical understanding capabilities, students in the HASS curriculum have to be exposed to a range of “controversial issues and explore reasons for taking various perspectives, using processes such as giving reasons, being consistent, finding causes and meanings, as well as offer proof and evidence” (ACARA 24). Importantly, the area of the Humanities and Social Sciences is essential for considering the ethical understanding of specific actions and exploring them from various perspectives. The capability of ethical understanding is differentiated into three specific elements, such as the understanding of ethical concepts and issues, finding the reasoning in decision-making and actions, as well as exploring values, rights, and responsibilities.
Intercultural understanding is among the fundamentals of the development, construction, and implementation of the curriculum in the HASS curriculum and thus can be applied to considerations of issues relevant to the 1st Countries Australian students. Intercultural understanding refers in order to the ability associated with individuals to correspondingly work with people of diverse experience and also show gratitude for one’s personal culture and various cultures.
This understanding inside the HASS curriculum encourages individuals to exhibit important values such because “tolerance, understanding plus inclusion, respect, plus fairness” (ACARA). Within the context associated with the given program, intercultural understanding enables students to broaden their diverse encounters while still permitting their own individual attitudes to become valuable contributions in order to the understanding.
While various meanings of intercultural knowing may vary, the particular principal purpose of the particular HASS curriculum, because applied to the angle of First Countries people, is in order to consider their distinctive history and social diversity. As pointed out by ACARA, the particular principles embedded in to the creation from the curriculum are anticipated to assist teachers realize, represent, and regard the worldviews associated with Aboriginal and Torres Strait Islander individuals and encourage broadly responsive practices (21). Intercultural understanding connections along with the aide from the curriculum due to the fact the population offers its own collection of sacred methods, ceremonies, and native methods. It is suggested to recognize any like practices, knowledge, plus information in order to integrate them into the curriculum to make the process of learning more comfortable and interesting.
Since culture is understood as a concept inherent to different human groups characterized by combination within such groups, it is imperative for educators to be aware of the local peculiarities. This information can be collected by means of talking to Aboriginal and Torres Strait Islander educators, referring in order to group educators plus consultative groups, mainly because well as looking for advice from the particular leaders of each local and state-wide educational teams. Simply by using the understanding acquired from several professionals and people possessing information upon the perspectives associated with the First Countries people, the HASS curriculum will build up the particular opportunities and capabilities of people to identify the culture plus facilitate respect for this as well because reflect on numerous intercultural experiences plus take responsibility.
Cross-curriculum priorities symbolize a philosophical platform for meeting the particular expectations of varied populations. The 1st priority implies the particular intended assurance that will all young Australians can find out about, regard, and acknowledge the particular culture of 1st Nations peoples. Pursuing this priority, it is often established that the particular curriculum should become sustainable, implying that both students and teachers should reflect on all curriculum areas, including intercultural understanding.
Moreover, the “HASS curriculum includes such priority as Asia and Australia’s engagement with Asia, which is intended to develop skills, knowledge, and understanding related to Asia for all Australian students” (Southwell). According to the work by Gobby and Walker Powers of Curriculum: Sociological Perspectives on Education, the work with diverse students, and especially First Nations peoples, the curriculum should be powerful in order to strengthen the capabilities of students to be prepared for future life in multicultural settings (15). This hypothesis was also supported by Carey and Prince, who underlined the importance of avoiding the Westernized narrative inherent to the Australian curriculum when making Indigenous people comfortable within the learning environment (270).
However, the value of the HASS curriculum is likely to proceed beyond the Indigenous-western binary in purchase to encourage effective conversations on varied, historically, and socially informed learning. Inside the contemporary story of the HASS curriculum, preserving the particular historical value associated with the Indigenous encounters while integrating all of them into the present social narrative is really a critical philosophical concern of the advancement and facilitation associated with the curriculum.
In the development, building, and implementation from the HASS curriculum, thinking about the perspective of the particular Indigenous populations will be imperative, especially within the Australian framework. The histories plus cultures of the particular Aboriginal and Torres Strait Islander individuals are a cross-curriculum concentrate that needs to be included within sound pedagogy plus must be recognized and accepted. Consequently , the philosophical underpinnings of the program associated with cultural variety encourage educators plus policymakers working within the Humanities plus Social Sciences region to value the particular perspectives of cultural populations and sneaking in their beliefs plus opinions into training.
The search of the HASS curriculum has demonstrated that this promotion associated with respective and safe relationships between students of numerous backgrounds is usually fundamental for assisting effective teaching. Relationships which are supported along with diversity encourage the particular sharing of good ideas and viewpoints among learners. Through a philosophical perspective, the curriculum ought to facilitate the introduction of sympathy for others and also ensuring understanding associations among those included in the procedure. Australian educators ought to dedicate themselves in order to embedding curriculum methods that encourage the particular participation of varied students because their own different thoughts about the particular HASS subjects may facilitate a good discussion and the particular uncovering of useful issues.
ACARA. “Humanities and Sociable Sciences within the Aussie Curriculum. ” OUP. Web.
Blessinger, Patrick, and Steve Carfora. Inquiry-based studying for the Artistry, Humanities and Sociable Science: A Conceptual and Practical Source of Educators. Emerald Team Publishing, 2014.
Carey, Michelle, plus Michael Prince. “Designing an Australian Native Studies Curriculum for that Twenty-first Century: Nakata’s ‘Cultural Interface’, Standpoints and Working Past Binaries. ” Advanced schooling Research & Development, vol. 43, no . 2, 2015, pp. 270-283.
Encyclopaedia Britannica. “Ethics. Philosophy. Socrates. ” Britannica. Web.
General Capabilities in the Australian Curriculum. Australian Curriculum. Web.
Gobby, Brad, and Rebecca Walker. Powers of Curriculum: Sociological Perspectives on Education. Oxford University Press, 2018.
McDonald, Tim. Classroom Management: Engagement Students in Learning. Oxford University Press, 2013.
Smith, Bryan. “Engaging Geography at Every Street Corner: Using Place-Names as Critical Heuristic in Social Studies. ” The Social Studies, vol. 109, no . 2, 2018, pp. 112-124.
Southwell, Anne. “Asia and Australia and Australia’s Engagement with Asia. ” Education NSW, 2013. Web.