MTP504 - Teaching Humanities and Social Sciences - Arts & Humanities Assignment Help

Assignment Task

Revolutions in technology, economy and society have transformed the ways in which we live and work, placing pressure on education systems to equip young people with the skills and capabilities needed to thrive in a twenty-first-century knowledge society. Today's employees must be able to problem-solve, communicate and collaborate, think critically and creatively, and transfer knowledge and skills across contexts (Green & Price, 2019a). Subsequently, education systems around the world have witnessed a shift in curriculum design from a focus on content and disciplinary knowledge to an emphasis on the development of skills and competencies for informed citizenship and employment (Priestley & Sinnema, 2014).

The humanities and social sciences (HASS) educational discipline is uniquely positioned in this ‘new curriculum’; its primary aim is to educate individuals for global citizenship and civic participation through the study of human behaviour and society (Priestley & Sinnema, 2014). The Australian Curriculum: HASS advocates an inquiry-based approach to teaching and learning that has the potential to facilitate deeper conceptual knowledge and longer memory retention, while developing the skills necessary for lifelong learning and citizenship in an increasingly globalised world (Porter & Fussell, 2019).

This paper explores the underlying philosophies, intentions and potential of inquiry approaches in the development, construction and implementation of the Australian Curriculum: HASS, giving specific consideration to the teaching of contested histories in the primary years. The HASS learning area within the Australian education system has gone through a number of iterations throughout the years. In 1991, the Australian Education Council adopted an integrated social studies approach that was often categorised as Studies of Society and Environment (SOSE) in state curricula (Reynolds, 2014). Although the SOSE curriculum had the potential to offer students valuable interdisciplinary learning experiences, its generic nature and enormous breadth Page | 3 of focus—it included up to nine separate disciplines in some states—caused considerable confusion and criticism (Hart, 2014). In 2008, in response to changing global demands and following multiple attempts by federal governments to centralise aspects of Australian education policy, state and territory governments formally agreed to the development of a national curriculum via the Melbourne Declaration on Educational Goals for Young Australians.

The Melbourne Declaration, which underpins the Australian Curriculum, emphasises the need to equip students with the knowledge, skills and values needed to become lifelong learners and active citizens able to successfully navigate a complex, information-rich world (Ministerial Council on Education Employment Training and Youth Affairs [MCEETYA], 2008). While many areas of the curriculum contribute to realising the goals of the Melbourne Declaration, the HASS learning area provides the crucial underpinnings for active and informed citizenship by promoting values of democratic processes, social justice, peace and sustainability, and developing skills for lifelong learning (Green & Price, 2019a).

Although the curriculum design process initially developed four separate subjects for the humanities in the primary years (history, geography, economics and business, and civics and citizenship), a review of the curriculum in 2014 merged them into a single HASS learning area, citing concerns about curriculum overcrowding and a lack of integration (Donnelly & Wiltshire, 2014). Unlike the SOSE curriculum, however, the disciplines are made explicit under the umbrella of the HASS learning area; each subject has distinctive ways of thinking and a separate disciplinary identity.

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