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Due 21 Aug

EMH442 Curriculum
Methods 2: Society &
Assessment One

Craig Edwards 11168546


As a teacher I strive to create a learning environment in which all of my students are

comfortable and feel valued. I believe the content which I teach should draw upon the
students background and promote inclusivity whilst ensuring that the students are engaged
and can see the importance and relevance of the lesson. Arthur-Kelly (2003) states how the
integrated model of classroom management provides substantial support for teachers who
seek to create positive learning environments and better learning outcomes for their
students. As I strive to do this within my classroom I believe this model is relevant to my
History is an important subject area in the school curriculum, as it can provide students with
competence in the 21st century. During Years 7 10 students are provided with the
opportunity to develop knowledge, understanding and skills that will enable them to not
only live in todays society but to also demonstrate how the events of our past have
impacted todays society. Whist the aim of the Years 7-10 syllabus is To stimulate students
interest in and to enjoy exploring the past, to develop a critical understanding of the past
and to enable them to participate as active, informed and responsible citizens (Board of
Studies NSW, 2012) it is the aim in Year 11-12 to continue to build upon the foundation
created in middle school. While the syllabus lists all outcomes and content that must be
taught, teachers are able to implement it in a variety of ways. This enables the content to be
varied from one school to the next in order to ensure that it is relevant to the context of
each school. This unrestricted content also ensures that the material taught stays current
with the changes in technology and society.
In todays classroom it can be expected that you will have a variety of students with diverse
backgrounds in my classroom, and it will most likely include students with diagnosed
disabilities. Decisions about content will be impacted upon by each students learning
abilities and students whore require Life skills may continue to do so in Stage 6. This would
be achieved through regular course arrangements, to adjustments to teaching, learning
and/or assessment experiences (Board of Studies NSW, 2012). Engaging these students
whilst delivering outcomes will also ensuring all students continue to develop the skills to
become lifelong learners with an interest to find the historical meaning whilst appreciating
history in all its varying forms. How I deliver subject material in Stage 6 will be impacted
upon the students interests, strengths, goals and learning needs and most importantly

cultural background (Fozdar, Wilding, & Hawkins, 2012). For some students with special
education needs, particularly those students with an intellectual disability, it may be
determined that adjustments to teaching, learning and assessment are not sufficient to
access some or all of the Stage 4 and Stage 5 outcomes meaning Life Skills may be
History is a process of investigating the past which can enable students to discover and
explain how events from the past have shaped our current world (Board of Studies NSW,
2006) (Board of Studies NSW, 2012). Through the inclusion of History in the New South
Wales curriculum teachers are able to ensure that students appreciate History and develop
the knowledge and skills required to assist them as citizens. As the students skills develop
they will begin to gain an understanding that there are many perspectives of history by
giving value to other peoples, past and present, views. The New South Wales Board of
Studies (2012) states the aim of the History syllabus is to stimulate students interest in and
enjoyment of the past, to develop a critical understanding of the past and its impact on the
present, to develop critical skills of historical inquiry and to enable students to participate as
active, informed and responsible citizens. (Board of Studies NSW, 2012). ACARA states that
History is a disciplined process of inquiry into the past that develops students' curiosity and
imagination. It goes on further to state that It helps students appreciate how the world and
its people have changed, as well as the significant continuities that exist to the present day.
(Australian Curriculum, 2013). With these skills the students can gain an appreciation but
also question the information provided to them in any situation, so as to find varying
viewpoints. However, it is my role to bring the content alive in the classroom.
The use of site studies should be integrated within each Stage of the History were
appropriate and practical. The values and attitudes that can be harnessed from a site study
can create understanding to content from the classroom, provided the students have been
well prepared and they know what to look for. By participating actively in historical inquiry
students can often recognise how life has evolved over time and can lead to and
understanding of the context of what changes have occurred.
Collaborative learning is an effective teaching strategy that could be integrated with ease
into the History Curriculum. For collaborative learning to be effective within the history

curriculum it must be carefully planned, prepared, monitored and evaluated. Many of the
Depth Studies included in the New South Wales History 7- 10 Syllabus for the National
Curriculum allow for the inclusion of this teaching strategy. For example the Depth Study for
Stage 4: The Mediterranean World could be done as a collaborative task with different
groups in the class investigating one of the ancient Mediterranean societies. At the end of
the topic students would then share their findings. For this to be an effective learning
strategy used in the History curriculum it must include aspects of inquiry learning whereby
students develop their own questions and solutions.
It is important that dimensions of Quality Learning Environment and Significance from the
NSW Quality Teaching model are incorporated in learning objectives. The quality learning
environment includes the elements of explicit quality criteria, engagement, high
expectations, social support, students self-regulation and student direction (NSW
Department of education and training, 2003, p. 13) While Significance contains the elements
of background knowledge, cultural knowledge, knowledge integration, inclusivity,
connectedness and narrative (NSW Department of education and training, 2003, p. 15).I
believe the Quality teaching model will have a significant impact of my planning of a lesson.
I now understand that each lesson which I develop should aim to include the three
dimensions of pedagogy as outlined by the NSW Quality Teaching model (New South Wales
Department of Education and Communities, 2011). These dimensions are intellectual
quality, quality learning environment and significance. In order to ensure that every lesson I
teach is of high quality these things must be included. As a result I will strive to include as
many if not all elements of these three dimensions within all my lessons. This will enable me
to become an effective teacher and ensure that all my students gain the highest quality
education that they deserve.
As History is the process of inquiry into the past this learning strategy can be seen as a major
element of the History Curriculum (Australian Curriculum, 2013) (Board of Studies New
South Wales, 2009) (Taylor, Fahey, Kriewaldt, & Boon, 2012). The NSW History 7-10
Syllabus states that Inquiry-based learning provides students with opportunities to
investigate historical personalities, events and issues and develop the key competencies of
collecting, analysing and organising information and communicating ideas and information,
incorporating cross curriculum Information and Communication Technologies (ICT) skills

(Board of Studies NSW, 2006). This learning strategy can be implemented into all aspects of
the History curriculum. All outcomes and content in the New South Wales History 7- 10
syllabus for the New Curriculum are arranged in Depth Studies where they move into case
studies in Stage 6 Modern History syllabus, designed not to overlap further develop relevant
investigation, research and presentation skills (Board of Studies New South Wales, 2009) .
Gilbert and Hoepper (2011) define a depth study as a focused inquiry in which students
pursue a key question. Many topics in the new curriculum include theses key inquiry
questions allowing for the flexible use of the learning strategy. Through inquiry based
learning the students would construct their understanding of events in history. Inquirybased learning is not so much seeking the right answer but rather seeking appropriate
solution to problem or issue. Inquiry learning has many benefits for students especially in
Stage 6 as it enables students to integrate skills and content from all Key Learning Areas,
stimulating their interest, curiosity, imagination and engagement in class (Arnold, 2010)
(Australian Curriculum, 2013).
In each of the subject areas that fall in under the History umbrella a deep understanding of
the content is required in conjunction with a passion of the topic. As the thirst for
knowledge increases exponentially students need to know that although I may not know the
answer to all their questions I will possess the skills to be able to direct their questions to
find the answer, but not take the first answer they find but a range of primary and
secondary sources.


Arnold, D. (2010). Inquiry Learning: Making History Active. Ethos : Term 2, 2010, 20-25.
Australian Curriculum, A. a. (2013). History, Rationale. Retrieved from ACARA Australian
Curriculum, Assessment and Reporting Authority:
Authur-Kelly, M., Lyons, G., Butterfield, N., & Gordon, C. (2003). Classroom Management:
Creating Positive Learning Enviroments. South Melbourne: Cengage Learning
Australia .


Board of Studies New South Wales. (2009). Modern History Stage 6 Syllabus. Sydney: Board
of Studies NSW.
Board of Studies NSW. (2006). History Years 7-10 Syllabus. Sydney: Board of Studies.
Board of Studies NSW. (2012). History K-10 Syllabus for the Australian Curriculum. Sydney:
Board of Studies NSW.
Fozdar, F., Wilding, R., & Hawkins, M. (2012). Race and Ethnic Relations. South Melbourne:
Oxford University Press.
New South Wales Department of Education and Communities. (2011, November). Quality
Teaching in NSW Public Schools. Retrieved from Professional Learning and
Leadership Development:
Taylor, T., Fahey, C., Kriewaldt, J., & Boon, D. (2012). Place and Time: Explorations in
Teaching Geography and History. Frenchs Forest: Pearson Australia.