2) Select a year level

3) Align your learning experience with a particular curriculum descriptor from the HASS curriculum (School Curriculum and Standards Authority, [SCSA], 2018)

OR

PLEASE POST YOUR RESPONSE TO THE PADLET LINK IN THIS POST

• Use examples from both the ACARA and SCSA curricula to dispute or support this claim. 

• What things do you find helpful, problematic or puzzling?

• What might it mean for your classroom practice – planning, strategies, organisation, materials? 

  look like?

• How will you combat this in your classroom?

2) Name 5 HASS curriculum-related community/school problems that you may consider using as a research project to empower students.

3) Select one of the above, and use your collective HASS content knowledge and your knowledge of the use of curriculum to plan a research project for your chosen year level.

• Align your learning experience with a particular curriculum descriptor from the HASS curriculum (School Curriculum and Standards Authority, [SCSA], 2018)

• Describe the project (steps)

• Explain your project to the class

• Investigate one of the thinking routines

• Write the instructional steps down

• Write the purpose

• Create a HASS learning experience using your thinking routine to encourage Critical Thinking. (include the HASS curriculum descriptor)

• Both ACARA and SCSA focus on historical content, requiring students to memorize facts, events, and figures.

• Example (ACARA History): Year 9 History emphasizes events like World War II but doesn’t always encourage deep, critical inquiry into broader socio-political contexts or diverse perspectives.

• This approach may prioritize factual recall over critical, progressive analysis.

Political Influence on Curriculum Content:

• The ACARA curriculum has been criticized for political pressures affecting the way sensitive topics (e.g., Indigenous perspectives or colonial history) are presented.

• Example (SCSA History): British Colonization of Australia may be presented simplistically to avoid controversy, which limits progressive, open discussion about the impacts on Indigenous communities.

• This simplification can be seen as a way to appease certain societal groups, rather than promoting critical, progressive viewpoints.

Integration of Critical Thinking and Inquiry-Based Learning:

• Both curriculam emphasize historical skills and inquiry-based learning, which encourage students to critically analyze sources, reflect on events, and consider multiple perspectives.

• Example (ACARA History): In Year 6 History, students analyze the experiences of Australian migrants and the impact of migration, which promotes inquiry and progressive reflection on social issues.

• Inclusion of Diverse Perspectives and Social Issues:

  • SCSA’s curriculum encourages students to explore a range of cultural and global perspectives, promoting progressive social studies values.

  • Example (SCSA Geography): Year 7 Geography encourages students to study sustainability and human impact on the environment, fostering critical thinking about global challenges.

    
    

  • Support for Evans: Political influences and traditional content focus sometimes hinder progressive approaches in the curricula.

• Disagreement with Evans: There are still significant progressive elements, such as inquiry-based learning, critical thinking, and the exploration of contemporary social issues, within both the ACARA and SCSA curricula.

·     Make a list of classroom practices that you enjoyed/disliked in social studies at school.

·     Make another list of the qualities (things) you liked/disliked about your teachers.

Classroom Practices

I enjoyed:

• Engaging storytelling that made history feel alive

• Hands-on projects (e.g., creating maps, timelines, or dioramas)

• Watching documentaries or historical films

• Group discussions on current events and their historical context

• Excursions to museums or historical sites

• Inquiry-based learning (researching a topic and presenting findings)

I disliked:

• Memorising dates and facts without understanding context

• Long lectures with little student interaction

• Textbook reading and worksheet completion

• Tests

• Lack of real-world connections or relevance to today

• Sitting passively without opportunities for discussion or debate

Teacher Qualities

I liked:

• Passionate and enthusiastic about history/social studies

• Made lessons engaging and interactive

• Encouraged critical thinking and different perspectives

• Used humour and storytelling to make topics interesting

• Was approachable and encouraged questions

• Connected historical events to real-life situations

• Gave clear explanations and examples

• Created a positive, respectful classroom environment

I disliked:

• Monotone or uninspiring teaching style

• Overly strict or unapproachable

• Focused only on memorising instead of understanding

• Didn’t encourage student participation or discussion

• Unclear instructions or expectations

• Showed bias in presenting historical events

Practices I enjoyed:

o   Creating maps,

o   Creating timelines

o   Acting out a fake election

o   Creative projects, e.g. making pamphlets, posters, iMovie’s, etc.

Practices I disliked:

o   Having to memorise important dates

o   Reading and answer questions from a textbook

o   Lessons when the teacher just read off a PowerPoint

o   Having tests as all the assessments.

Make another list of the qualities (things) you liked/disliked about your teachers.

Qualities I liked:

o   When they would encourage debates and discussions

o   Allowing students to have their own opinions

o   When they explained how history affected today

o   When they were passionate about the topic they were teaching

o   When they had a good sense of humour.

o   When they were approachable

Qualities I disliked:

o   When they would talk the whole lesson and not make it engaging for the students

o   When they didn’t have a passion for the subject.

o   When they didn’t explain topics well

o   Overuse of worksheets

1. Interactive discussions

2. Group projects

3. Field trips

4. Debates and role-playing

5. Use of visual aids (maps, charts, videos)

6. Storytelling by the teacher

Things I Disliked in Social Studies:

1. Lecture-heavy classes

2. Overemphasis on memorization

3. Repetitive worksheets

4. Material disconnected from real-world issues

5. Limited group interaction

Qualities I Liked in Teachers:

1. Engaging and enthusiastic

2. Supportive and approachable

3. Clear explanations

4. Fair and consistent

5. Creative teaching methods

6. Patient and empathetic

Qualities I Disliked in Teachers:

1. Strict and unapproachable

2. Uninspiring lectures

3. Unclear expectations

4. Partiality or bias

5. Overly focused on discipline

6. Lack of flexibility in teaching methods

I enjoyed:

• I remember creating a timeline for an assignment/activity and I enjoyed doing this

• Creative assignments

• I enjoyed watching documentaries/videos

• Excursions

I disliked:

• I often felt that SOSE (HASS) was more about memorising dates, rather than learning contents

• Lots of similar worksheets

• Lots of textbook work

• Was a lot of copying notes from the board

Teacher qualities-

I liked:

• I liked how passionate he was about SOSE

• I liked how organised he was

• He did show genuine interest in our learning

• He gave us lots of feedback

I disliked:

• My teacher was quite stern, and he would always choose someone at random, this made me feel anxious

• He was quite strict, and had a very outdated style of teaching

• I disliked the level of homework required during year 8-10

Enjoyed

• Hands-on activities like working with maps

• Group discussions where we could share opinions

• Teachers telling stories to make history more interesting

• Watching videos or documentaries instead of just reading

• Games and quizzes

Disliked

• Memorising a bunch of dates and names with no real context

• Too much reading from textbooks

• Doing the same types of worksheets over and over

Make another list of the qualities (things) you liked/disliked about your teachers.

Liked:

• Made the subject exciting

• Encouraged discussions and listened to thoughts

• Used real-life examples that made things easier to understand

• Gave helpful feedback

• Supportive

Disliked:

• Super strict or unapproachable - felt like we couldn’t ask for help

• Obvious favouritism toward certain students

• Gave little to no feedback, so it was hard to know how to improve

Reviewing the ACARA and SCSA curricula we can appreciate the intention of learning the HASS curricular to create active and informed citizens of Australia. The Evans (2004) reading suggests interested parties and groups have keen interest in either progressing or stagnating (historic) the social studies curricular due to such aspects economic, political, environmental, social and cultural in the humanities and social sciences. The Western Australian Curriculum rationale states "Humanities and Social Sciences has a historical and contemporary focus, from personal to global contexts, and considers opportunities and challenges for the future (SCSA, 2014)" which still supports the idea of a particular conception of 'citizenship' and what it means to be good 'citizen' of Australia.

Overviewing the HASS - Scope and Sequence (SCSA, 2014) you can interrupt as viewed in the Evans (2004, pg3) reading Kliebvard's (1996) "interest groups theory" where we can view the historic Australian Colonialism as well as the Cross-Curricular priorities such as Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia's engagement with Asia and Sustainability which could be seen as progressive social studies aspects.

Other 'progressive' concepts that were considered how the Australian Curriculum (2014) has integrated a social education view by merging the Humanities and Social Science learning areas into four subjects:  Civics and Citizenship, Economics and Business, Geography and History rather then as social-science-as-separate-subjects (history, geography, government, economics, sociology and anthropology) that Thornton reading states can be the two differences in curricular for teaching and learning Social Studies or the Social Sciences.

The Western Australian HASS rationale also states;
 "By studying Humanities and Social Sciences, students will develop the ability to question; think critically; make decisions based on evidence; devise proposals for actions; and communicate effectively." & "Thinking about, reflecting on, and responding to issues requires an understanding of the key historical, geographical, political, legal, economic, business and societal factors involved, and how these different factors interrelate."

This view and institutional momentum in democracy approach as well as social reconstructionism in the encouragement for the learner to be active participate and respond in their own learning and better understanding the world around them and of the 21st century. 

This alienation lowers their productivity. This lowered productivity

This is observed in university tutorials where the teacher does all the talking and the rest of the students are disengaged i.e. this reflects the traditional teacher- centred pedagogy.

The first thing would be to get to know the diverse range of students and get an insight into their needs, interests, passions and experiences. The next step would be then to tailor the curriculum and meet the needs of the students. The students are more likely to be engaged and be willing to participate in the learning. This will then allow for a child-centred pedagogy.  

Key Democratic Values

-Student Agency and Voice

-Critical Thinking and Inquiry

-Equality and Inclusion

-Collaboration and Dialogue

-Social Responsibility and Justice

-Shared Decision-making

In relation to thee key values that underpin this pedagogy, this includes;

Student Voice and Agency: Shor believes that students should be active participants in their own learning. This means giving them the power to contribute to the curriculum, make choices, and shape their educational experiences. Their opinions, ideas, and experiences are valued in the learning process.

Critical Thinking: Students are encouraged to question, analyze, and critique the world around them. The goal is to move beyond rote learning and promote a deeper understanding of social, political, and cultural issues. This aligns with the broader goal of empowering students to become active, critical participants in democracy.

Empowerment: Democratic pedagogy seeks to empower students by providing them with the skills and confidence to take control of their learning and their lives. This empowerment is not only intellectual but also personal and political, as students are encouraged to become agents of change in society.

Empowering teaching, as I understand it, is about equipping students with the skills, confidence, and critical thinking abilities necessary to engage with the world meaningfully. In the context of HASS (Humanities and Social Sciences), this involves fostering inquiry, encouraging diverse perspectives, and developing students’ ability to analyze and interpret information independently.

One aspect I find particularly helpful is the emphasis on student agency. When students feel that their voices matter and that they can actively shape their learning experiences, they become more engaged and motivated. Inquiry-based learning, for example, aligns well with this method, since it enables students to investigate the real world issues, ask meaningful questions, and develop their own conclusions. However, a challenge I foresee is balancing student-led exploration with curriculum demands. Ensuring that students meet required learning outcomes while still fostering autonomy requires careful planning and scaffolding.

For my future classroom practice, empowering teaching will influence how I plan lessons, select materials, and implement strategies. I would incorporate more student-centered learning experiences, such as debates, role-plays, and project-based assessments, to encourage critical thinking and collaboration. Additionally, I would aim to use a diverse range of resources—including primary sources, multimedia, and case studies—to ensure students engage with multiple perspectives. Organisation-wise, I would strive to create an inclusive, discussion-friendly classroom environment where students feel safe to express their thoughts and challenge ideas respectfully.

Ultimately, empowering teaching in HASS is about developing students who can think critically, engage with society responsibly, and feel confident in their ability to contribute to the world around them.

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However, challenges include balancing student autonomy with curriculum requirements and supporting students who may need more structure. In classroom practice, this would involve flexible, student-centered planning, differentiated instruction, and offering diverse resources to cater to different learning preferences. Despite the challenges, empowering teaching promises to enhance student agency, engagement, and personal growth, making it a valuable approach for future teaching.

Values include:

• Student Participation & Voice

• Critical Thinking & Problem-Posing

• Teacher as Facilitator, Not Authority

• Social Relevance & Real-World Connection

• Collaborative Learning

• Equity & Inclusion

• Dialogue & Respect

• Freedom & Choice

• Social Justice Orientation

A major challenge lies in balancing the demands of the curriculum with student-led inquiry. Traditional assessments often emphasise factual recall, which can hinder deep engagement. Additionally, some students may find it difficult to question authority or participate actively if they are accustomed to a passive learning style.

This approach transforms my planning, strategies, and resources. By incorporating inquiry-based learning, case studies, and role-playing, students can actively construct knowledge. Utilising diverse and representative materials ensures that students encounter various perspectives, while a flexible classroom environment encourages student contributions.

Ultimately, empowering education equips students to think critically, challenge assumptions, and become engaged citizens. Although it necessitates thoughtful scaffolding, its ability to foster meaningful and engaged learning makes it a compelling method for HASS education.

Such as questioning and researching; analysing; evaluating; communicating and reflecting.

This disputes the claim by showing the drastic change in curriculum since the 1900s. We are now teaching students to be curios about the world around them, and become advocates in society. I think these skills are very student centred.

·         Student engagement

Encourage educators to find resources/ plan learning activities that:

Draw on student’s personal experiences and interests

Build, extend, challenge perceptions

Explore other viewpoints

Involve past, present, future

Develop and make informed choices

Authentic real world contexts

Problem solving through discussions

Learning outside the classroom

Develop transferrable skills to other learning areas

Contribute to general capabilities and cross curriculum opportunities

Another student centred approach to thinking about the types of learning activities implemented in the classroom.

·         Ways of Teaching

Particularly for assessments: encouraged to answer reflective questions for educators and refer to the Judging Standards as examples

Provides examples of assessment for educators – large library of strategies

Assessment will be heavily influenced by the what and how of teaching social sciences. Educators are encouraged to think deeply about how they are assessing students’ understanding and move away from rigid testing

Shor (1992) describes a performance strike as “An unorganised mass refusal to perform well” (p 35). They have expressed that the lack of participation impacts the classroom negatively, often resulting in isolation, lowers productivity, a lack of motivation, thus an unhappy classroom environment.  

I believe that in the 21^st century, the prevalence of motivation and engagement has been at the core of teacher anxiety. I see it during placement, on social media and the attitudes to education from my younger family members. Often this looks like teacher-centred lessons, and at times the unpredictability of student’s behaviour and perceptions of certain subjects.

In order to combat this, I think it would be beneficial to really take the time to get to know the students and use this as a reflection on attaining engagement and motivation for all subjects. One advice that I had taken to heart is the idea of ‘experiencing success’ and giving students this opportunity will help them realise that although learning doesn’t have to be a linear journey, it can also be enjoyable through trial and error.

Helpful aspects of the approach is the encouragement of connecting unit content to student lives and their interests. This approach of making information more relevant and interesting to the students’ learning allows for an enriched learning experience. When students have high levels of interest in the content they are learning, they innately become more autonomous in their learning and seeking of new information. Students who display high levels of autonomy over their learning are able to work both individually and in group settings to a high standard of capability.

Within personal classroom practice, the adoption of empowered teaching encompasses knowing the students you teach, their interests, and current happenings in their world. This is in order to successfully plan a lesson with content that has been modified in order to be applicable to their lives. Gradual release of responsibility may present opportunities to engage learners, whilst developing their autonomy as individual and group learners.

Key principles of democratic pedagogy include student voice and choice, allowing learners to contribute ideas and direct aspects of their learning, collaborative learning, encouraging inclusivity and respect for diverse viewpoints. Inquiry-based learning promotes curiosity and deeper exploration of meaningful topics, while social and historical awareness encourages connections to real-world issues. Additionally, empowerment and agency help students recognise their ability to contribute meaningfully to their communities. By embedding democratic values in education, teachers create a classroom culture built on equity, participation, and shared responsibility, ensuring that all students feel heard, respected, and empowered in their learning journey.

Key democratic values include:

1. Equality: Ensuring all voices are heard and respected.

2. Participation: Involving students in decision-making.

3. Critical Thinking: Encouraging questioning of knowledge and power structures.

4. Collaboration: Creating a classroom culture of mutual respect and collective problem-solving.

5. Social Justice: Addressing inequities and valuing diverse perspectives.

This approach aims to empower students academically and as active societal participants.

Death by PowerPoint! I have seen and experienced professional development and been in classes where meaningful student involvement was not included or required.  Motivation and investment with the content was very minimal. Productivity was often very low.

I would combat this in the classroom by planning lessons that incorporates real, and purposeful student engagement. Giving context and allowing students to understand the relevance of the task will also be a component I’d incorporate.

Shor, I. (1992). Empowering education : critical teaching for social change. The University Of Chicago Press.

‌

Enjoyed:

• Watching the documentary and seeing the visuals, then doing the work on that.

• group discussion and engaging in debates or different opinions.

• Hands on work where we had something to show for our hard work.

• Projects where we could choose towards our interest rather then a test.

Disliked:

• Textbooks and reading long texts

• Tests

• Lack of connection to why this is important to learn for our current lives

Teacher qualities:

• Had a depth of knowledge about a broad range of topics where a classroom conversation could happen at any point about something interesting that has come up.

• Engaging, allowing healthy discussions while controlling the class.

• Related everything back to why this is important to learn and the impact it had on our lives today.

• Had mutual respect for all students

disliked:

• A know it teaching approach

• Only focused on what the teacher is interested in and not the class.

• lessons are based on learning information for a test.

• unorganised and lessons felt like they lacked meaning

Key democratic values:

• critical thinking

• shared decision making

• shared opinions

• open communication

2) Select a year level

3) Align your learning experience with a particular curriculum descriptor from the HASS curriculum (School Curriculum and Standards Authority, [SCSA], 2018)

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I enjoyed:

• Participating in group discussions and debates that allowed me to hear multiple perspectives on historical events and social issues.

• Engaging in mock trials, government simulations, or historical reenactments.

• Teachers presenting history as a compelling story rather than a collection of isolated facts.

• Examining historical documents, letters, and diaries.

• Using documentaries, historical films, and digital resources to enhance engagement and comprehension.

I disliked:

• Lessons that relied heavily on long lectures with minimal opportunity for interaction or engagement.

• Limiting learning to textbook readings without discussions or activities.

• Rushing through complex topics without needed expansion.

• Failing to draw connections between historical events and their implications/ effects.

• Minimising hands-on or inquiry-based learning opportunities in favour of passive learning approaches.

Make another list of the qualities (things) you liked/disliked about your teachers.

I liked:

• When teachers demonstrated enthusiasm for the subject (made the lesson more engaging/meaningful).

• Open-ended questioning rather than just note-taking and memorisation.

• Teachers who fostered a positive and inclusive learning environment where students felt comfortable asking questions and sharing ideas.

• Teachers who valued student perspectives and created an environment where diverse viewpoints were acknowledged and discussed.

• Teachers who were able to understand that learning is not linear, and so if things needed to be explained a different way or revisited from a different perspective, they were able to adapt to this to benefit student learning.

I Disliked:

• When content was delivered in a monotonous manner, relying heavily on PowerPoint presentations or textbook readings without interactive elements to lessons.

• Teachers who did not care for or acknowledge student questions and critical thinking.

• Teachers that created an environment where students felt uncomfortable seeking clarification or expressing their thoughts due to past judgements or comments.

• Demonstrated preferential treatment toward certain students, leading to inequities in classroom dynamics.

Shor’s concept of democratic pedagogy is rooted in critical pedagogy and emphasises student participation and critical inquiry. Rather than viewing education as a domino-like transmission of knowledge, Shor advocates for a learning environment where students and teachers co-construct knowledge through dialogue and active engagement. This approach challenges the traditional authoritarian structure of classrooms by promoting student agency, encouraging questioning, and fostering a sense of shared responsibility in the learning process. A key element of democratic pedagogy is its responsiveness to students’ lived experiences, ensuring that learning is relevant and empowering. The purpose of this model is to seek to cultivate critical consciousness, where learners reflect on social structures and their own roles within them.

What are the key democratic values that underpin this technology?

The foundation of democratic pedagogy is built upon core democratic values such as:

• Equality

• Freedom of Expression

• Participation

• Social Responsibility

  
  

  These values ensure that all students, regardless of background, have an opportunity to contribute to their learning experience in a meaningful way. Freedom of thought and expression encourages open discussions, allowing diverse perspectives to be heard and critically examined. Participation and engagement ensure that learning is not passive but rather an interactive and collaborative process. In addition to this, democratic pedagogy promotes social responsibility by equipping students with the knowledge and skills necessary to engage with and challenge injustices in society. Central to this framework is the development of critical consciousness, inspired by Paulo Freire, which encourages learners to recognise and challenge oppressive systems while envisioning a more just and equitable society.

Problem Posing: Contrasts with the traditional "banking model" of education, where teachers deposit information into passive students.

• Encourages a dialogical relationship between teachers and students, positioning both as co-investigators of knowledge.

• Focuses on critical reflection and action, enabling students to question and transform their realities

Situated Learning: Learning that occurs within and is relevant to the context of students' lives and experiences.

• Connects academic content to real-world situations, making learning more meaningful and applicable.

Multicultural Education: Recognises and values diverse cultural backgrounds within the learning environment.

• Integrates multiple perspectives into the curriculum, promoting inclusivity and equity.

One advantage is that it fosters deeper understanding and engagement. However, a challenge is balancing student autonomy with curriculum requirements while ensuring that those needing more structure feel supported.

In practice, this involves using inquiry-based learning, flexible lesson plans, and differentiated instruction. Providing clear guidance, structured support, and diverse resources helps create an inclusive and effective learning environment.

I have seen this in university tutorials where students do not actively participate in discussions. It also happens in schools where students lose interest in certain subjects and are unmotivated to learn.

To prevent this in my classroom, I would take the time to understand my students—their interests, strengths, and learning needs. Students will feel more involved and willing to participate by making lessons more relevant and interactive. I would also encourage a positive learning environment where students feel successful and see mistakes as part of learning. This way, they stay motivated and engaged in their education.

Key values include equality, where everyone can contribute, participation in decisions, freedom to express ideas, teamwork, and critical thinking to understand the world.

Monique Della Bona - Monday 10:30-12:30

Shor explains the importance of collaboration and participation acting as a vital tool in the learning process. Helping build an environment where students can be active participates in their learnings.

What are the key democratic values that underpin this pedagogy?

Encouraging active participation in discussions to get students to contribute. Giving students the freedom to express themselves, especially when collaborating and implementing peer teaching and cooperative learning. Another key value in guiding students to think critically.

• Group discussions and debates.

• Mock trials and historical reenactments.

• Learning history as a story, not just facts.

• Analyzing historical documents.

• Using documentaries and digital resources.

Classroom Practices I Disliked:

• Long, boring lectures with no interaction.

• Only using textbooks without activities.

• Rushing through difficult topics.

• Not connecting history to real life.

• Too much passive learning, not enough hands-on activities.

Qualities I Liked in My Teachers:

• Passionate and engaging.

• Encouraged questions and discussions.

• Created a positive, inclusive environment.

• Valued student opinions.

• Adapted lessons to help students understand better.

Qualities I Disliked in My Teachers:

• Boring and monotone teaching.

• Ignored student questions.

• Made students feel uncomfortable asking for help.

• Showed favouritism.

Strategies that support students when using a problem posing approach.

-            Small group work

-            Gallery Walk

-            Inquiry based learning

-            Role playing

-            Critical analysis

Resources that students use.

-            News Articles

-            Gallery Walk

-            Real world examples

·        How can we use current affairs to engage students in problem-posing?

Using current affairs helps engage students in the learning process as it has relevance to them in their personal lives. Engaging students in critical discussions that can change the way they view the world is one benefit of using real world affairs.

For example, the cyclone that is happening in the eastern states. Having students find what could have caused cyclone Alfred, what the impact that humans have on the weather and how global warming is changing our weather patterns. Creating inquiry led tasks, collaborative discussions and addressing issues related to our country will engage students and they can potentially deepen their learning by talking about it in their home too as it could appear in conversation.

Using the higher order questioning encourages the thinking and critical reflections as Shor suggests as the problem posing learning approach. Fostering the open conversations and active learning ensures students are agents of change and creates a new way of thinking.

What I Enjoyed:

1. Interactive Discussions: I loved when we had group discussions about historical events or social issues. It made me think critically and see different perspectives.

2. Project-Based Learning: Creating presentations or posters about historical figures or events made the content more engaging and allowed me to be more creative.

3. Role-Playing Activities: When we acted out historical events or played the roles of historical figures, it was a fun and immersive way to understand the material.

4. Debates and Simulations: Debating controversial topics in history or simulating scenarios, like a UN meeting, helped me develop my argumentation and public speaking skills.

5. Field Trips: Visiting museums, historical sites, or even local government buildings brought history to life and allowed me to experience the subject firsthand.

   
   

What I Disliked:

1. Lecture-Heavy Classes: When the teacher would lecture without much student interaction, it felt less engaging and often led to me zoning out.

2. Too Much Focus on Memorisation: I didn't enjoy classes focusing too much on memorizing dates, facts, and names rather than understanding the bigger picture or context.

3. Standardized Testing: Social studies tests about multiple-choice questions never captured my actual understanding of the subject.

4. One-Dimensional Perspectives: When the curriculum didn't include multiple perspectives (e.g., different cultural viewpoints or voices of marginalised groups), it made the subject feel incomplete.

5. Lack of Current Events: I wished we had discussed more modern issues and their connection to history, as I sometimes felt the material was disconnected from real life.

Qualities of Teachers I Liked/Disliked:

What I Liked:

1. Engaging and Passionate: I loved teachers who showed excitement about the subject. Their enthusiasm made learning feel like an adventure, and I was more motivated to dive deeper into the material.

2. Approachability: Teachers who were open and approachable made it easier to ask questions or express confusion, which helped me understand concepts better.

3. Creativity: I admired teachers who used various teaching methods, from hands-on activities to multimedia, making lessons more dynamic and engaging.

4. Empathy: Teachers who understood that students had different learning styles and were patient and supportive in helping each of us succeed were the best.

5. Encouraging Critical Thinking: I liked when teachers encouraged us to think critically about history and social issues, pushing us to question the "why" behind events and not just memorize facts.

   
   

What I Disliked:

1. Overly Strict: Teachers who were rigid with rules and gave little room for creativity or personal expression in assignments made the classroom feel stifling.

2. Lack of Feedback: Teachers who didn't provide feedback or let us know where we could improve left me unsure about my progress and how to grow.

3. Unclear Expectations: When teachers didn't clarify their expectations for assignments or projects, it often led to confusion and frustration.

4. Favouritism: It was frustrating when certain students were given preferential treatment or more opportunities simply because of personal biases rather than merit.

5. Monotony: Teachers who followed the same routine without variation (always lectures, always quizzes) made the subject feel like a chore rather than an exciting learning experience.

   
   

Both the classroom practices and teachers' qualities shaped my attitude toward social studies, making me realise how much the environment and teaching methods can influence a student's love for a subject!

Empowering teaching is a pedagogical approach that enables students to take control of their learning, develop critical thinking skills, and feel confident in applying their knowledge to real-world contexts. As a future Humanities and Social Sciences (H & SS) teacher, empowering teaching is a method of instruction and a mindset that influences how I approach my students, their needs, and the material I teach.

What I Find Helpful:

One of the most helpful aspects of empowering teaching is the focus on student agency. Allowing students to have a voice in their learning process, whether through selecting topics of interest, working collaboratively, or engaging in discussions, creates a sense of ownership over their education. This is especially important in H&SS subjects, where students must think critically about social issues, history, and human behaviour. Giving them the space to explore these issues independently while guiding them helps develop their problem-solving skills and prepares them to be active, informed citizens.

Another helpful aspect is the emphasis on critical thinking. In H&SS subjects, empowering teaching helps students understand facts and critically analyse them, question assumptions, and consider multiple viewpoints. This is particularly useful in fostering an understanding of diverse perspectives, whether in history or social issues. By encouraging students to challenge existing narratives and engage with complex topics, I can help them become independent thinkers who can navigate a rapidly changing world.

What I Find Problematic or Puzzling:

While empowering teaching is beneficial in many ways, I find it challenging to balance curriculum requirements and standardised testing. Empowering students often involves a more flexible, student-centred approach, but in many educational systems, teachers are still required to meet specific curriculum goals and prepare students for standardised assessments. Finding a way to blend these two—student empowerment and adherence to curriculum standards—can be tricky.

Additionally, empowering students requires significant time and effort to plan and create engaging, student-centred activities, which can be demanding, especially when faced with larger class sizes or limited resources.

Another area that I find puzzling is how to ensure inclusivity in empowering teaching. It is essential that all students, regardless of their background, ability, or learning style, feel empowered. This means that teaching strategies need to be adaptable and responsive.

However, in a diverse classroom, it can be not easy to implement an approach that empowers everyone equally. Some students may need more structure and guidance than others, and finding a balance between providing autonomy and ensuring every student has the support they need can be tricky.

Implications for My Classroom Practice:

• Planning: Empowering teaching will require flexible lesson planning that allows for student choice. For example, I might design lessons around inquiry-based projects, where students select a topic of interest within the H&SS curriculum (e.g., a historical event, social issue, or cultural study) and then work collaboratively to research, analyse, and present their findings. Planning also needs to incorporate differentiated strategies, ensuring that I cater to diverse learning needs and support students who may struggle with more independent work.

• Strategies: The teaching strategies I would employ would focus on active learning techniques, such as group discussions, debates, problem-solving tasks, and project-based learning. Encouraging students to collaborate and share their perspectives helps foster a more interactive and empowering classroom environment. Additionally, I would incorporate formative assessments, such as peer reviews or self-assessments, that allow students to reflect on their progress and take ownership of their learning.

• Organisation: In terms of classroom organisation, I aim for a more flexible, open environment. Desks may be arranged in clusters for group work, or areas might be designated for individual research and reflection. This type of organisation supports collaboration and allows for various teaching methods, from group activities to independent study. I would also ensure that there are accessible materials that cater to different learning styles, such as visual aids, multimedia resources, and hands-on activities.

• Materials: The materials I use reflect a commitment to empowering students. I would integrate diverse resources, such as primary source documents, multimedia content (videos, podcasts), and digital tools (interactive websites, digital platforms for collaboration) to provide students with various ways to engage with the content. I also encourage students to find and bring in their own materials, like news articles, podcasts, or books related to a topic we're studying, fostering an environment where they feel responsible for their own learning journey.

  
  

In conclusion, empowering teaching holds immense potential for me as a future H&SS teacher. It allows me to create an inclusive and dynamic learning environment where students can think critically, engage deeply with content, and take ownership of their education. However, it requires careful planning, balance, and adaptability to meet the diverse needs of students while staying aligned with curriculum goals. Despite its challenges, the potential impact of empowering students in their learning process makes it a powerful approach that will inform my practice as a teacher.

Key values:

• Respect for different and diverse points of views and perspectives

• Active participation and collaboration

• Critical thinking and shared decision-making

• Equity and social justice

• Open communication

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• Make a list of classroom practices that you enjoyed/disliked in social studies at school.

• Make another list of the qualities (things) you liked/disliked about your teachers.

Classroom Practices I Enjoyed in Social Studies

• Facilitated Discussions and Debates – I enjoyed lessons where students could engage in open discussions and debates. These activities encouraged deeper engagement with historical and social topics, allowing different perspectives to be heard and analysed. Through debates, I developed critical thinking skills and learnt how to construct arguments based on evidence.

• Use of Diverse Resources – Lessons that integrated a variety of resources, such as primary and secondary sources, documentaries, news articles, and multimedia, make learning more engaging. These resources provided multiple perspectives on historical and contemporary issues, making it easier to critically evaluate information rather than relying solely on a single textbook.

• Lessons That Connected to Real-World Issues – When teachers linked historical events to current social and political issues, it made the subject more relevant. Learning about historical injustices, for example, became more meaningful when we discussed their impact on modern society.

• Encouragement of Multiple Perspectives – I enjoyed lessons where different interpretations of history or social issues were explored rather than being presented with a single, unquestioned narrative. This allowed for a more nuanced understanding of historical events.

Classroom Practices I Disliked in Social Studies

• Worksheet-Based Learning – I found activities that required answering questions directly from textbooks or worksheets to be uninspiring. These tasks often focused on surface-level recall rather than encouraging deeper analysis and understanding.

• Lectures That Were Pure ‘Info-Dumping’ – When lessons were structured as one-way lectures filled with excessive information, it became overwhelming and difficult to retain. Without opportunities to engage with the content through discussion or questioning, these lessons felt passive and disengaging.

• Rigid, Textbook-Only Learning – Relying solely on a textbook as the primary resource limited exposure to diverse perspectives. The absence of alternative sources meant that topics were often presented in a simplistic or biased way without room for critique.

• Lack of Interactive or Inquiry-Based Learning – When lessons focused solely on delivering content without allowing students to explore topics independently, it felt like we were just memorising facts rather than understanding their significance.

Qualities I Liked in My Social Studies Teachers

• Used Real-World Scenarios to Connect with the Topic – The best teachers made learning meaningful by linking historical and social studies concepts to current events. This approach helped bridge the gap between theory and real-life application, making lessons more engaging and relevant.

• Incorporated Multiple Teaching Methods – Teachers who used a mix of teaching strategies—such as videos, role-playing activities, case studies, and discussions—made lessons more dynamic and accessible for different learning styles.

• Encouraged Critical Thinking – I appreciated teachers who pushed students to question existing ideas, challenge dominant narratives, and form their own opinions based on evidence. Rather than just delivering information, they guided us in analysing and debating different perspectives.

• Created an Open and Inclusive Learning Environment – Teachers who valued student input and encouraged discussions made the classroom feel like a space for genuine learning rather than just following a rigid curriculum.

Qualities I Disliked in My Social Studies Teachers

• Disregarded Student Input and Critique – Some teachers dismissed student questions or critiques of the teaching method. When students raised concerns about the way topics were being taught or questioned the bias in certain materials, these discussions were often shut down rather than explored.

• Dismissed Alternative Learning Needs – Teachers who were unwilling to adapt their teaching for students who needed different learning methods made it difficult for some students to engage with the content. This lack of flexibility created unnecessary barriers to understanding.

• Focused on Rote Memorisation – Teachers who placed excessive emphasis on memorising dates, definitions, and facts without encouraging deeper analysis made learning feel mechanical and detached from critical thinking.

• Dismissed Relevant Student Opinions or Questions – When students asked thoughtful questions that were relevant to the topic, some teachers would dismiss them instead of using them as an opportunity for deeper discussion. This discouraged curiosity and critical engagement with the subject matter.

A performance strike occurs when students withdraw and disengage from classroom activities and the learning process as a means of challenging authority within the learning process due to factors such as lack of student-centred learning or overall disconnection to learning. These actions of 'performance strikes' can be through declining participation, feigning confusion and/or exerting minimal effort throughout their learning which are a often direct reaction to students feeling like they are not valued; where students feel that their voices, experiences and perspectives are undervalued.

2. Have you seen evidence of this, and if so, what does it look like?

From my own experiences as a Student Teacher undertaking prac, I have observed it happening, even during my own lessons. However, what it looks like in the classroom is dependent on the specific trigger that caused it. One specific way it could present in the classroom is by disrupting the class and the lesson that is occurring by misbehaving and acting up as a 'class clown', as well as voicing out their boredom. Although these behaviours and attitudes are often responses to students feeling undervalued or not included in the classroom, these actions can also be done as a form of retaliation to the teacher when student/s behaviours are reinforced and corrected.

3. How will you combat this in your classroom?

Ways of addressing performance strikes in the classroom are dependent on many factors, including the class culture and the specific needs of the students. In addressing such strikes, some teaching practices that can be used are:

• Creating lessons that incorporate students' interests, and providing a variety of learning experiences that encourage learning through self-exploration. However, it is important to add that this approach is not only for addressing and combating student strikes, as this is fundamental to being a teacher and ensuring that learning is student-centred.

• Positive reinforcement as a form of correcting negative behaviour is also a good approach to adopt in practice as it corrects behaviour without giving out time-outs or negative consequences that can further fuel the student's desire to perform a 'strike'.

• Allowing students to discuss their own experiences and feelings is also crucial, as students are also children and may simply not know what their boundaries are. As a teacher, it would be important to hear out every student and first understand where they are coming from, and also explain and discuss with them why you, as a teacher, had acted a certain way towards them. This also benefits the overall class culture as it can correct misbehaviour by preventing it from happening again.

Situated learning ensures that education is surrounded by students’ real-world experiences and cultural contexts. According to Lave and Wenger, learning occurs through authentic tasks and community-based interactions. The teacher acts as a facilitator, helping students connect their experiences with academic concepts rather than just delivering information.

Multicultural learning is embedded within problem-posing and situated approaches by recognising and valuing students' diverse backgrounds. Shor emphasises that when education is based on students' language and experiences, their cultures become an integral part of the curriculum. This approach adapts cultural inclusivity, equity, and critical reflection by exploring knowledge from multiple perspectives. Ooka Pang illustrates how themes of justice and equity can be integrated into primary education, making multicultural learning an active and transformative process.

Enjoyed:

• Watching documentaries and films about history.

• Whole class/ group discussions.

• Hands-on projects (timelines, dioramas, posters, maps).

• Roleplay (different historical events, political debates).

Disliked:

• Listening to the teacher read off a PowerPoint for the whole lesson.

• Doing worksheets all lesson with minimal discussion.

• Assessments/ tests.

Make another list of the qualities (things) you liked/ disliked about your teachers.

Liked:

• The passion and enthusiasm for what they were teaching.

• Letting us have a go first and then helping/ correcting along the way.

• Encouragement for discussions.

• The in-depth explanations.

• Feedback

Disliked:

• No enthusiasm for what they're teaching.

• Lack of encouragement and engagement in lessons.

• Being unapproachable.

• Teaching using only one way or with one idea/ perspective about a topic.

-              Recognising cultural diversity and its impact on society

-              Various perspectives beyond students own experiences

-              Research skills to explore backgrounds and global issues

-              Empathy and social awareness

-              Communication skills

-              Critical thinking

-              Respect for cultural differences

-              Open mindedness

-              Ethical understanding

-              Cultural sensitivity

Teaching and learning strategies:

Inquiry based learning- exploring topics through research, discussions and reflections

Case studies and personal stories- biographies or historical events can help bring lessons to life and make them more relatable

Collaborative learning- group discussions and debates encourage active participation

Guest speakers and members of the community- different cultural communities to share their experiences

Using a resource such as fashion/clothes allows for discussions about comparison and similarities of the fashion/clothes between cultures and/or throughout history. this resource could be shown through images or by having physical clothes for students to explore, comment on, and pose questions. 

• New found knowledge and understanding of culture- what it is, how it influences beliefs, identities, etc.

• awareness of diversity and inclusion.

• critical thinking, communication, use of media, collaboration.

• Empathy.

• respect for diversity.

• cultrual appreciation

Q2:

• Collaboration- having whole class discussions, group projects, partner work, think-pair-share, gallery walks.

• Inquiry based learning- use primary and secondary sources for research, posing different questions, peer and self reflections.

• Watching documentaries with a follow up task on creating a project based around the documentary and something significant from it (posters, dioramas, speeches, videos, roleplay etc).

Dialogic education is all about learning through open conversations where everyone’s ideas are valued. Instead of just listening to a teacher talk, students and teachers chat, ask questions, and build knowledge together. It’s more about thinking and understanding than just memorising facts.

2)

This is pretty different from the traditional “banking” approach, where the teacher just dumps information into students like they’re empty containers. In that method, students are expected to just take it in without questioning or contributing. Dialogic education flips that—it’s way more interactive and helps students engage with what they’re learning.

There are a few key differences between dialogical education and the 'banking' approach. In dialogical education, the teacher acts as a facilitator rather than an authoritarian figure, guiding students to actively participate in discussions and critically engage with content (Freire, 1970; Shor, 1992). Students and teachers co-construct knowledge by drawing on students' experiences rather than treating it as fixed information to be memorized. The learning process is interactive and inquiry-based, encouraging questioning and problem-solving rather than passive absorption of knowledge. Meanwhile, the banking approach focuses on compliance and rote learning rather than empowering and transforming students by promoting critical thinking and social engagement, as dialogical education does (Freire, 1970).

Dialogic education is a teaching and learning approach that emphasizes dialogue, collaboration, and critical thinking. Rooted in the work of theorists like Paulo Freire and Robin Alexander, dialogic education involves open-ended discussions where students and teachers engage in meaningful conversations to co-construct knowledge. This approach values student voice, active participation, and reasoning, encouraging learners to explore multiple perspectives and deepen their understanding through inquiry and reflection.

How Does Dialogic Education Differ from Traditional ‘Banking’ Approaches?

The ‘banking’ model of education, a concept introduced by Paulo Freire, treats students as passive recipients of knowledge. In this approach, teachers act as knowledge holders who deposit information into students’ minds, expecting them to memorize and reproduce it. The focus is on transmission rather than transformation, limiting students' critical thinking and engagement.

Dialogic education is a method of teaching that centres around dialogue, interaction and shared meaning-making between teachers and students, allowing students to be co-constructors of their knowledge. Rather than viewing learning as the passive reception of knowledge, dialogic education encourages active participation, where students engage in discussions, question ideas, and collaboratively construct understanding.

An important part of dialogic education is its focus on open-ended dialogue, where learning takes place through meaningful conversations rather than one-way instruction. This encourages exploratory talk, in which both teachers and students deepen their ideas.

How does dialogic education differ from traditional ‘banking’ approaches?

Dialogic pedagogy is distinct from Paulo Freire's banking model, where knowledge is passively 'deposited' into students by an authoritarian teacher. Instead, dialogic pedagogy positions the teacher as a facilitator and promotes inquiry-based learning through discussion and critical questioning. Unlike the transmission of fixed knowledge in the banking model, dialogic pedagogy promotes collaborative knowledge construction and redistributes power to promote student agency and higher-order thinking. This model honours dialogue, inquiry, and respect for each other, enabling students to take ownership of their learning and develop skills that go beyond memorisation.

Barriers to dialogic education: The obstacles to dialogic education are the pressure to cover all curriculum content through unpredictable student dialogue, teachers' reluctance to give up control over lesson flow, and the need to divide time between teacher-led learning and student participation in conversation.

The teacher's role: The teacher's role within dialogic education is to facilitate opportunities for class discussion where the students are encouraged to share their knowledge, explore ideas and engage in reasoned arguments to co-construct knowledge.

The student's role: The student's role within dialogic education is to think and question ideas, explore different points of view, and construct knowledge through conversations with peers and student-led discussions.

Differences between dialogic education and traditional 'banking' approaches:

Dialogic education places emphasis on student led inquiry, where students are encouraged to be active agents in their learning and the teacher takes on the role as a facilitator. 'Banking' approaches focuses on teacher-centred instructions where students are required to passively receive information and rote learn content - students are viewed as empty vessels that can be filled with knowledge.

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“See, Think, Wonder” can work well. Students first describe what they see in the pictures or read in the text, then think about what it means, and finally, ask questions about what they wonder or want to learn more about.

We can use picture books to...

• generate questions about topics

• introduce new ideas and concepts

• engage students in new topics

• generate student-teacher discussions (debates, brainstorms, think-pair-shares)

• Which thinking routine best benefits students' critical thinking when using "Welcome to Country as our resource? Use the "Thinking Routines Matrix" on LMS.

Introducing and exploring - story books are a great way to capture children's attention and stimulate curiosity about a topic. It's also a good way to ask questions that can help us further explore the topic later (Whether these are questions from students or teachers).

Perceptive thinking - Discussing the story afterwards, including students' responses and interpretations, is a good way to see things from different perspectives, which enhances critical thinking.

Key democratic values underpinning this approach include equity and inclusion, ensuring diverse perspectives are valued: critical inquiry, encouraging students to question dominant narratives; and participation, where student voices shape learning.

Shor also emphasises social responsibility, linking education to real-world issues, and student agency, empowering learners to take ownership of their knowledge. This approach aims to create engaged, thoughtful citizens who can navigate and transform society..

• Awareness of Aboriginal perspectives and contributions

• Critical thinking and analysis of different cultural perspectives

• Communication skills to discuss and reflect on cultural issues

• Empathy

• Respect for different cultures and viewpoints

• Inclusivity of diversity

Teaching and Learning Strategies

• Cooperative learning- Think-pair-share, jigsaw and group investigations

• Experiential learning

• Multimedia and digital tools

• Explicit teaching and scaffolding

• Inquiry based learning

• Understanding of cultural complexity and diversity in daily life.

• Awareness of power structures, political interests, and social norms.

• Insight into historical and contemporary social issues.

• Critical thinking and inquiry - analysing cultural artefacts, texts, and media.

• Research and interpretation - investigating social issues and different perspectives.

• Discussion and debate - engaging in meaningful conversations about societal topics.

• Collaboration - working with peers to construct knowledge and solve problems.

• Active citizenship - recognising the role individuals play in shaping society.

• Social responsibility - understanding and addressing issues such as justice and equity.

Question 2:

• Inquiry-Based Learning: Encourages questioning and exploration.

• Project-Based Learning: Solving real-world problems.

• Discussions & Debates: Encourages dialogue on social issues (e.g. Indigenous reconciliation).

• Experiential Learning: Hands-on activities (e.g. museum visits).

• Multimodal Resources: Using videos, texts, and digital tools for engagement.

I enjoyed:

• Creative based tasks, especially writing and imagination focused

• Group exercises and discussions.

• Classroom debates

• Excursions - especially when they were interactive

I disliked:

• Being called out when I didnt know an answer. I was not a fan of public speaking in school.

• Lectures or explicit teaching moments, I found hands on appraoches more engaging

• Unclear expectations - I liked to know what was expected of me in tasks and assessments

• A student-centred, teacher-guided approach.

• Encourages open discussion, critical thinking, and active participation.

• Knowledge is co-developed by teachers and students.

• Balances teacher authority and student input.

• Promotes democratic participation and inquiry-based learning.

2. How Does Dialogic Education Differ from Traditional 'Banking' Approaches?

Dialogic Education:

• Knowledge is co-constructed through discussion and inquiry.

• Encourages critical thinking and questioning.

• Students are active participants in learning.

• Flexible and responsive to student ideas.

• Empower students to challenge ideas and think independently.

Banking Approach:

• Teacher deposits knowledge into passive students.

• Focuses on memorisation and repetition.

• Students are passive receivers of information.

• Fixed and rigid curriculum delivery.

• Reinforces authority and compliance.

• Exploring cultural significance: encourage students to think critically about the importance of the "Welcome to Country" ceremony. Ask questions like, why is it important to acknowledge the land? or how does this practice connect to respect and culture? This helps students think about cultural traditions and their significance.

• Identifying values and perspectives: have students explore how different cultures might have different ways of greeting or showing respect. Prompt them with questions like, what do you think a welcome looks like in other cultures? This encourages perspective taking and respect for diversity.

• Making Connections to Personal Experience: Ask students to reflect on their own experiences of being welcomed or showing respect. This could prompt critical thinking about what it means to feel included and respected.

• Discussing the Impact of Colonisation: Older primary students can critically examine the historical context of Indigenous land and the impact of colonisation. Questions such as what does it mean when land is taken from its people? can stimulate deeper reflection on historical and contemporary issues.

  
  

2. Thinking Routine

The See-Think-Wonder routine fosters critical thinking when using "Welcome to Country" as a resource.

• See: Encourage students to look closely at the illustrations and words in the book, describing what they see, such as the symbols or the people in the images. This step helps students to observe and engage with the content deeply.

• Think: Have students discuss what they think the author might be trying to convey, such as the significance of land or cultural practices. They could explore the meaning behind the imagery and text, linking it to broader cultural and social concepts.

• Wonder: Prompt students to ask questions about the story, such as why do we need to respect the land? or what happens if we don't acknowledge the traditional owners of the land? This invites curiosity and deepens their understanding by prompting them to think beyond the text and explore related issues.

• Welcome to Country encourages inquiry by prompting students to think about Indigenous cultures, traditions, and Welcome to Country ceremonies.

• It develops perspective-taking by helping students understand and respect First Nations perspectives.

• It encourages evidence-based thinking by analysing illustrations and text to make connections to prior knowledge.

• It stimulates discussion by inviting questions about land, community, and the meaning of welcome.

2. The See, Think, Wonder routine is the best fit as it encourages observation, interpretation, and inquiry.

• See - Students describe what they notice in the book’s illustrations and symbols.

• Think - Students interpret the meaning behind Welcome to Country and its significance.

• Wonder - Students generate questions about Aboriginal culture and traditions.

Q2: The Word-Phrase-Sentence thinking routine would best support students’ critical thinking when using Welcome to Country. This routine encourages students to extract meaningful parts of the text by identifying a powerful word, an important phrase, and a key sentence. It helps students engage deeply with the book’s themes, such as respect for Country, cultural traditions, and connection to land.

a. Engaging Students in Critical Thinking

1. Encouraging Inquiry and Perspective-Taking

   • Ask open-ended questions like:

     • Why do you think it is important to acknowledge Country?

     • How do you think the Traditional Owners feel when we do this?

   • Encourage students to consider different perspectives, such as Indigenous Elders, community members, and visitors.

     Making Connections

   • Link the book’s themes to students’ own experiences of welcome, respect, and belonging.

   • Compare how different cultures and communities welcome guests.

     Evaluating Messages and Meaning

   • Discuss the significance of symbols, artwork, and language used in the book.

   • Explore why certain words, such as "custodians" and "Country," have deep meaning for Aboriginal and Torres Strait Islander peoples.

     Reflecting on Action

   • Encourage students to think about how they can show respect for First Nations cultures in their daily lives.

   • Create a class Acknowledgment of Country to deepen personal connections.

b. Best Thinking Routine: Introducing and Exploring

When using Welcome to Country as a resource, a thinking routine from the "Introducing & Exploring" category is most beneficial because it helps students engage with new concepts, make initial observations, and generate curiosity. These routines support foundational critical thinking by guiding students to notice, interpret, and question ideas in the text.

Recommended Thinking Routine: "See, Think, Wonder"

1. Observe (See) – Focus on details in the illustrations and text.

   • What do you see in the pictures?

   • What stands out to you in the words or symbols?

     Interpret (Think) – Make meaning from what they see.

   • What do you think is happening in this image?

   • What do you think ‘Welcome to Country’ means?

     Question (Wonder) – Extend their thinking by asking questions.

   • What do you wonder about the people, traditions, or artwork?

   • Why do you think this book was written?

Why This Routine Works for Welcome to Country

• It encourages students to engage with Indigenous perspectives and cultural traditions.

• It supports inquiry-based learning, allowing students to develop their own questions and seek answers.

• It fosters respect and understanding of Aboriginal and Torres Strait Islander histories and cultures.

Shor defines democratic pedagogy as an approach to education that emphasizes student participation, dialogue, and critical thinking. It challenges the traditional hierarchical structure of education by encouraging students to take an active role in their own education. This pedagogy is rooted in the belief that education should empower students to question and transform their social realities rather than simply absorb knowledge.

Key democratic values underpinning this pedagogy include:

·       Equality – Ensuring all students have a voice in their learning process.

·       Critical Thinking – Encouraging learners to analyze and question information.

·       Participation – Creating an inclusive environment where students contribute actively.

·       Dialogue – Promoting open discussions that allow diverse perspectives.

·       Empowerment – Helping students see themselves as agents of change in their communities.

This approach to teaching and learning integrates real-world contexts, encourages critical engagement, and values diverse perspectives. The key features include:

·       Problem-posing learning – Students critically engage with real-world problems and work collaboratively to find solutions.

·       Situated learning – Learning occurs in meaningful contexts, making it relevant to students' lives and experiences.

·       Multicultural learning – Diverse cultural perspectives are integrated into the curriculum, fostering inclusivity and respect.

·       Active Engagement – Students co-construct knowledge through inquiry-based and experiential learning.

·       Social Justice Orientation – Encouraging awareness of social inequities and empowering students to act for change.

• Engaging Activities: Group discussions, debates, field trips, and hands-on learning were a real highlight.

• Interactive Learning: Watching videos, looking at primary sources, and hearing stories made things come alive.

• Critical Thinking: I liked when we looked at history from different perspectives and had a good debate.

Classroom Practices I Disliked:

• Lecture-Centric Classes: Long-winded lectures and just reading from textbooks were a drag.

• Repetitive and Boring Assignments: Constant memorising dates, doing busywork, or loads of tests felt like a chore.

• Lack of Connection to Real Life: When the subject felt disconnected from what's happening in the world today, it didn’t seem all that relevant.

Teacher Qualities I Liked:

• Passionate & Approachable: Teachers who were keen, clear in their explanations, and easy to talk to made a big difference.

• Flexible & Creative: Teachers who adapted to the class and used fun, different ways of teaching kept it interesting.

• Caring & Humorous: A teacher who was supportive, understanding, and had a good sense of humour made learning more enjoyable.

Teacher Qualities I Disliked:

• Rigid & Unclear: Teachers who didn’t mix things up, were too strict, or didn’t explain things properly made the class feel tense.

• Lack of Empathy & Organisation: Teachers who were disorganised, unprepared, or didn’t care about students' struggles made it hard to stay motivated.

Hope this matches the Aussie vibe! Does it sound more familiar now?

New Knowledge, Skills, and Values in Cultural Studies:

• Knowledge – Understanding diverse cultures, histories, and perspectives.

• Skills – Critical thinking, empathy, and effective communication.

• Values – Respect for diversity, inclusivity, and social responsibility.

Teaching and Learning Strategies for Engagement:

• Inquiry-based learning – Encourages students to explore cultural topics through research.

• Storytelling and Case Studies – Makes learning relatable and meaningful.

• Role-playing and Simulations – Helps students experience different cultural perspectives.

• Collaborative Projects – Encourages group work and peer learning.

• Visual and Digital Media – Uses videos, documentaries, and virtual field trips to bring cultures to life.

To engage students with current affairs, teachers can introduce real-world issues, use debates or role-plays, analyse media bias, explore how global events impact local communities, and encourage real-time problem-solving. This approach helps students understand and solve real-world problems, making learning more relevant and engaging.

Dialogic education is an approach that promotes open-ended discussions where students actively participate in knowledge construction through dialogue. It values students' voices, questions, and reflections as part of the learning process.

Differences from the Traditional ‘Banking’ Model:

• Banking Model – Students are passive recipients of knowledge deposited by teachers.

• Dialogic Model – Students and teachers engage in collaborative dialogue to construct understanding.

• Banking Model – Emphasizes memorization and rote learning.

• Dialogic Model – Encourages questioning, critical thinking, and active participation.

• Banking Model – Teacher-centered with strict authority.

• Dialogic Model – Student-centered, allowing for shared learning experiences.

2. Thinking Routine: The See-Think-Wonder routine is a great tool for fostering critical thinking. See: Students should closely observe the book's illustrations and words, describing what they see, such as symbols or people in the images. This helps them engage deeply with the content. Think: Next, students can discuss what they think the author is trying to convey, such as the importance of land or cultural practices. They can explore the meanings behind the imagery and text, connecting these to broader cultural and social concepts. Finally, in the Wonder phase, prompt students to ask questions that extend their thinking, like "Why do we need to respect the land?" or "What happens if we don’t acknowledge the traditional owners?" This step encourages curiosity and invites students to think more deeply about the issues raised, both within the story and beyond.

a. How can we use a picture book like "Welcome to Country" to engage students in critical thinking in early childhood and primary schools?

• Exploring Indigenous Perspectives – Encourages discussions about Aboriginal culture, traditions, and land acknowledgment.

• Questioning and Discussion – Ask students to reflect on the meaning of ‘Welcome to Country’ and its significance.

• Comparing Perspectives – Have students compare Indigenous and non-Indigenous cultural practices.

• Analyzing Visuals and Symbols – Encourage students to interpret the artwork and symbols used in the book.

• Role-playing and Storytelling – Allow students to create their own ‘Welcome to Country’ messages.

b. Which thinking routine best benefits students' critical thinking when using "Welcome to Country" as our resource?

The “See-Think-Wonder” routine from the Thinking Routines Matrix is most effective. It encourages students to:

• See – Observe and describe the visuals and text in the book.

• Think – Reflect on the significance and message of the book.

• Wonder – Pose questions and explore deeper meanings behind the cultural traditions presented.

This routine fosters inquiry-based learning and helps students develop a respectful understanding of Indigenous culture and perspectives.

Based on the thinking matrix, I think the Welcome to Country book would be best used with the See-Think-Wonder

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Problem-posing, situated and multicultural teaching have significant implications for my practice as a future HASS teacher by encouraging students to engage with content through questioning and analysing real-world problems. Students can connect their own life experiences and knowledge to promote multicultural inclusivity and respect by welcoming diverse opinions. This will help to create a student-centred classroom that is safe and engaging while inviting critical thinking.

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Problem-posing: Involve students to critically reflect and question problems in the real world through critical thinking and active participation.

Situated: Links the curriculum to students' lives to create an enhanced and useful learning experience, which is later transferable.

Multicultural: Incorporates multicultural values and views in the curriculum through inclusivity, respect, and global awareness.

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Case studies

Debates and discussions

Project-based learning

Role-playing

Using Current Affairs:

Offer news headlines, social issues, and global events as discussion topics.

Ask students to analyse causes, effects, and potential solutions.

Encourage learners to debate and critically think about ethical, political, and social ramifications.

Connect current events to historical and geographical contexts to increase understanding.

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An example of a movie relevant to young children is Moana, which tackles cultural identity, environmental sustainability, and Polynesian history. This is a great example to point out how even cartoons can have deeper than surface-level ideas and how the Polynesian culture has influenced the movie.

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Skills – Critical thinking, communication, and research.

Values – Empathy, respect for diversity, and social responsibility.

Strategies: Discussion and Debate, Inquiry-Based Learning

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The most significant barriers to implementing dialogic education lie in time constraints due to what needs to be taught in the curriculum and the lack of student engagement or confidence, which in turn results in limited conversations.

To aid in minimising or eliminating the barrier, the teacher's role is to foster a safe environment where opinions are not criticised and made fun of and to encourage students that their voices and opinions matter.

Students' role in dialogic education is actively participating in the conversation, being respectful listeners to their peers, and questioning topics.

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The banking approach treats students as tanks where we, educators, fill them with information. With this approach, the emphasis is on us as educators exposing students to topics to teach and inform them without including them in the conversation to discuss and reflect as active contributors.

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An effective thinking routine to pair with this text is See-Think-Wonder. This strategy guides students to look closely at the illustrations, consider what they think is happening, and ask thoughtful questions about the content. As they engage with the visual and written elements of Welcome to Country, students are encouraged to explore deeper meanings and raise inquiries that promote critical and respectful thinking. It’s a simple yet powerful tool that builds observation and interpretation skills in an age-appropriate way.

a.     Investigate one of the thinking routines

-              Circle of viewpoints

-              Headlines

-              Claim/Support/Question

-              Think/Puzzle/Explore

-              See/think/wonder

-              I used to think… Now I think…

-              Connect/Extend/Challenge

-              Creative Questions

-              Looking 10 x 2

b.     Write the instructional steps down

-              Choose a topic or idea
Select something the class is learning about — a concept, issue, object, or story.

-              Brainstorm what you already know
Ask students to share or write down facts, ideas, or thoughts they already have about the topic.

-              Generate creative questions
Encourage students to ask questions that are:

• Open-ended (not just yes/no answers)

• Imaginative or “what if?” style

• Thought-provoking
  Examples:

• What would happen if…?

• How might it be different if…?

• What would change if we…?

-              Share and record questions
Have students share their questions in pairs, small groups, or as a class. Record them visibly (on a board, chart, or shared doc).

-              Select a few questions to explore further
As a class or in groups, choose one or two creative questions to research, discuss, or investigate.

-              Reflect
Discuss how asking creative questions helped students think differently about the topic.
Prompts:

• Did any question lead to a new idea or connection?

• How did your thinking change?

c.     Write the purpose

The reason we do Creative Questions is to help us think in new and interesting ways. It lets us ask what if or how come questions so we can look at our topic from different angles. It makes learning more fun and helps us come up with ideas we wouldn’t have thought of before.

d.     Create a HASS learning experience using your thinking routine to encourage Critical Thinking. (include the HASS curriculum descriptor)

Today in HASS we used the Creative Questions thinking routine to help us think more deeply about early explorers and their impact on Aboriginal and Torres Strait Islander Peoples. First, we learned some facts about James Cook and his journey to Australia. Then, we worked in groups to ask creative questions like, "What would have happened if James Cook never came to Australia?" or "How might things be different if Aboriginal people were the ones writing the history?"

We picked one question to explore further and shared our ideas with the class. It helped me think critically about how different people see history and why it’s important to ask big questions, not just remember facts.

Brodhagen, Hyde, and McLure suggest that democratic classrooms are built by promoting student voice, choice, and shared responsibility. Students should be involved in decision-making about their learning, including the content, methods, and assessments used. Learning experiences should be collaborative, encouraging peer learning and group problem-solving to build a sense of community. The curriculum should connect to real-world issues that matter to students, often through integrated, interdisciplinary projects. Classroom norms and routines should be co-created, giving students a role in management and conflict resolution. Teachers act as facilitators rather than controllers, supporting student inquiry and reflection. Regular class meetings or community circles can provide space for reflection, discussion, and continuous improvement of the classroom environment.

1. Collaborative Decision-Making
   They advocate for involving students in the decision-making processes about their learning and the classroom environment. This includes setting classroom rules, choosing topics of interest, and having input into assessment criteria. It empowers students to take ownership and feel valued.

2. Building a Sense of Community
   Brodhagen, Hyde, and McLure stress the importance of creating a classroom culture based on mutual respect, trust, and care. Teachers are encouraged to design activities that promote collaboration over competition, ensuring that every student feels part of the community.

3. Inquiry-Based Learning and Real-World Connections
   They recommend using inquiry-based approaches that connect learning to real-world issues and students’ lives. This helps make learning meaningful and encourages students to think critically about their roles in the wider community.

4. Encouraging Multiple Perspectives and Dialogue
   A democratic classroom values diverse viewpoints. Teachers should facilitate discussions that explore different perspectives, teaching students to listen respectfully and engage in thoughtful debate.

5. Reflective Practices
   The authors suggest incorporating regular reflection opportunities, both individually and collectively. This allows students to consider their learning, their classroom contributions, and how they can improve their participation in a democratic environment.

6. Shared Responsibility for Classroom Management
   Instead of relying solely on teacher-directed behaviour management, they promote shared responsibility where students help uphold a positive and respectful classroom atmosphere.

They also emphasize the importance of collaborative learning, where students work together on meaningful tasks, building cooperation and mutual respect. Critical inquiry is central to their approach, with students engaging in real-world problem-solving that connects their learning to issues in their communities or society at large. Student leadership is actively promoted, with learners taking on roles that influence classroom activities and sometimes even assessment processes.

Reflective practices are encouraged to help students think about their actions, decisions, and growth as learners and community members. Lastly, Brodhagen, Hyde, and McLure highlight the need to address equity and justice in the classroom, ensuring that diverse perspectives are included and that students learn to challenge unfair systems and ideas.

Based on my reading, I understand democratic education as an approach that empowers students to take an active role in their learning. Rather than being passive recipients of knowledge, students are encouraged to think critically, question, and co-construct their understanding. Shor emphasises that education should promote participation and critical analysis, supporting students' agency and ownership. In a democratic classroom, learners engage meaningfully in decision-making processes and activities, fostering a sense of responsibility and shared learning.

2. What would this look like, feel like and sound like in your classroom? (Use the Y-Chart template on the LMS).

(See Attatched)

Democratic education empowers students by valuing their voices, choices and experiences in the learning process. It promotes inclusivity, critical thinking and shared responsibility. In a democratic classroom, decision making is collaborative and students are seen as active participants in their learning.

2. What would this look like, feel like and sound like in your classroom?

Attached

Brodhagen, Hyde and McLure support classroom strategies and learning experiences that focus on incorporating students' voices, shared decision making and meaningful engagement to create and sustain a democratic classroom. They encourage teachers to facilitate this by emphasising the importance of students and teachers sharing the responsibility of classroom decisions. This includes making rules and planning the curriculum and assessments. A key to creating a democratic classroom is ensuring the curriculum connects to the students' lives by including relevant and meaningful experiences with the inclusion of students' interests and an inquiry-based, project-based approach.

Brodhagen, Hyde and McLure see democratic classrooms not just as structured environments but as a way of being where relationships, dialogue and equity are the foundation.

Picture Book: Welcome to Country by Aunty Joy Murphy

Curriculum Descriptor (SCSA, 2025):
ACHASSK062 – The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area.

Learning Experience Summary:
Using Welcome to Country, students will explore the significance of Acknowledgment of Country and the connection Aboriginal peoples have to the land. They will be guided through an inquiry into their local area, learning about the Traditional Owners, cultural practices, and how we can show respect for Aboriginal history and perspectives in everyday life.

Students will develop research questions such as:

• Who are the Traditional Owners of our area?

• What is a Welcome to Country and why is it important?

• How do Aboriginal Peoples connect with land, culture, and community?

Students will then research using age-appropriate texts, videos, and online resources and present their findings in a poster or digital story, showing what they learned about respect and belonging.

Chosen Book: Welcome to Country by Aunty Joy Murphy

Year Level: Year 3

Curriculum Link (HASS - SCSA 2025):

Knowledge and Understanding — Civics and Citizenship

"The importance of Country/Place to Aboriginal and Torres Strait Islander Peoples, and how it continues to influence their identities, cultures and communities" (ACHASSK062)

Inquiry-Based Learning Experience:

Students will read Welcome to Country and use it as a starting point to explore the meaning of "Country" for Aboriginal and Torres Strait Islander peoples.

Key inquiry question: "What does 'Country' mean beyond just land?"

After reading, students brainstorm words and feelings associated with "Country" using a mind map.

Small groups will then research how local Aboriginal groups (e.g., Noongar people if based in WA) connect with their Boodjar (land).

Groups will create a visual presentation (e.g., a poster or digital collage) showing the spiritual, cultural, and historical connections to Country, including how respect for land is shown.

Students will also reflect on how they connect with their environment, drawing comparisons with what they learned about Aboriginal perspectives.

Picture Book: Welcome to Country, by Aunty Joy Murphy.

Year level: 4

Curriculum Link: The diversity and longevity of Australia's first peoples and the ways they are connected to Country/Place (e.g. land, sea, waterways, skies) and their pre-contact ways of life (ACHASSK083).

Learning Experience: As a whole class, we will read this picture book “Welcome to Country” out loud, stopping to admire the artwork within the book. Students will then go away and read/ listen to the book by themselves, encouraging them to make notes and comments on important things in the book.

Once the book has been read twice (all together and individually) students will be given some focus questions:

• What is country? And what does it mean?

• How are indigenous peoples connected to country?

• What are WAs indigenous people called? How do they feel and connect with WAs culture and country?

Students will then be given the time to use iPads to help them answer these questions, they will write down their answers in their books first, once checked by the teacher they will then be able to go on and create a history project about country (WA specifically) and what it means for our indigenous communities. This can be done in the form of a poster, speech, drawings and text ect.

Year Level: Year 2
Picture Book: I Am Australian Too by Mem Fox
Learning Area: Humanities and Social Sciences (HASS)
Strand: Knowledge and Understanding – History

Curriculum Descriptor (SCSA, 2025):
“The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past.”
(Code: ACHASSK044)

Inquiry-Based Learning Experience:

Inquiry Question:
What makes Australia a diverse and welcoming place, and how have different people contributed to our local community’s story?

Hook:

• Read I Am Australian Too aloud to the class.

• Discuss: Who are the people in the story? Where do they come from? What makes them feel “Australian”?

Finding Out:

• Explore students' own cultural backgrounds and migration stories (where appropriate).

• Research local landmarks, community members or groups that represent cultural diversity.

• Use videos or local library resources to learn about migration to Australia, past and present.

Sorting Out:

• Create a class world map showing the cultural backgrounds of students and characters in the book.

• Students create a timeline or simple story about how their family or a local person came to be in Australia.

Further:

• Investigate how diverse cultures have shaped local celebrations, foods, languages or buildings.

• Interview a family member or community figure who migrated to Australia.

Making Conclusions:

• Students identify ways migration has contributed to the identity of their local community.

• They create a poster or presentation: “We Are Australian Too – Our Community’s Story.”

Taking Action:

• Hold a class multicultural day where students share aspects of their identity and culture (e.g. dress, language, food, music).

• Include a class display that celebrates the phrase “We Are Australian Too.”

Democratic education values student voice, shared decision-making, and inclusive participation in the learning process. It empowers students to take ownership of their learning while fostering mutual respect, responsibility, and community-mindedness. The teacher becomes a facilitator, guiding students in a collaborative environment that mirrors the principles of democracy.

HASS Descriptor: "The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past" (AC9HS2K02)

Inquiry question: "What do our stories of arrival and belonging tell us about Australia’s past and our local community?"

Learning Experience Summary: Using "I am Australian Too" as a starting point, students explore the diversity of Australian identities and migration stories. They:

• Share their own family’s migration or cultural background.

• Interview a family or community member.

• Locate origins on a world map.

• Learn about a local site (e.g., war memorial or cultural centre) that reflects community history.

• Create a class book titled "We Are Australian Too" to celebrate belonging and diversity.

Assessment:

• Formative: Map activity, discussions.

• Summative: Contribution to the class book and oral sharing.

Year Level: 2

Inquiry-Based Focus

Students will explore the question:
"Why is Country important to Aboriginal and Torres Strait Islander Peoples, and how can we show respect for it?"

Using Welcome to Country as a launch point, students will inquire into the cultural significance of Country and Place. They will investigate how Aboriginal Peoples have deep spiritual and physical connections to the land, and how those connections are expressed through storytelling, art, ceremony, and language. Students will reflect on their own connection to place and co-create a class project to respectfully acknowledge the Traditional Custodians of their local area.

Activities:

• Read-Aloud & Discussion: Read Welcome to Country, highlighting the tone, illustrations, and key themes such as belonging, land, and community.

• Yarning Circle: Hold a class discussion to share what Country means to different people and why listening to Aboriginal voices is important.

• Mapping Activity: Locate the Traditional Owners of the local area using resources like the AIATSIS map.

• Investigate local symbols or features (e.g. a local river, tree, or hill) and explore their Indigenous significance.

HASS Curriculum Link

Knowledge and Understanding – History

The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place
(ACHASSK049)

Picture Book: I’m Australian Too by Mem Fox

SCSA Curriculum Descriptor: ACHASSK093 –People belong to diverse groups, such as cultural, religious and/or social groups, and this can shape identity.

Teacher will read “I’m Australian Too” by Mem Fox to the class before exploring some of the diverse cultural and social groups that make up Australia’s population. Students will discuss how people’s identities can be shaped by the groups they belong to, including -

• Cultural backgrounds (e.g., language, food, traditions)

• Social groups such as family, school, sports teams, and community clubs

• Religious beliefs and celebrations

Through guided inquiry and group, followed by class discussion, students will consider -

• What groups do I belong to?

• How do my family’s culture and traditions shape who I am?

• How do different groups contribute to who we are as Australians?

Students will share aspects of their identity in a creative and respectful way, while also recognising the unique place of Aboriginal and Torres Strait Islander Peoples whose identities are deeply connected to Country, culture, and community.

Year Level: 3

Picture Book: "Welcome to Country" by Aunty Joy Murphy

SCSA Content Descriptor: Celebrations and commemorations in Australia, including National Sorry Day and NAIDOC Week, and the importance of symbols and emblems (ACHASSK064)

Using the picture book Welcome to Country by Aunty Joy Murphy (2008) as the foundation, a Year 3 inquiry-based learning experience can be designed around the HASS SCSA curriculum descriptor: The HASS SCSA curriculum descriptor directs students to learn about Australian celebrations and commemorations including National Sorry Day and NAIDOC Week along with understanding symbols and emblems ACHASSK064. Students research Aboriginal celebrations including NAIDOC Week and use maps to identify their local Traditional Custodians to learn about cultural significance. Students research the Aboriginal flag as a symbol and share their discoveries through various creative presentations. The unit ends with students collaboratively developing a class Acknowledgment of Country which builds cultural awareness and respect while promoting inclusion and developing empathy and critical thinking through inquiry.

1) Schultz undertook research at his school in 2008 to tackle the significant problem of student disengagement. Here are the key steps he took:

• Identified the Problem: Schultz noticed that numerous students failed to engage effectively because they faced challenges in their coursework as well as social growth.

• Gathered Data: Through student surveys and observations along with interviews Schultz gathered data about student concerns and challenges to identify engagement issues.

• Implemented Changes: Schultz used the research data to develop an inclusive learning atmosphere that promoted student engagement. He moved away from conventional teaching techniques to embrace active learning strategies that promote teamwork and center student needs.

• Provided Support: Schultz highlighted the necessity of providing support for students' social and emotional requirements. The curriculum incorporated social skills training along with emotional development programs.

• Evaluated the Impact: Schultz evaluated student engagement levels and academic results after implementing his educational strategies to verify their success.

2) Five possible HASS-related research topics for investigation include:

• Environmental Sustainability: The research will focus on environmental challenges within the community including waste management systems and the effects of plastic consumption.

• Social Inequality: This research investigates poverty challenges social exclusion problems and educational accessibility within local communities or across society as a whole.

• Indigenous Rights and History: Research on Indigenous history and the present-day challenges these communities face should cover land rights discussions along with the preservation of cultural heritage and ongoing reconciliation processes.

• Urban Development and Housing: The research investigates how fast-paced urban expansion affects housing costs and the preservation of public community spaces.

• Public Health Concerns: The research examines community public health concerns including mental health awareness initiatives, childhood obesity prevention methods and pandemic effects on community wellness.

3) Curriculum Descriptor:
ACHASSK143: Environmental sustainability holds significant importance because of its effects on local communities.

Project Overview:
The project involves Year 6 students researching local environmental issues and developing sustainable solutions that specifically address community waste management.

Steps:
Introduction to Environmental Sustainability:
Start by explaining environmental sustainability together with its critical role for communities worldwide and at the local level. Examine environmental issues such as climate change and resource depletion alongside pollution effects.

Exploring Local Issues:
Students will perform a survey within their school and local area that aims to pinpoint major environmental concerns. The study may cover topics such as waste management practices along with plastic usage and energy consumption patterns.

Research Phase:
Students will perform in-depth research on their chosen environmental issue by consulting local government reports and environmental organizations along with conducting expert interviews. The students will collect information regarding how widespread the issue is alongside its effects and different ways to address it.

Propose Solutions:
Students will form groups to brainstorm and create practical sustainable solutions that aim to reduce waste and enhance environmental practices within their community. The proposed solutions may include recycling programs together with waste reduction campaigns and energy conservation strategies.

Presenting Findings:
Students must develop a presentation detailing the issue they studied alongside their research results and their suggested solutions. The presentation will be delivered to the class as well as the school administration with possible presentations to community stakeholders.

Reflection and Evaluation:
Following their presentations students will examine their learning on environmental sustainability concepts together with implementation challenges and the ways they can effect community change.

Explanation to the Class:

"In this research project, we will explore how our school and local community can reduce waste and promote sustainability. You will work together to investigate an environmental issue, such as the amount of plastic waste generated, and come up with ideas to address it. You'll research solutions, collaborate on a project, and share your findings through a presentation. This will not only teach you about the importance of sustainability but also empower you to create change in your community."

The HASS curriculum descriptor ACHASSK143 requires students to understand environmental sustainability and apply this knowledge to practical situations to become active participants in creating a sustainable future.

Title: Understanding Cultural Continuity through "Welcome to Country"
Year Level: Year 3
Learning Area: Humanities and Social Sciences (HASS)
Resource: Welcome to Country by Aunty Joy Murphy and Lisa Kennedy (2008)
Cross-Curriculum Priority: Aboriginal and Torres Strait Islander Histories and Cultures
General Capabilities: Intercultural Understanding, Personal and Social Capability, Ethical Understanding

🎯 Pre-Service Teacher Planning Overview

As a pre-service teacher, this inquiry learning experience is designed to:

• Encourage respectful engagement with Aboriginal perspectives.

• Foster student curiosity and critical thinking.

• Support curriculum outcomes through a culturally responsive approach.

• Build foundational understandings of continuity and change in local histories.

🎓 Curriculum Link (SCSA, 2018)

Year 3 HASS – Knowledge and Understanding (History)

"One important example of change and one important example of continuity over time in the local community, region or state/territory (e.g. in relation to Aboriginal and Torres Strait Islander Peoples, the environment, work, education, or migration)."
Code: AC9HS3K01

🔍 Inquiry Question:

How have Aboriginal cultural practices, such as the Welcome to Country, remained significant over time?

🧠 Learning Intentions:

• I can explain what a Welcome to Country is and why it is performed.

• I can identify how Aboriginal customs have continued over time in Australia.

• I can work respectfully with others to explore cultural stories and traditions.

• I can reflect on how we can acknowledge and respect Aboriginal culture in our community today.

🗂️ Pedagogical Rationale:

This learning experience uses inquiry-based learning to engage students in constructing knowledge through questioning, exploring, and reflecting. The lesson also integrates culturally responsive pedagogy by centering Indigenous voices and respecting Traditional Knowledge. It scaffolds understanding through multimodal resources, group collaboration, and reflective practice, aligned with Vygotsky’s social constructivism and Bloom’s taxonomy (remember, understand, apply, analyse).

📖 Lesson Sequence: (Approximately 2-3 lessons)

Lesson 1 – Engage & Explore

• Read Welcome to Country aloud to the class. Pause to discuss key words and imagery.

• Ask: “What is a Welcome to Country?” “Have you seen one before?”

• Watch a short clip of a Welcome to Country from your state or region (e.g. a school assembly or community event).

• Discuss: Why might this practice be important to Aboriginal people? Why should everyone show respect for it?

Lesson 2 – Explain & Elaborate

• Teacher explains the concept of continuity using a visual timeline (e.g. Traditional practices > Colonisation > Modern recognition).

• Introduce other cultural practices that continue today: Dreaming stories, bush medicine, smoking ceremonies, and art.

• In pairs, students choose one practice (or are guided by the teacher) and explore how it has been maintained over time.

• Students create a mini-poster or slideshow sharing what they learned, using sentence scaffolds and visuals.

Lesson 3 – Evaluate & Reflect

• Whole class gallery walk of student projects or presentations.

• Teacher facilitates a reflective discussion:

  • What did you learn about Aboriginal culture?

  • How can we show respect for these traditions at school and in our community?

• Students write a personal reflection (or verbal share): "Why is Welcome to Country important today?"

📝 Assessment Opportunities:

• Formative: Observations during discussions, group work, and class participation.

• Summative: Final poster or presentation (assessed with a simple rubric).

• Reflection: Short writing or oral response showing understanding of continuity and respect.

🧰 Differentiation:

• Visual aids and sentence starters for EAL/D and lower-literacy learners.

• Extension: Independent research or deeper analysis of another Aboriginal practice.

• Teacher check-ins with students requiring additional support.

• Pairing mixed-ability students for collaborative tasks.

🤝 Community and Cultural Sensitivity:

As a pre-service teacher, it's essential to approach this unit with cultural sensitivity and a willingness to learn. You may choose to:

• Connect with a local Aboriginal Education Officer or Elder (where appropriate and approved).

• Refer to your school’s Reconciliation Action Plan (RAP).

• Use only approved, culturally safe resources and ensure respectful classroom dialogue.

🧾 References:

• Murphy, J., & Kennedy, L. (2008). Welcome to Country. Black Dog Books.

• School Curriculum and Standards Authority (SCSA). (2018). Western Australian Curriculum: HASS.

• ACARA. (n.d.). Aboriginal and Torres Strait Islander Histories and Cultures Cross-Curriculum Priority.

Purpose

This activity is designed to promote critical and creative thinking, student choice, and differentiated learning by integrating:

Bloom’s Taxonomy (cognitive levels from remembering to creating),

Gardner’s Multiple Intelligences (supporting different learning styles),

and the Tic-Tac-Toe strategy (choice-based learning tasks in a game-like format).

Learning Objectives

To encourage deeper engagement with unit content

To give students ownership of their learning through choice

To develop higher-order thinking and collaborative skills

To provide multiple entry points for learners with diverse needs

Preparation

Select a unit/theme (e.g. Sustainability, Ancient Egypt, Space, Forces in Science, etc.).

Identify key concepts, vocabulary, and content students should consolidate.

Use Bloom’s Taxonomy grid to design tasks at different levels of thinking.

Use Gardner’s Multiple Intelligences to align each task with a learning strength.

Place each task in a 3x3 grid (Tic-Tac-Toe board).

Print or display the board for students.

Implementation Steps

Introduce the board: Explain how to read the tasks and how to choose a row, column, or diagonal line of three.

Set clear expectations: Each task should be completed with effort, creativity, and evidence of thinking.

Timeframe: Give students a set period (e.g. over a week or during a project-based lesson block).

Provide support: Offer scaffolds (e.g., templates, peer check-ins, sentence starters) as needed.

Student reflection: After completion, have students reflect on their learning, preferred tasks, and what challenged them.

Differentiation Tips

Flexible grouping: Allow students to work independently or in pairs/groups where appropriate.

Choice-based access: Students choose tasks that suit their learning preferences and readiness.

Scaffolded options: Provide modified tasks for students needing support or extension activities for advanced learners.

Teacher check-ins: Regularly conference with students to track progress and offer guidance.

Tic-Tac-Toe: Critical Thinking Challenge Board

Instructions for students: Choose three tasks in a row—horizontally, vertically, or diagonally—to complete. Each task draws on different thinking skills and learning strengths. Be creative, think deeply, and have fun!

1. Remembering Verbal-Linguistic Create a glossary of 10 key terms from the unit and define them in your own words.2. Understanding Interpersonal Pair up and explain a key concept using a real-life example. Present it as a short skit or conversation.3. Applying Logical-Mathematical Design a quiz with 5 multiple-choice questions based on this topic. Include an answer key and explain each answer.4. Analysing Visual-Spatial Create a mind map or infographic showing how different ideas from the unit connect.5. Evaluating Intrapersonal Write a reflection on which concept challenged your thinking the most and why. Support your view with examples.6. Creating Bodily-Kinesthetic Choreograph a short movement or dance sequence that represents the key theme of the unit. Explain your choices.7. Applying Naturalistic Choose a natural setting or system (e.g. a garden, weather pattern) and explain how it connects to what we’re learning.8. Creating Musical Compose a song, rap, or jingle that summarises the unit. Perform or record it.9. Evaluating Verbal-Linguistic Write a persuasive paragraph arguing which topic from the unit is the most important for real-world application.

1) What steps did Schultz (2008) take to solve a major problem in his school?

In his 2008 study, Schultz worked closely with students to better understand their lived experiences within the school environment. Rather than making assumptions, he invited students to take part in a participatory research process, giving them a platform to share their perspectives and concerns. Together, they identified issues such as students feeling unheard or disengaged, and used data collection—like interviews and observations—to present their findings to school leaders. This collaborative approach led to meaningful changes in the school culture and showed just how powerful student voice can be when it’s taken seriously.

2) Five HASS-related community or school issues that could be used for student research:

1. Littering and waste management in the school grounds

2. Lack of representation of Aboriginal and Torres Strait Islander cultures

3. Limited access to green spaces or local parks

4. Unsafe routes or transport options for getting to school

5. The impact of bullying and how to build more inclusive classroom environments

3) Selected Issue:

Littering and waste management at school
Year Level: Year 4

Curriculum Link (SCSA, 2018):

HASS – Geography

The importance of environments, including natural vegetation and water sources, to people and animals in Australia and other places, and how they can be protected (ACHASSK090)

🌱 Project Title: “Clean Up Our School: Waste Warriors in Action”

Project Overview:

This inquiry-based project is designed to give Year 4 students the opportunity to explore a real and visible issue in their school: littering and waste. Through hands-on learning, students will conduct a school waste audit, investigate causes and impacts, and work together to design practical solutions. As a pre-service teacher, I see this as an ideal opportunity to combine curriculum outcomes with meaningful, student-led action. It’s also a great way to model sustainability and civic responsibility in a way that’s age-appropriate and engaging.

Project Steps:

1. Tuning In:
   Start by sparking student interest with a short video about pollution or a walk around the school to observe and photograph problem areas. This sets the stage for meaningful inquiry.

2. Forming Inquiry Questions:
   In small groups, students brainstorm questions like:

   • Where does most of our rubbish come from?

   • Are we using our bins properly?

   • What can we do to reduce litter?

3. Collecting Data:
   Students conduct a basic waste audit of the school—counting and categorising types of rubbish, surveying peers about bin use, and interviewing a school staff member (like a cleaner or groundskeeper) about their observations.

4. Analysing and Reflecting:
   Students present their findings using simple graphs or posters. We’ll reflect as a class on what these results mean for our school and environment.

5. Taking Action:
   Using their research, students design and implement solutions. Ideas might include:

   • Making informative posters for bins

   • Writing persuasive letters to the principal

   • Creating a “Green Team” or student-led waste monitors

6. Sharing the Learning:
   To wrap up, students will present their findings and proposed actions at a school assembly, in a newsletter, or even via a video shared with the wider school community.

Why This Project Matters (as a Pre-Service Teacher):

Projects like this one not only meet curriculum requirements—they also give students a chance to feel heard and empowered. As a pre-service teacher, I believe it’s so important to connect learning to real-life contexts. This project is a great way to foster inquiry, build teamwork, and help students see themselves as active citizens who can make a difference, even in their own schoolyard.

-shy, not wanting to share

-not much critical thinking skills

-low expectations

-previous shut and put downs

Resources:

-different ways of thinking

-adaptable

-curious students

-different experiences and opinions

As advocated by theorists like Paulo Freire (1970), a critical-democratic education emphasises dialogue, reflection, and student agency. Freire’s “education" as the practice of freedom” resonates with me — it suggests that students should not be passive recipients of knowledge but active participants in co-constructing meaning. This challenges the traditional teacher-centred model I sometimes fall back on and pushes me to think about how I can create space for student voice, inquiry, and lived experience in the HASS classroom.

This approach aligns strongly with the goals of the Western Australian HASS Curriculum, which encourages students to become “informed, responsible and active citizens” (School Curriculum and Standards Authority [SCSA], 2023). It supports the development of the General Capabilities, particularly Critical and Creative Thinking, Ethical Understanding, and Intercultural Understanding, all of which are central to a democratic and socially just society.

Adopting a critical-democratic lens has also led me to reconsider whose stories and perspectives are included in the curriculum. I’ve become aware of the importance of including Aboriginal and Torres Strait Islander histories and perspectives, not just as content to cover, but as essential to understanding Australia’s present. This reflects the AITSL Standard 2.4 and the cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures (ACARA, 2023), which aligns closely with a critical-democratic approach to education.

Ultimately, this perspective reconceptualises HASS teaching for me, not just as a way to explore what happened in the past or where places are, but as a means to empower students to think critically, question the status quo, and contribute to a more just and inclusive future. It reinforces that HASS is not only about understanding the world but also actively participating in shaping it.

References
ACARA. (2023). Australian Curriculum v9. https://v9.australiancurriculum.edu.au/
Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
School Curriculum and Standards Authority (SCSA). (2023). Humanities and Social Sciences – Western Australian Curriculum. https://k10outline.scsa.wa.edu.au/

1. Problem Identification by Students: Rather than imposing an adult-selected problem, Schultz encouraged his students to identify issues in their school that affected them personally—this promoted ownership and relevance.

2. Democratic Discussions: Through class meetings and collective dialogue, students deliberated on which issue to tackle. This nurtured decision-making, active listening, and community values.

3. Inquiry and Research: Students engaged in real research, such as interviews, data collection, and field visits, to investigate the problem. This positioned them as legitimate researchers.

4. Action Planning and Advocacy: The class created a proposal to reclaim their closed school building, developing presentations and reaching out to stakeholders including the district and media.

5. Reflection and Critical Thinking: Throughout the process, Schultz fostered ongoing reflection to deepen learning and maintain purpose. Students reflected on systemic issues such as race, poverty, and voice in decision-making.

6. Authentic Audience: The students presented their findings to real stakeholders, gaining confidence and political literacy.

This student-led, inquiry-based approach empowered learners to engage critically and compassionately with their world.

B(

1. Urban Heat Islands and Schoolyard Shade Inequity

2. Local Access to Affordable, Healthy Food (Food Deserts)

3. Plastic Waste in School and Local Environments

4. Inclusion and Accessibility for Students with Disabilities

5. First Nations Histories: Missing Cultural Markers in Local Public Spaces

C( Project Plan: "Too Hot to Learn? Investigating Heat in Our Schoolyard"

HASS Geography – Year 6
Content Descriptor (SCSA, 2018):
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places.

Research Project Description

This student-led inquiry project empowers Year 6 students to investigate the issue of urban heat and shade inequality within their school environment. The class begins by discussing challenges in their school surroundings and identifies extreme heat as a major concern—especially during recess, sport, and outdoor learning.

Project Steps:

1. Student Problem-Identification – Class brainstorms and votes on the issue of uncomfortable heat in the schoolyard.

2. Inquiry & Research – Students collect data: surface temperatures of different materials, locations of shade, and interviews with peers and staff. They compare this with shaded vs. non-shaded zones.

3. Historical & Geographical Research – Students explore urban development, how human activity impacts microclimates, and how Indigenous land management included climate-aware practices.

4. Action Planning – Students develop a proposal for increasing shaded spaces using sustainable and culturally respectful solutions (e.g., native tree planting, shade sails).

5. Public Engagement – Presentations are made to school leadership, local council, and community members.

6. Reflection – Students evaluate outcomes and discuss future actions and broader environmental justice issues.

Benefits to Students

This project enhances students’ understanding of geography, civics, sustainability, and equity. It empowers them to apply inquiry skills to solve real problems, amplifies their voices, and builds collaboration, scientific literacy, and civic participation. Importantly, students gain a sense of agency—a core goal of Schultz’s (2008) democratic teaching model.

Democratic education allows students to take part in managing their own education, valuing their input and ideas, their wants and needs. It allows for better participation, more engagement in lessons, sets grounds for more respect, developing critical collaboration and thinking. It allows students to be more inquisitive, take control and have a fair say.

Question 2:

See attached Y-chart

Students can use "See, Think, Wonder".

See:

• Students can look at the illustrations in the book and made predictions, and form different ideas about what they're looking at.

Think:

• Students can verbalise what they're reading and looking at here. What do you think this means? What does this remind you of? What do you think is happening?

Wonder:

• Here students can pose questions about anything relevant to the book, as well as answer questions given by teachers and or peers if they can.

Student #34454575

Waell 34111149

Situated learning reinforces this approach by anchoring concepts in students’ lived experiences and local contexts. In the HASS classroom, I plan to use case studies, community-based projects, and fieldwork to ground abstract concepts in familiar settings. When teaching about sustainability or government, for instance, students could examine local council decisions, environmental policies in their region, or the cultural heritage of their community. This fosters relevance and allows students to see themselves as active participants in civic and social life.

Multicultural teaching, meanwhile, is essential to promoting inclusivity, representation, and equity—particularly in a subject area like HASS, which directly addresses culture, identity, and society. Drawing on diverse histories, voices, and perspectives not only enriches content but also validates students’ identities. It is crucial that students see both themselves and others reflected in the curriculum. This includes using multicultural picture books, integrating First Nations perspectives as required by the Australian Curriculum, and creating space for students to share their cultural backgrounds and experiences.

Together, these approaches empower learners and reframe the teacher's role from knowledge-giver to facilitator and co-learner. They push me to move beyond content delivery towards creating a classroom culture where curiosity, critique, and collaboration are central. As Shor (1992) highlights, democratic classrooms foster not only academic growth but also the development of critical consciousness—an outcome I now see as essential to my future practice in HASS.

Situated learning places knowledge within authentic, meaningful contexts. Learning is social, interactive, and closely tied to students’ lived experiences. This approach encourages students to engage in real-world tasks, such as local investigations or civic actions, making learning more relevant and practical. Students learn through participation and collaboration, gradually taking on more responsibility as they gain confidence and skills.

A multicultural approach ensures that teaching is inclusive and reflective of diverse cultural perspectives. It values students’ backgrounds, incorporates Indigenous and global viewpoints, and promotes respect, equity, and understanding. This approach challenges stereotypes, encourages empathy, and supports a more socially just curriculum.

Together, these three approaches create a rich, responsive learning environment where students are seen as active, capable contributors. They support the goals of HASS education by fostering critical inquiry, community engagement, and cultural awareness.

A cultural studies approach to HASS planning involves using students’ everyday experiences and popular culture as key entry points for learning. It acknowledges that children are already active participants in cultural life and brings their interests—such as music, TV shows, games, or fashion—into the classroom. This approach encourages students to think critically about how culture shapes identity, values, and perspectives. In HASS, it supports the exploration of social systems, histories, and civic life by making content more relatable and meaningful. It also promotes inclusive teaching by valuing diverse backgrounds and experiences.

2. Chosen Piece of Popular Culture: Bluey

I have chosen Bluey, a popular Australian animated series, as a cultural object for use in a primary HASS classroom. Bluey is widely watched by young children and reflects relatable family and community experiences. The episodes often address social and emotional learning, including cooperation, fairness, responsibility, and empathy.

In the classroom, I would use episodes of Bluey to introduce Civics and Citizenship topics such as rules, decision-making, and respectful relationships. After viewing, students could reflect on character actions and relate them to real-life scenarios in their families or communities. This helps build understanding of HASS concepts in a familiar and engaging context.

Students gain skills in critical thinking, media literacy, interpretation, and communication. They learn to analyse cultural texts, form opinions, and engage in respectful discussions about diverse perspectives.

This approach also promotes values such as inclusion, empathy, and respect for diversity, helping students become socially aware and active citizens.

Engaging Teaching and Learning Strategies

To ensure engagement, teachers can use strategies such as:

• Integrating popular culture (e.g. music, games, TV shows).

• Using inquiry-based learning and student-led questions.

• Encouraging group discussions and creative tasks like drawing or role-play.

How Does Dialogic Education Differ from the ‘Banking’ Approach?
The traditional ‘banking’ model treats students as passive recipients of information, where teachers simply deposit knowledge. In contrast, dialogic education is interactive and student-centred, fostering critical thinking and reflection. It values students’ voices and experiences, promoting deeper understanding and empowering learners to take ownership of their education.

• Storytelling that made historical events feel real and engaging

• Group discussions and debates on ethical or political issues

• Watching documentaries or short historical videos

• Field trips to museums or heritage sites

Classroom Practices I Disliked in Social Studies:

• Reading long textbook chapters without explanation

• Memorising dates and names for tests with no context

• Endless note-taking from PowerPoint slides

• Copying definitions from the board or book

Qualities I Liked About My Social Studies Teachers:

• Passionate and enthusiastic about the subject

• Made time for student questions and discussion

• Used real-life examples to explain concepts

Qualities I Disliked About My Social Studies Teachers:

• Monotone delivery or lack of engagement

• Dismissed student opinions or didn’t allow discussion

• Too focused on test prep or memorisation

Classroom Practices I Enjoyed in Social Studies:

• Storytelling that made historical events feel real and engaging

• Group discussions and debates on ethical or political issues

• Watching documentaries or short historical videos

• Field trips to museums or heritage sites

Classroom Practices I Disliked in Social Studies:

• Reading long textbook chapters without explanation

• Memorising dates and names for tests with no context

• Endless note-taking from PowerPoint slides

• Copying definitions from the board or book

Qualities I Liked About My Social Studies Teachers:

• Passionate and enthusiastic about the subject

• Made time for student questions and discussion

• Used real-life examples to explain concepts

Qualities I Disliked About My Social Studies Teachers:

• Monotone delivery or lack of engagement

• Dismissed student opinions or didn’t allow discussion

• Too focused on test prep or memorisation

Keegan Dyers 33977979