SoSEpedia

Joanne, Katherine, Brooke & Lydia **Intercultural education ** Intercultural education involves teaching and learning that promotes interaction among different cultures. Every Chance To Learn states in ELA 15; The student communicates with intercultural understanding. Students need to work within the intention and environment for understanding, respect and accepting students with different backgrounds. It is essential for teachers to provide opportunities for students from diverse racial, ethnic, and social class groups will experience intellectual, social and personal equality (Banks, 2001; Bennett, 1999, cited in Reynolds, 2009). Thus**,** suggestions for teachers to consider about intercultural understanding may be that “second-language learners have difference communicative needs. As a result, the communicative competence they need to develop may be different from that required of a first-language acquisition” (Liddicoat, 2003). To help those students with diverse backgrounds to be competent, teachers and students need to understand their diverse background with respects and acceptance.

As cited in one of the precis (Dance, 2010a), strategies to develop students with intercultural understanding can be to: - recognise that Australia is culturally diverse - develop in-depth studies of people and communities - understand the range of issues students face in understanding what it means to be Australian and coping with multiple identities - understand the cohesive and divisive forces in a multicultural society - use multimedia resources - make students critically aware of the complexities of cultures and to foster acceptance and tolerance of cultural difference - minimize notions of cultural imperialism, cultural insensitivity and racism - use multidisciplinary approaches - include the voices of Indigenous people, multicultural people and other minority groups 

Asia Education Foundation ([|www.asiaeducation.edu.au]) is collaborated project of Asialink at the University of Melbourne and Education Services Australian. The foundation advocates, in order to support Asia literacy in schools in Australia. This website provides resources (both for teachers and students) and study tours to support language teachers to further improve language education in Australia. This includes general resources based on; knowledge, skills, and understandings about the histories, geographies, societies, cultures and so on. Curriculums, books, articles, video clips are provided.

Dance, Jenny. (2010a). Precis: Cultural inclusion=Cultural understanding (unpublished work). University of Canberra, Australia  Liddicot, A., Papadementre, L.., Scarino, A., & Kohler, M. (2003) //Why intercultural language learning?// Report on intercultural language learning, Department of Education, Science and Training.
 * Reference List **

Reynolds, R. (2009). Teaching studies of society and environment in the primary school. VIC: Oxford.

Sose & Wiki's: Rationale and Application By Cathy McMahon u3025770
By Youn-Ju, Sophie & Ashlyn

**__Conceptual Structures and Studies of Society and Environment: Shifting Sands or is the Beach Bare?__** **Colin J. Marsh**

Marsh discusses the changes Studies of Society and Environment (SOSE) have undergone in Australia over the last 50 years. Marsh explains how SOSE has come to be the subject area it is today, discussing various forms of SOSE in previous years. He also compares the Australian SOSE model to the one used in the United States. He raises the issue of SOSE being distant from other areas of curriculum and suggests that the ambitious move to create a curriculum containing eight learning areas is perhaps not delivering as much as it had promised (Marsh, 2005).

Marsh comments on the draft National Curriculum currently being developed, and questions whether the approach being taken is really any new or different to the curricula currently offered in various states and territories. Marsh states “It continues the use of strands, levels and outcomes, which... have never been researched in terms of their viability” (Marsh, 2005). Marsh suggests a possible direction for the future of SOSE. He cites the ‘New Basics Framework’ that is currently being trialled in Queensland, and states that “this framework does successfully combine knowledge categories (cultural transmission) with generic skills (higher order thinking skills)” (Marsh, 2005). Marsh argues that SOSE is in a considerable state of flux and one option to resolve this issue is to explore/refine/develop conceptual structures of SOSE which suits 21st Century learners. He cites Evans (2000) who claims that “an issues-centred curriculum is the only solution” (Marsh, 2005). Marsh explains that an issues-centred curriculum promotes “thoughtful, knowledgable, clear-thinking citizens” and teaches students to “undertake meaningful social inquiry” (Marsh, 2005).

**Source:** Marsh, C.J. (2005). //Conceptual structures and studies of society and environment : shifting sands or is the beach bare?// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> AARE 2004 Conference Papers. Retrieved from: http://www.aare.edu.au/04pap/mar04155.pdf <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">
 * Available from E-Reserve:** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">[|https://docutek.canberra.edu.au/eres/coursepage.aspx?cid=1393&page=doc]s <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">


 * Other references:** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Evans, R.W. (2000). <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">//Defining social studies again and again.// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Check this site out at:** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">http://www.thelearningfederation.edu.au/default.asp

Tony Ryan's Thinkers Keys encourage Higher Order Thinking as well as creative thinking - or thinking outside the box. We found this fantastic site that explains each key simply and clearly as well as providing an example for each key. These have been used on pracs we've been on and are a fantastic resource. They can be integrated into all areas of SOSE by encouraging a deeper understanding of any given concept and encourage students to view an issue from more than one perspective.
 * Tony Ryan's Thinkers Keys - Jenny Dance, Simone Rankin, Nicole Minshull

Check the site out at...[] **

Culture and Play<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Documented observations in early childhood help teachers determine programming and planning for their students. Careful consideration and collaboration with families aids in maintaining appropriate play experiences in relation to cultural needs and norms for the children, while learning about others.

The following excerpt from <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Play and Pedagogy in Early Childhood: Bending the rules// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> discusses the need for educators to analyse their own idea of culture and their understanding of the culture of their students in mind when analysing and planning for play. Play is an essential part of learning during early childhood. This idea of looking at one’s own culture before teaching cultural studies has been highlighted throughout this unit.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//“Culture has not received the level of attention it deserves in the study of play. Although research in this area is limited, what is available, nevertheless, highlights the need for educators to incorporate the following:// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Move beyond Western theories of play for analysing play//
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Note the range of expression of pretend play evident across the curriculum//
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Determine the value play has for particular cultural groups prior to planning//
 * 4) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Develop programs which recognise and support different cultural or multicultural approaches to play//
 * 5) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Observe in terms of culture and gender and deconstruct interactional patterns together with children and their families to ensure equity for all children.”// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">(Dockett & Fleer, 2003, p129)
 * //Dockett, S. & Fleer, M. (2003) Play and Pedagogy in Early Childhood: Bending the rules, p129, Australia: Cengage Learning//** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">

Cheers, Elise and Natalie.

'Good pedagogy in SOSE means the teaching skills and strategies that are best suited to the particular SOSE teaching skills' (Reynolds, 2009, p. 15)
 * SOSE and Good Pedagogy - Jenny Dance, Simone Rankin & Nicole Minshull**

In reference to the strand of SOSE, History, we believe that good pedagogy would entail making History active in the classroom, rather than just the teacher stating dates and the students trying to remember them. Given this quality, History education often has the perception of being ambitious and consequently is often depicted as being 'boring'.

To overcome these feelings towards History education, Arnold recommends making History active in the classroom. This means, being creative and making the lessons as engaging as possible. For example: · Role plays · Discussions · Arguments · Debates · Investigations · Research · Use of ICT- for example interactive white board activities

This promotes learning by doing for the kinaesthetic learners, however the visual and audio learners are still learning also as dates and facts are still being presented in some form and being learned.

Further information about how to make History active in the classroom can be found from:

Source: Arnold, D. [2010]. Inquiry Learning: Making History Active. //Academic Search Premier,// 18, 20-25. Available from: [] Supporting Reference: Reynolds, R. (2009). //Teaching Studies of Society and Environment in the Primary School.// Australia: Oxford University Press. Thanks, Jenny, Simone and Nicole

//Studies of Society and Environment// (SoSE) was created as a learning area across Australia in the early 1990s through the development of the National Statements and Profiles for Australian Schools. The area was defined by ten disciplines, that is: history/archeology; geography; ecology; political science; economics/commerce/accounting; law; anthropology; sociology; psychology; and philosophy along with eight areas of study, that is, Australian Studies; Aboriginal Studies; Business studies; Community Studies; Environmental Studies; Global Studies; Multicultural Studies; and Religious Studies (Curriculum Corporation, 1994). In 1993/94 the New South Wales Department of Education decided to remain separate from the National Statement and Profile movement and as a consequence they named their social studies learning area //Human Society and Its Environment// (HSIE).
 * Social and Environmental Education in Australia:**

We are once again in a time of curriculum renewal at both a national and state/territory level with this renewal being guided by the //Melbourne Declaration on Educational Goals for Young Australians// (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008). At the national level the Australian Curriculum, Assessment and Reporting Authority (ACARA) are working to develop a national K-12 curriculum which will see some changes to the way SoSE is viewed. In the future the SoSE learning area will comprise of four national documents, that is, history, geography, economics/business and civics and citizenship (Australian Curriculum, Assessment and Reporting Authority, 2009). There will be three cross-curriculum dimensions that run through these four documents. They are indigenous history and culture, sustainability and Asia and Australia's engagement with Asia (Australian Curriculum, Assessment and Reporting Authority, 2010). It is expected that all schools in Australia will be implementing the Australian curriculum by 2013 (Australian Curriculum, Assessment and Reporting Authority, 2009).

Sources: Australian Curriculum, Assessment and Reporting Authority. (2010). //Australian curriculum documents: history//. Retrieved from the Australian Curriculum, Assessment and Reporting Authority Australian Curriculum Consultation Portal: [|__http://www.australiancurriculum.edu.au/Documents/K10/History%20curriculum.pdf__] Australian Curriculum, Assessment and Reporting Authority. (2009). //What are the Australian curriculum development guidelines//. Retrieved from the Australian Curriculum, Assessment and Reporting Authority Australian Curriculum Consultation Portal: __[]__ Curriculum Corporation. (1994). //A statement on studies of society and environment for Australian schools//. Carlton, VIC: Curriculum Corporation. Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). //Melbourne declaration on educational goals for young Australians//. Retrieved from the Ministerial Council for Education, Early Childhood Development and Youth Affairs: [|__http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf__] Posting by Kris


 * Inquiry Based Learning - Brielle, Jess & Sarah**

Inquiry based learning is becoming increasingly more important in today’s classrooms. Students are no longer reaching their academic potential by being static receivers, so teachers need to adapt their delivery methods to engage students as inquiry based learners. This form of learning is commonly defined as ‘students’ learning by doing’ (Nuangchalerm, 2009) or students ‘build understanding by doing’ (Song, Y., Ahlswede, D., Clausen, C., Herbig, L. & Oliver, J. S., 2010). Inquiry based learning is rapidly becoming the popular method to connect with learners and maximise their learning potential. Inquiry based learning can be closely compared with the constructivist theory. That is, students learn best when they are constructing their own learning. Here, it is important to note ‘that student achievement is facilitated by teachers’ (Sabbagh, 2009) so the role that teachers play is crucial.

The aim is to create an inquiry based learning environment across all school and education perspectives, as this will foster teachers themselves to become inquiry based learners. This will in turn, align with research that states inquiring teachers are more likely to produce inquiring students (Sabbagh, 2009).

While the lessons may appear unstructured, it takes a great deal of time to create the perfect learning environment for this method of teaching and encourage student independence. Padraig and McLoughlin (2008) stated that ‘only through inquiry is learning achieved’ and this rings especially true for those teachers in the Studies of Society and Environment field. The true evidence of this will be when the students are observed to be empowered to take control of their own learning. This empowerment will only come from effective inquiry based learning.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 115%;">Below is a link to the article – **//Inquiry Approaches In Primary Studies of Society and Environment Key Learning Are.//** //By Kathleen Gordon Education, Training and Curriculum Services.// This article discusses the value of using inquiry approaches, inquiry models, strategies that assist inquiry and sample unit plans <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">.



Nuangchalerm, P. (2009). Cognitive Development, Analytical Thinking and Learning Satisfaction of Second Grade Students Learned through Inquiry-based Learning. //Asian Social Science//. Page number 82 - 87. Retrieved June 23, 2010, from ERIC database. Padraig, M. & McLoughlin, M. (2008). //Inquiry Based Learning: A Modified Moore Method Approach To Encourage Student Research//. //Paper presented at the 11th Annual Legacy of R.L. Moore Conference//. Retrieved June 23, 2010, from ERIC database. Sabbagh, S, A., (2009). Instruments and Implements of Enquiry Based Learning. //Online Submission//. Retrieved June 23, 2010, from ERIC database. Song, Y., Ahlswede, D., Clausen, C., Herbig, L. & Oliver, J. S. (2010). Community Based Inquiry Lessons: Building a scientific community in the high school science room. //The Science Teacher, March//. 61 – 65. E-reserve item available in unit //7989 Science & Technology 1,// University of Canberra, ACT.
 * //References://**

Christina, Stephanie and Eloise** In order to be the best teachers of Social and Environmental Education in the primary classroom, we as pre-service teachers need to recognise that our knowledge base is not static. Tambyah (2008) conducted a study examining pre-service teachers, and found that “in general, the primary student-teachers appeared to have a limited grasp of the content of their SOSE topics and that the topics were treated quite superficially” (p. 52). As well as this, Tambyah (2008) found that “historical understanding was based on popular culture” (p.52). The most important finding from the study was that “the student’s lack of general knowledge impedes the choice of topics they [choose to teach]” (Tambyah, 2008, p.53).
 * Will we as Pre-service Teachers know enough about SoSE?

These findings illustrate to us as pre-service teachers that we must go beyond popular culture, general knowledge and what we ourselves are interested in and embark on our lifelong learning journey especially when preparing to teach SoSE in primary schools.

Tambyah, M. (2008). Will they know enough? : Pre-service Primary Teachers' Knowledge Base for Teaching Integrated Social Sciences. //Australian Journal of Teacher Education//; v.33 n.6 p.44-60; December 2008 from Informit database on the UC Library website Sally, Cathy, Emma and Laura
 * __SOSE and 'Every Chance to Learn'__**

‘Every chance to learn’ is the ACT curriculum framework designed to provide educators with a basis of what they are expected to teach their students. Within this document SoSE comes under the KLA of social sciences and comprises of four separate essential learning areas. These encompass a variety of the SoSE subjects including history, culture, geography, civics and citizenship and values. The four ELA’s are: // This ELA focuses on developing the students understanding of // ** ELA 22 ** // The student understands and values what it means to be a citizen within a democracy // // This ELA focuses on // three main aspects of democracy including the features of Australia’s representative democracy, the principles that underpin any democratic society and what it means to an active citizen. This ELA focuses on learning about money, its value, its place in society and the importance it plays within society. These ELA’s are a part of a scope and sequence where what is taught needs to be taught to a certain depth and in a certain order. Within each of the ELA’s are a number of essential contents that are to be taught to ensure that the ELA’s are achieved by each student. All of the SoSE ELAs are incorporated so no one ELA teaches one set aspect of SoSE but instead they are intertwined across all four.On the ‘Every Chance to learn’ website ([]) there are a number of lessons given that align with the ELA’s which are a great resource to get you thinking about designing your own SoSE lessons. As teachers it is important to realise that what we teach our students in SoSE should not be limited by what is listed within the ELA’s as it is everywhere and can be integrated into almost every part of the classroom.
 * ELA 21 ** // The student understands about // // Australia //// and Australians //
 * ELA 23 ** // The student understands world events and issues //
 * ELA 24 ** // The student makes informed choices about money and finance //

Teaching SoSE is also usually put together in an inquiry approach, therefore links to other curriculum areas are applicable. The ELA for Inquiry Learning is: This ELA focuses on students' capacities to use the inquiry process to seek information and use it to draw conclusions and generate new knowledge.
 * ELA 2** //The student understands and applies the inquiry process.//

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> One way of conducting a SOSE class is to incorporate the use of Information and Communication Technologies (ICT) .Technology is an everyday part of today’s generation of students, and can be used to assist in the teaching of all subjects. In recent years, educational technology, in particular computers and computer-related peripherals, have grown tremendously. Technology, and for the most part computer and net-based work, can provide opportunities for problem solving and inquiry-based activities. For example, teachers can use online educational SOSE games, and allow the students to play them using a Smart Board. Smart Boards (Interactive whiteboards) are used in many schools as replacements for standard whiteboards and provide a way to allow students to interact with materials on the computer. Students’ can also use the internet to obtain information for assignments, or find further information in unfamiliar areas. “//The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons//.” (Effects of Technology on Classrooms and Students, 2008). Technology can also enhance cultural interaction by using a satellite to communicate with other students from across the world. Doing this encourages students’ involvement, and engages interaction with students from different cultures. The use of ICT provides valuable resources both for present knowledge and understandings, and also for “//new teaching techniques and strategies that allow for simulations and collaborative, interactive and multimedia approaches//.” (Reynolds, 2009)
 * SOSE & the use of technology - Emma, James, Katie & Jo**

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">**Reference**

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Reynolds, R (2009). //Teaching Studies of Society & Environment in the Primary School//. Sydney, Australia.

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Technology and Education Reform. (Australia). (2006). //Effects of Technology on Classrooms and Students.// Retrieved from []

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Kirby, Ellie, & Angie
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Pedagogy and SOSE **

Reynolds suggests that good pedagogy requires explicit teaching skills and strategies that are best suited to the particular teaching situation (Reynolds, 2009). Primary SOSE pedagogy is particularly important in establishing the visions and meaning to the school learning, allowing for reflective thinking, and is essential for providing opportunities to practice active citezenship. As DEST emphasize,

"//The teacher is the centrepiece for developing these notions of lifelong learners. Teachers and their pedagogical skills are crucial to Australia's educational capabilities, and that teaching should be directed towards encouraging sustained innovation, and supporting research and development if Australia's economy is to grow and build' (DEST, 2003).//

To incorporate good pedagogy in SOSE, it is important to encourage active citizenship, values, visions and meanings. This can be done by linking the students' real life to their society and societal issues. Civics and citizenship and environmental education are major curriculum themes for teachers. Therefore good pedagogy must take into account the context in which they are taking place, a consideration of what and why we are teaching and how this will make a difference (Reynolds, 2009). Another integral part of good SOSE pedagogy is assessment. Assessment in SOSE usually include three different forms. these are;


 * Diagnostic**- conducted before new learning/teaching begins.
 * Formative**- responsive to assessment, to provide feedback so adjustments can be made.
 * Summative-** done at the end of the learning to provide a summary of what has been earnt/taught (Reynolds,2009)

The best pedagogical practice strategies for SOSE are usually put together in an inquiry approach. Inquiry approaches enable SOSE teachers to plan how to connect the skills and strategies, curriculum concepts and understandings (Reynolds, 2007. Tudball, 2008). However, Reynolds still stresses the importance of using a variety of teaching strategies to cater for different teaching situations (Reynolds,2007. Reynolds, 2009).

Department of Education, Science and Training, (2003). //Australia's teachers: Australia's future- Advancing Innovation, Science, Teachnology and Mathematics//
 * Sources:**

Reynolds,R. (2007). //Good pedagogy and SOSE in primary schools.//pp 8-10. The University of Newcastle: The Social Educator.

Reynolds, R. (2009). //Teaching Studies of Society and Environment in the Primary School.// South Melbourne, Victoria, Australia: Oxford University Press.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14pt; font-style: normal; vertical-align: baseline;">__**Using photographs as an engaging teaching resource**__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">posted by Phoebe-Anna, Constance & Jillian

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline;">
 * General Tips and Ideas:**
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Know your students and what interests them
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Provide photographs which reflect the students perspective and provide insight into an alternative perspective (windows and mirrors).
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Photographs are a useful tool with younger children as the barrier of text is removed.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Photographs can be linked and used in any topic and area of SoSE
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Encourage students to be the photographer so they understand perspective.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Digital photographs can be used on interactive whiteboards and shared with a whole group or incorporated into blogs and wikis.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Increase student awareness of the idea of change

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**How can I use photos in SoSE?**
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">As a way of recording information, tracking learning and representing ideas.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">As a tool for discussion/debate and questioning techniques.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">As a tool for describing the relationships between personal actions and environment
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Real life connections and examples.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Tuning in, setting the scene and focusing attention on a topic (Marine Education Society of Australasia, 2010)

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Civics and Citizenship://
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Stimulus to determine the attitudes and values portrayed.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The history and story of democracy.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Photographs of significant civic areas, objects and events.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Geography//
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Comparison of place (how a place has changed over time, key features)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Use photographs in fieldwork activities (recording information, as evidence)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Access places out of visiting range (virtual tour and snapshot of different experience)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Consider different perspectives (aerial/ ground level)- link to spatial awareness and mapping (Skwirk, 2010)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Links to google maps, google earth- real places and their location
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Personal identity and geography by using photos from own life experience (making connections).
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Use as a vehicle for exploring values and attitudes, perceptions and stereotypes.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//History//
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Artifacts
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Comparison of place (e.g., What was here before?)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Learning objects (Learning Federation)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Primary sources
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Photographs provide links to stories (the focus of history)- link to aural narrative

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Culture//
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Photos as a basis for social understanding
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Springboard for discussion and role playing
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Personal identity, heritage and culture.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Reflect on culture, prejudice, intolerance and social awareness within the classroom. (Serriere, 2010)

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Economics and resources//
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Comparison of different lifestyles (needs vs. wants)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Values and attitudes behind resource use and sustainability (human impact)

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Yates (2000) describes the following learning experiences to use with photographs within the SoSE classroom:
 * Learning experiences/opportunities:**
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students develop captions (using positive and negative adjectives)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Ordering or ranking photographs in different arrangements based on criteria
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Covering parts of photographs to contrast expected and actual image
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Twenty Questions based on a photograph
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Have students predict or envision an image in their mind- Show the actual picture (explore reality, expectations, stereotypes)

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Questions to consider when using photographs:** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Reynolds (2009, pp. 118-119) describes questions and considerations when using photographs in relation to geography. These same principles can be applied in other SoSE areas.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Purpose/context- who took this photo and why was this photo taken?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Privacy and Cultural sensitivity- e.g. awareness of deceased people with indigenous viewers
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Perspective and bias- What does this photo portray?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Who is silent (missing) in the photo?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Are there stereotypes being reinforced?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">When was it taken?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">What is happening in the photo?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">What attitudes could be conveyed?

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Sources:** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">- Kieff, J. (2007). Photographs as primary documents in the social studies classroom. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Childhood Education// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">, 83, 2. Retrieved June 24, 2010 from Informit database. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">__[]__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. - Marine Education Society of Australasia. (2010). <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Seaweek 2007: Marine bycatch matters.// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Retrieved June 24, 2010 from Internet website: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">__[]__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. - Ministerial Council for Education, Early Childhood Development and Youth Affairs (n.d.) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Learning Federation.// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Retrieved June 24, 2010 from: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">__[|http://www.thelearningfederation.edu.au]__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. - Reynolds, R. (2009). <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Teaching studies of society & environment in primary school.// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Oxford University Press, Australia. - Serriere, S. (2010). Carpet-time democracy: Digital photography and social consciousness in the early childhood classroom. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Social Studies// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">(2) 101 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**,** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 60–68. Retrieved June 24, 2010 from Academic Search Premier. - Skwirk Interactive Schooling. (2010) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Geography skills- topic 5: photographs and drawings.// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> retrieved June 24, 2010 from <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">__[|http://www.skwirk.com.au]__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. - Yates, G. (2000). Active learning strategies using images in geography. Geographical Education, 11, 29-36. Retrieved June 24, 2010 from Informit database. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">__[]__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">.

Nick, Sarah, Emma & Sladjana, Teaching SOSE can be a very daunting process and subject to teach to students considering it contains so many aspects to it. However one of the best things that a teacher can do for students is taking them on an excursion to a site. An excursion doesn't have to be to the worlds end. In fact, some of the best learning occurs right in our own backyard. As I'm sure many pre-service teachers are coming to realize, using the community as a resource is an incredibly powerful tool to get students engaged in SOSE learning. Reynolds (2009) talks about catering a teachers teaching style to match that of the individual learner. Whilst the main view of learning used to be book based. We are discovering the advantages of hands on learning more and more and that more and more students learn better when given an opportunity to immerse themselves in their learning, especially when given a choice as to what their learning is. If the teacher then guides learning towards something more community orientated, then there are many useful resources that a teacher could use to benefit the class, the main being excursions to the site. Community member guest speakers could also be brought into the classroom and some students may live in the area and could add their knowledge to the unit as well. (I added the dividers, I hope people don't mind and I put them in the right spot - Nick) Reference: <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Reynolds, R. (2009). //Teaching Studies of Society and Environment in the Primary School.// South Melbourne, Victoria, Australia: Oxford University Press. **
 * Something something something SOSE teaching:

<span style="background-color: transparent; color: #000000; font-family: 'Trebuchet MS'; font-size: 12pt; font-style: normal; vertical-align: baseline;">__**SOSE and De Bono’s Six Hat’s**__ <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; text-decoration: none; vertical-align: baseline;"> **– Melissa Dixon, Lauren Miller and Dannielle Fisher** <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The de Bono Hats system is a thinking tool for group discussion and individual thinking. It provides a means for groups to think together more effectively, and a means to plan thinking processes in a detailed and cohesive way. The hats include: (Emotions) || <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Emotions, intuition, feelings and hunches. How do I feel about this? Provides an instinctive gut reaction, or makes an emotional statement to express their feelings, and also explores the other group members feelings || (Good Points) || <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Logic is applied to identify the benefits, and an effort is made to seek harmony. The yellow hat explores the good points. || (Bad Points) || <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Caution, assessment and judgement. Logic is applied to identify flaws or barriers. The black hat explores the bad points. || (Creativity) || <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">New or different ideas. Students may express statements of provocation and investigate the thought process. The green hat generates ideas on how the case could be approached or handed. || (Questions and presents the information) || <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The white hat member is to consider purely what information is available, and determine what are the facts? The white hat then presents that facts to the group || (Thinking) || <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The blue hat member is required to organise their thinking, and to think about thinking. Their role is to also summarise and adjourn the process. ||
 * <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Red Hat
 * <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Yellow Hat
 * <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Black Hat
 * <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Green Hat
 * <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">White Hat
 * <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Blue Hat

<span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> The main benefits of the six thinking hats are:
 * 1) <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Allow to say things without risk.
 * 2) <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Create awareness that there are multiple perspectives on the issue at hand.
 * 3) <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Create a mechanism for ‘switching gears’.
 * 4) <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Rules for the game of thinking.
 * 5) <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Focus thinking.
 * 6) <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Lead to more creative thinking.
 * 7) <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Improve communication.
 * 8) <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Improve decision making.

<span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">With the Six Thinking Hat’s, a person is no longer limited to a single perspective in thinking. The hats are categories of thinking behaviour and not of people themselves. The purpose of the hats is to direct thinking, not classify either the thinking or the thinking. Wearing a hat means deliberately adopting a perspective that is not necessarily one’s own. This theory would be a good strategy to use when teaching SoSE as there is a lot of group work and discussion involved in the teaching and learning process. For those students who have not fully developed their communication skills, it may be proven effective to introduce a few of the thinking hats to encourage deeper questioning and understanding of the subject matter. <span style="background-color: transparent; color: #000000; font-family: 'Trebuchet MS'; font-size: 12pt; font-style: normal; font-weight: normal; vertical-align: baseline;">__References__
 * <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">De Bono, E. (2010) <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Six Thinking Hats.// <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Penguin Books Ltd (UK), 2010
 * <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">De Bono, E. (2010) <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Exploring Different Perspectives.// <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Retrieved on the 25 <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 7.199pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: super;">th <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> of June 2010 from <span style="background-color: transparent; color: #0000ff; font-family: 'Trebuchet MS'; font-size: 12pt; font-style: normal; font-weight: normal; vertical-align: baseline;">__[]__
 * <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Wikipedia (n.d) <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Six Thinking Hats.// <span style="background-color: transparent; color: #000000; font-family: Trebuchet MS; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Retrieved on the 11th of May 2010 from <span style="background-color: transparent; color: #0000ff; font-family: 'Trebuchet MS'; font-size: 12pt; font-style: normal; font-weight: normal; vertical-align: baseline;">__[]__

<span style="background-color: transparent; color: #0000ff; font-family: 'Trebuchet MS'; font-size: 12pt; font-style: normal; font-weight: normal; vertical-align: baseline;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">The Bottom-up theory as an approach to teaching SOSE- Hayley Hinde, Elizabeth Thompson, Cherie Dryburgh **

Within the key learning area of SOSE there are many different and effective approaches, strategies and pedagogy to teaching (Reynolds, 2007). One particular strategy that should be utilized throughout all the different areas of SOSE is the bottom-up approach, where student learning begins with focus on the students and their world before moving outwards to develop an understanding of their local, national and international community contexts (Reynolds, 2009). <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">SOSE is the subject area where “students engage in the study of humans and //their// interaction with //their// society and //their// environment” (Reynolds, 2009). We believe this statement indicates that primary teachers must ensure students have a deep understanding of themselves and how they fit within a local context in order to provide a significant correlation to what happens in their classroom, their school and their world with what happens nationally, internationally and globally (Marsh, 2005). This notion that “teachers and children cannot begin to have knowledge about anyone else as individuals, nor their cultural context without a deep knowledge of themselves” (Reynolds, 2009, P.144) is evident in the ACT curriculum Framework Every Chance to Learn. The essential learning areas within the ACT curriculum document span across four bands of development with SOSE outcomes written using a bottom up approach, each outcome begins with the child before moving “outwards” ( <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> Department of Education and Training [DET], 2007). For example, within ELA 23 //the student understands world issues and events// begins in the Early childhood band with ELA 23.EC.1 //past and present world events that are of interest or significance (e.g. to themselves, members of their family and their class).// This ELA is developing this outcome by focusing on the student. The outcomes then moves outwards and by early adolescence (beginning in 6th grade) students will learn and understand content such as ELA 23.EA.1 //the causes and effects of significant world events and their connections to current issues// (DET, 2007)//.// <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Below are brief overviews of how the various ELA’s of SOSE begin with the child and move outwards towards a global context; <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Within the teaching of history it is crucial to start with the students own history, their family and what they know now, then move to their communities history, their nations history and then world history (Roberts, 2010). <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">In geography it is imperative that students explore their own personal place, where they belong, where they live, before exploring places outside of what they know (Kershaw, 2010). <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">In cultures education it is important that students understand, appreciate and have knowledge of their own heritage, where they come from and their religion before looking at different cultures (Reynolds, 2009). The aforementioned examples of the essential learning areas suggests a student centred approach to teaching by starting from the familiar and moving towards the unfamiliar and creating connections. This approach begins to promote student understanding of the significance of their learning as well as an awareness of their place within society. In order to personalise and provide meaningful student learning in the discipline of SOSE, teachers must have an in depth understanding of <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> their students’ prior knowledge, background and skills. An effective tool used to achieve personalised learning is called assessment for learning, where the teacher designs a form of assessment to find out where the students’ knowledge, background and skills are at prior to writing a unit of work (Reynolds, 2009). · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">KWL chart · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Drawing · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Concept map · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Quiz · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Multiple choice · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Complete a Diagram · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Complete a map · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Brainstorm · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Answer open ended questions · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Arrange events of a time line · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Attribute web · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Venn Diagram Of course in order to successfully deliver an assessment for learning task teachers will also have developed strong relationships and rapport with their students and this is imperative for successful teaching (Reynolds, 2007).
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">History **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Geography **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Culture **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Possible assessment for learning tasks **

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 150%;">ACT Department of Education and Training (2007) //Every Chance to Learn: Curriculum framework for ACT schools//, Canberra, Australia: ACT Government Publishing Service <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Kershaw, K. (2010, February, 22). Teaching Geography. Lecture Notes [Electronic]. Canberra, ACT: University of Canberra. Marsh, C. (2005) //Teaching Studies of Society and Environment// (4th ed.). NSW, Australia: Pearson Education Australia. Reynolds, R. (2009) //Teaching Studies of Society & Environment in the Primary School.// Victoria, Australia: Oxford University Press. Reynolds, R. (2007) Good Pedagogy and SOSE in Primary Schools. //The Social Educator,// December 2007, 8-10. Roberts, P. (2010, February, 15). Teaching History. Lecture Notes [Electronic]. Canberra, ACT: University of Canberra.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Sources **

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> The National Museum of Australia at Acton Peninsula holds a wealth of informative displays about Australia’s history, geography, culture and technological advances.
 * National Museum of Australia: A Collection of Resources Within a Resource.**

Additional Resources:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">An A-Z list of classroom resources available at www.nma.gov.au/education.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Educational games can be found at www.nma.gov.au/play.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">ELISE CUMMINS AND NATALIE EDWARDS

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; vertical-align: baseline;">__**Ways of Integrating curriculum**__ Shiri, Maddie, Alyssa

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">There are many benefits of teaching through an integrated curriculum approach. Some of these include time management, meeting the needs of students varied learning styles, and making lessons more meaningful. There are a number of arguments for integrating SOSE.

Firstly, many teachers feel the curriculum is overcrowded. Using an approach such as the integrated curriculum can save time and eliminate this struggle of a “crowded curriculum’ as many topics can be combined into one.

An example of this could be for teachers to ask their students to build dioramas of an event or episode, interweaving both history and art. An example of integrating cultural studies and literacy, would be for students to write a story or poem from the point of view of someone who grew up in another culture besides Australia’s.

Secondly, Gardeners theory of multiple-intelligences highlight the diverse range of learning styles within a classroom. As students learning styles are diverse, using an integrated curriculum can support this (Wood 2008), (Collins, 2010). Supporting the students’ learning styles can enhance engagement and promote motivation in learning.

An example of using Gardner’s theory for a topic such as history, could be for students to present their learning and assessment items in various mediums that integrate creative arts and literacy skills. Another example could be to integrate popular culture into a geography, and culture lesson. Students can locate world events such as the Olympics and learn about the cultures of the counties involved. Students can also learn popular games, sports, and dances that are learnt in these counties. Additionally literature of history, culture, geography can be available and shared during reading and story telling time for student.

Thirdly, integrating the curriculum gives potential for students to gain the ability to connect two or more disciplines gaining a deeper understanding and being able to use skills in more then one area making learning it more meaningful and encouraging higher order thinking (Sinclair, 2009, Collins, 2010).

Here are several examples:

Firstly, using everyday situations of economics such as shopping students can learn mathematics skills and see the importance and how they relate to the wider world such as money.

Secondly, an activity can be to design a map of the school to develop mapping skills, then ask the students to measure the distance between 2 locations (such as play equipment to the classroom) To explore the math within mapping.

Thirdly, students can view learning greetings from around the world and then locate these countries on a globe to develop LOTE and geography knowledge.

Fourthly, they can set up a research assignment on an event, or person throughout history, or a country/culture to be explored online to incorporate IT skills. Lastly, involve cooking activities in which the children explore cooking food from another culture.

Overall integrating the curriculum is an effective strategy to engage students, meet the learning outcomes of all KLA and make lessons meaningful by linking lessons to one another.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**References** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Collins.A (2010 February 23). Role and function of the arts. Seminar notes distributed in course EC6576 Arts Education 1, Canberra University, ACT

Sinclair, C., Jeanneret, N.& O’Toole,J. (eds.) (2009) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Education in arts: Teaching and learning in the contemporary curriculum.// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Melbourne: Oxford University Press.

<span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__Wood ,K__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. (2008) Mathematics through movement : an investigation of the links between kinesthetic and conceptual learning. <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">[|//Australian//] <span style="background-color: #ffffff; color: #000099; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">[|//Primary//] <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">[| //Mathematics Classroom//] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//,// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Vol. 13 No.1 pp. 18-22