The+Bottom-up+theory+as+an+approach+to+teaching+SOSE-+Hayley+Hinde,+Elizabeth+Thompson,+Cherie+Dryburgh


 * 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). 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” ( 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)//.// Below are brief overviews of how the various ELA’s of SOSE begin with the child and move outwards towards a global context; 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). 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). 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  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). · KWL chart · Drawing · Concept map · 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 <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">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%;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <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. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Marsh, C. (2005) //Teaching Studies of Society and Environment// (4th ed.). NSW, Australia: Pearson Education Australia. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Reynolds, R. (2009) //Teaching Studies of Society & Environment in the Primary School.// Victoria, Australia: Oxford University Press. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Reynolds, R. (2007) Good Pedagogy and SOSE in Primary Schools. //The Social Educator,// December 2007, 8-10. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Roberts, P. (2010, February, 15). Teaching History. Lecture Notes [Electronic]. Canberra, ACT: University of Canberra. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">
 * <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="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Sources **