Section 1.1 Pedagogy Map – Year 9 Civics
This map integrates my personal pedagogical framework with the General capabilities (ACARA, n.da) for Humanities and Social Sciences (HASS)
General Capability |
Low end pedagogy |
High end pedagogy – what this looks like in my classroom |
ICTs |
Critical and Creative thinking |
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Learn to generate and evaluate knowledge. Clarify concepts and ideas.
Consider alternative solutions to problems. Use reason and logic when
evaluating evidence. Practise resourcefulness, imagination and innovation. Ability
to develop arguments, and develop and clarify investigative questions. Learn
to apply decision making processes. |
Students must have modelled for them and explicitly taught thinking
processes. They are given opportunities to rehearse and apply these skills in
simple contexts. |
Support Differentiation strategies utilised for students at different levels.
Individualisation Students determine, within limits, the direction and outcomes of
their own learning. Complex and Creative
Students engage in complex projects, which build knowledge and
skills, in which they can apply their creativity, and lead their own learning. Use of Higher-Order questioning,
discussions and Dialogic teaching to stimulate and extend pupil’s thinking,
advancing from simple to complex, allowing them to explore and analyse
issues. Support and assist students in using different forms of communication
and media to represent knowledge. Connected learning
Consider genuine problems and perspectives that are relevant to
students’ lives, with authentic stakeholders, sources and audiences. Create opportunities for students to connect historical perspective
and events with the flow-on effect in our modern world. Cultural Knowledge Students examine issues through different cultural perspectives and
enhance knowledge of their own and other cultures. |
Support individual learning in students through reflection and
journaling. Modification and augmentation occur as students use social media
to identify news items and videos that link to classroom learning and
discussions, and include this in reflections. Modification and re-definition
occurs with use of blogs, social media forums to create collaborative
learning spaces where students share ideas and Re-define learning by connecting students to community members beyond
the classroom which reinforces the authenticity of problems and allows students access to different individuals, locations and
perspectives. |
Personal and Social Capability |
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Students learn to understand themselves and others, recognise and
regulate emotions, develop empathy, establish positive relationships, work
effectively in teams, and handle challenging situations. In historical inquiry |
Students are given opportunities to engage in collaborative learning,
planning, decision making, discussion and debating. Students are provided
opportunities to practice initiative, through student-centred learning. |
Support Help students understand the purpose and mechanisms of genuine
authentic collaboration that is structured towards enhancing individual,
collective and social growth. Provide an environment where students feel a sense of purpose and
motivation in the gaining of knowledge, skills and attitudes, which they can
see as contributing to individual and social growth, and a better future. Cultural knowledge Provide opportunities for students to identify and understand the
effects of differing communication styles on an audience, and on different
types of audiences. Individualisation Support and differentially scaffold complex tasks so that they are at
the right level for students to develop attributes of initiative,
independence, and planning, without being overwhelmed. Complex and Creative Students exposed to reflective practice, appreciation of others
perspectives, teamwork, advocacy, and understanding cause & effect. Connected learning
Provide opportunities for students to see that the skills and
attributes they acquire are essential in their community. |
Opportunities for engagement in collaborative and shared IT spaces
provides support for students to learn from each other’s contributions, learn
about characteristics of collaboration and engagement with others, and
develop inter-personal skills. Opportunities for collaborative and individual problem-solving
provided as students learn how to use new IT. |
Ethical Understanding |
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Identify and investigate nature of ethical concepts, values, and
character traits. Understand how reasoning can assist ethical judgement.
Building ethical outlook to manage conflict and uncertainty and develop
awareness. |
Teacher models ethical decision making. |
Support Differentiation. Helping students recognise that examining historical
events deepens their understanding of ethics, and how diverse values and
principles have influence human affairs. Individualisation Providing opportunities for individual students to discuss and
advance understanding of ethical issues. Complex and Creative Projects which allow students opportunities to critically explore
character traits, actions and motivations, in context of differing standards
and expectations. Connected learning
Applying learning about ethical dilemmas beyond the classroom and
into communities in question where possible. |
Greater access to a wide-range of information, and increased
availability of resources augments students’ access to information which
supports their ethical understanding. Opportunities for collaboration
with both groups and individuals
augments The connectedness of ICT. The availability of information on any
context, the capacity to connect with individuals and groups locally and
globally supports ethical understanding of a range of complex decisions. |
Intercultural Understanding |
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Students learn about
diversity. Learn about the importance of understanding their own and other’s
histories. Come to see critical role of shared values and beliefs contributing
to an evolving “Australian” identity. Respect diversity, human rights, and
learn to think from different perspectives. |
Intercultural perspectives should be embedded and modelled across this
curriculum. The complexity of values, beliefs and practices should be recognised,
and social protocols should be acknowledged. |
Support Support students to share and explore their cultural heritage in
class. Individualisation Acknowledge individual history and backgrounds when engaging in tasks
and content. Allowing students to choose direction of learning where
appropriate to enhance explorations of their own culture. Complex and Creative Provide opportunities for students to think not only from their own,
but from other cultural perspectives, and develop the reasoning processes
required to logically analyse the evolution of cultures. Connected learning Students interact with each other and online to learn about a wide
range of cultural perspectives, and ensure positive outcomes for members of
all groups. |
Using media to enhance exposure to various cultures. Using media
allows students communication access with people of varying cultures,
bringing the outside world into the classroom. ICT’s allow connection to
wider community, as well as ability to explore family trees, culture and
heritage through interviews. |
Table 1: Pedagogy map