Humanities study case-team (1)

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EDU40011: Teaching the Humanities Assignment 1A Case study—team Sara Al-Jobouri: 103662704 Angel Atkins: 104040631 Jasmin Dunseath: 103235287 Group 4: Sara Al-Jobouri: 103662704@student.swin.edu.au Angel Atkins: 104040631@student.swin.edu.au Jasmin Dunseath: 103235287@student.swin.edu.au  Context o Describe the teacher’s background. o Describe which curriculum areas are taught. o Describe the student cohort Ms. Stacey has been teaching for 2 years. In her first year, she taught a year 2 class, and this year she has been teaching a year 5 class. She is in her thirties and has 2 children, a 3-year-old and a 7-year-old. Before becoming a teacher, Ms. Stacey was working as a teacher’s aide at her son’s school. Working there for 4 years while doing her degree. History is one of Ms. Stacey’s passions, as she enjoys telling stories about the people in the past and how they lived. She does a lot of research to learn about history from around the world and enjoys sharing what she learned with her students. Ms. Stacey taught history, geography, and civics as part of the humanities curriculum. The year 5 class is made up of 25 students, and she has a teacher-aid with her 3 days a week. Which helps support children with additional needs, behaviour issues, and learning difficulties. The school is located in the ACT and is very multicultural. From teachers, families, and children that have come from all around the world. This helps Ms. Stacey a lot in teaching Humanities as she looks at different cultures and different backgrounds of her students. There is also the world memorial and the Parliament house in the ACT which is very helpful to visit when talking about history. Through her teaching, Ms. Stacey uses effective ways to teach and plan for her students and for differentiation. Some of the approaches she uses are the individual zone of proximal development approach, the whole school approach to teaching humanities, and the challenge-based learning approach. One of her challenges is when students have a low-achieving cohort. This means children can’t spell or punctuate and have a small bank of known numbers and facts. These slow children down and revise concepts and practice. Which is why she sometimes uses the single subject-to-teach approach.

EDU40011: Teaching the Humanities Assignment 1A Case study—team Sara Al-Jobouri: 103662704 Angel Atkins: 104040631 Jasmin Dunseath: 103235287 Ms. Stacey refers to the Australian curriculum when planning her subjects. She does a lot of research online and reads books that support her when planning. Ms. Stacey meets up with the teachers weekly to discuss lessons, share ideas, and plan. This is where Ms. Stacey uses the whole school approach as it supports the teachers with learning and practice. Meeting weekly with other teachers helps Ms. Stacey when planning for her students with special needs and behaviour issues. As they work together to put together a plan that can support those children and their needs.  Why are the Humanities important in contemporary schooling? Humanities are important because it’s the idea and practice that shapes the past and the society the students are entering. It informs students about the community, how to participate in culture and citizenship ( William John Bennett , 1984). This refers back to Simon's podcast as he believes that humanities are important because it helps children understand where they are in the world, Australia, and the community. He knows that teaching humanities can help the students see everyone the same as well as teach them about the difference between fact and opinion. Humanities support students' development regarding the ability to question, think critically, solve problems, communicate, and evaluate as well as adapt to change that happens around them. It helps build student’s responses towards issues that require an understanding of history, politics, geography, and the economy. Moreover, humanities provide an understanding of the world in which we live and implement skills that are needed in the 21 st century (ACARA, 2018). This could be referred back to Simon’s podcast as he stated that “Humanities help students to have a deeper understanding and develop their ability to ask open-ended questions, as well as do lots of research in class”. Each subject in the humanities contributes to teaching students about society in different and diverse ways. It includes rich complex subjects which build the student’s capacity for knowledge, skills, and being active citizens who understand their communities, their world, and the environment around them. Therefore, humanities develop the student’s personal and social learning. Along with their ability to understand the values and attitudes in the context of their own lives (Gilbert, 2011). Through the podcast, the teachers mention teaching the students about Civics and history. Building on their understanding of diversity and how different and diverse it is. Moreover, they believe that teaching Geography helps children to grow and further develop their knowledge.

EDU40011: Teaching the Humanities Assignment 1A Case study—team Sara Al-Jobouri: 103662704 Angel Atkins: 104040631 Jasmin Dunseath: 103235287 Teaching students about economics and business develop their knowledge and understanding of financial literacy. Which builds their decision-making in the economy as an individual and as global citizens. In addition, when learning about civics and citizenship, they understand their own identities as a citizen in a diverse way. They learn how the legal government system operates and how to be a multi- faith Australian community. This builds their capacity to participate in as well as value Australian democracy practice (Gilbert, 2011). Allowing them to contribute to their society and community through their understanding. In the podcast, Karina mentioned that teaching the students about economics, business, civics, and citizenship, helps students see where they fit, develops empathy, looks at similarities and differences, and looks at society, government and law along with history. Which provides insights into Australian identity in the past, present, and future.  Critique the single-subject approaches to teaching the Humanities (and provide an example). Humanities encompass a range of different subjects which are: History, Geography, Civics and Citizenship, and Economics and Business. Each subject in the humanities includes discipline areas that contribute to learning. Therefore, the single-subject approach plays a big role in teaching humanities. As it supports teachers in delivering material in an exquisite way. The use of a single-subject approach provides the students with opportunities to build their capacity to be knowledgeable, skilled, and active citizens. Who understand their communities and the world around them. (Gilbert, 2011). Teachers use the single-subject approach with the aim to deliver evidence-based practice in education. This is because the single-subject approach can change causal inference in student outcomes which builds the evidence-based approach (Horner et al., 2005). Research has shown that the single- subject approach allows teachers to compare the student’s performance in subjects delivered. Furthermore, this approach gives teachers an opportunity to evaluate the effectiveness of their performance. (Ghaleb H. Alnahdi, 2013). In the podcasts, Simon used the single-subject approach when teaching the children about Humanities as well as a whole-school approach and cross-disciplinary teaching. Kate used the single-subject approach in her teaching. As for Karina, she sometimes used the single-subject approach, and other times, she used the whole-school approach to teach Humanities. The single-subject approach is beneficial for students who struggle and have learning difficulties. It provides students with a better understanding of the subject and supports them in their learning. With that said, the single-subject approach can have disadvantages. One of the disadvantages is that there are many subjects in the curriculum which need to be addressed. Using the single-subject approach to deliver all the curriculum areas is time-consuming and is not always beneficial. The curriculum involves a lot of subjects to be taught making it quite time consuming when planning and structuring lessons. It’s often seen needing to plan time for

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EDU40011: Teaching the Humanities Assignment 1A Case study—team Sara Al-Jobouri: 103662704 Angel Atkins: 104040631 Jasmin Dunseath: 103235287 special interest groups to be taught such as cyber safety. With a heavy curriculum, educators need to prioritise their lessons and utilise time efficiently and wisely. When considering the single-subject approach, it is quite difficult to attempt to fit it in with all the information required. Kate, Karina, and Simon had all used the single-subject approach within their teaching, with Karina also using the whole-school approach. Ms. Stacey utilises the whole-school approach strategy within her teaching. This approach allows children to explore and dissect each discipline area throughout prep to year six. When students are given the chance to participate in quality learning lessons. They are given the opportunity to further deepen their skills and development, being able to build on existing knowledge. The single-subject approach can be familiar with the Fogarty Fragmented model (the traditional design organising the curriculum). This model strictly focuses on one directed focus on each individual discipline. This is referred to in the curriculum when there is a class change and the students then migrate to a different learning area, thus creating a fragmented view of the curriculum. This is often viewed through a periscope approach due to its individual separate lessons structure (Fogarty, (1991)  Critique cross-disciplinary approaches and issues in teaching the Humanities (and provide an example). Cross-disciplinary approaches in teaching humanities showcase differences, through the use of different techniques and understandings. The benefits of cross-disciplinary approaches are that it allows the students to create and expand their learnings. It allows them to identify and make connections between what is learned in different subjects and disciplines. Giving them the appropriate knowledge and skills that may be needed when investigating a problem. (Principles and Goals - Inspiring Cross-Disciplinary, Networked Learning - Seneca - Toronto, Canada, n.d.) Allowing children to develop skills such as reflection and allowing them to develop an understanding of different perspectives. Doing this can assist critical thinking and decision-making. To make educated decisions about their future and learning. These approaches have different positives towards teaching the humanities. Some methods may work with different subjects of humanities better than others. In this case, Simon teaches individually using the ‘single subject approach’ rather than in groups as he finds this approach useful with his year group and diverse cultures. Kate uses a different curriculum and utilises the use of storytelling throughout teaching. As she may find this approach more engaging for children with needs. Karina works in a lower socioeconomic area and utilises local resources in her teaching. As she may find it hard to access or provide experiences due to cost. The disadvantage of using the cross-disciplinary approach is that it is difficult to use. In the process of researching, there are many situations that can influence the

EDU40011: Teaching the Humanities Assignment 1A Case study—team Sara Al-Jobouri: 103662704 Angel Atkins: 104040631 Jasmin Dunseath: 103235287 collaboration of the cross-disciplinary approach. Those effects are a lack of knowledge, different approaches, divergent standards, and negative attitudes ( Jens Aagaard ‐ Hansen , 2007). These effects can have a negative outcome on the children’s learning. It can also create difficulty for students to establish lines of connection between various disciplines. (Jones, 2009)  Issues that may impact upon teaching the Humanities (these issues must include both practical—e.g. resources and time allocation—and contextual issues—e.g. school culture). Teaching the subject of humanities there may be implications faced along the way. Such as cultures, beliefs, access to resources, and location. For example, if a school is based in a low socioeconomic area. They may be unable to go on excursions to learn humanities such as exploring different communities, due to accessibility. A child's background may impact learning or the teaching of humanities. As they may be restricted to exploring different beliefs or cultures. A teacher's role within education of the humanities is important. As technology evolves such as the use of virtual educational systems becomes more popular within classrooms. The role of the teacher is influenced. As the teacher is changed from bearer and transmitter into a tutor or supervisor within the classroom. (Ryoo et al., 2021) A child’s learning level or additional needs and challenges should be considered when teaching the humanities. For example, Miss Stacey stated that her students have a ‘low-achieving cohort’ finding difficulty in areas such as literacy and little knowledge of numbers and facts. Teaching humanities can require a lot of time, planning, and dedication to their lessons. Educators need to obtain a good grasp of the content and information that their teaching and understand how to approach and plan their lessons through authentic approaches. Often through schools and in education, humanities are not a highly prioritised subject compared to others. Due to this, it is often that humanities are planned later in the day, when students are not focused and more fatigued.  Pose four questions that continue to puzzle you, or that you could follow up or further research upon completion of this unit. 1. How can humanities impact a child’s development? 2. What needs to be considered in a humanities lesson when teaching a class of a diverse background? 3. Why is humanities considered a valuable topic of learning? 4. What are the different ways the learning of humanities can be taught? References:

EDU40011: Teaching the Humanities Assignment 1A Case study—team Sara Al-Jobouri: 103662704 Angel Atkins: 104040631 Jasmin Dunseath: 103235287  Aagaard ‐ Hansen, J. (2007). The challenges of cross ‐ disciplinary research. Social epistemology , 21 (4), 425-438.  Alnahdi, G. H. (2015). Single ‐ subject designs in special education: advantages and limitations. Journal of Research in Special Educational Needs , 15 (4), 257-265. https://nasenjournals.onlinelibrary.wiley.com/doi/full/10.1111/1471- 3802.12039?casa_token=cq9K04Y3s6UAAAAA %3ALQZIQrJQ7PxhqKwIQvd2oVjBM70Dye_rW3jewQrZgG5mm7Wg8fiZxPC sv3EX4_VYkkq4a4_3Q3VZV12w  Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). Foundation to year 10 curriculum, Humanities and social science, v 8.4 https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and- social-sciences/introduction/  (Australian Curriculum Assessment and Reporting Authority [ACARA], 2018). Humanities and social sciences (Rational). Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and- social-sciences/hass/rationale/  Bennett, W. J. (1984). To reclaim a legacy: A report on the humanities in higher education . National Endowment for the Humanities. https://books.google.com.au/books? hl=en&lr=&id=lFXo3m1vQtAC&oi=fnd&pg=PP7&dq=why+is+humanities+impo rtant&ots=JmcKtOtopB&sig=SdAa4jyveFNdmFQ7_RNPbOs8sUk#v=onepage &q=why%20is%20humanities%20important&f=false

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EDU40011: Teaching the Humanities Assignment 1A Case study—team Sara Al-Jobouri: 103662704 Angel Atkins: 104040631 Jasmin Dunseath: 103235287  Gilbert, R., Tudball, L., & Brett, P. (2019). Teaching Humanities and Social Sciences (7th ed.). Cengage Learning Australia. https://full- bookshelf.vitalsource.com/books/9780170285889  Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional children , 71 (2), 165-179. https://journals.sagepub.com/doi/abs/10.1177/00144029050710020 3  Jones, C. (2009). Interdisciplinary Approach -Advantages, Disadvantages, and the Future Benefits of Interdisciplinary Studies. Interdisciplinary Approach - Advantages, Disadvantages, and the Future Benefits of Interdisciplinary Studies , 7 (26), 26 . https://dc.cod.edu/cgi/viewcontent.cgi? article=1121&context=essai  Principles and Goals - Inspiring cross-disciplinary, networked learning - Seneca - Toronto, Canada. (n.d.). Www.senecacollege.ca. https://www.senecacollege.ca/about/reports/academic-plan/2012- 17/inspiring-cross-disciplinary-networked-learning.html

EDU40011: Teaching the Humanities Assignment 1A Case study—team Sara Al-Jobouri: 103662704 Angel Atkins: 104040631 Jasmin Dunseath: 103235287  Robin Fogarty. Integrating the curriculum, (1991), 10 ways to integrate the curriculum. Retrieved from http://webmedia.jcu.edu/cas/files/2014/09/Fogarty- Ten-Ways-to-Integrate-Curriculum.pdf  Ryoo, J., Winkelmann, K., & Springerlink (Online Service. (2021). Innovative Learning Environments in STEM Higher Education : Opportunities, Challenges, and Looking Forward . Springer International Publishing.

Humanities study case-team (1)

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