Assessment 1: Essay
The notion of diversity, equity and inclusion is well incorporated throughout all facets of the Australian Curriculum. It is important to recognise that this notion holds particular significance in teaching Humanities, and Health and Physical Education [HHPE], as it is in the key learning areas of HHPE that cultural and social awareness and fairness play vital roles in both the subject itself, and the method of its delivery. In teaching HHPE, it is necessary to be mindful both of the content being taught, along with the way it is taught, to ensure that cultural, social, academic, physical, religious and gender based assumptions are neutrally acknowledged and are given an open and unbiased platform for students to discuss …show more content…
Integrating Geography, History, Economics, Business and Civics and Citizenship, HASS allows students a broad “big picture” understanding of the world and how others, along with themselves, contribute and engage with the world and all it encompasses (Gilbert, 2014). Conversely, Health and Physical Education (HPE) allow students to learn skills that strengthen their physical and emotional sense of self, and develop nourishing relationships with their bodies, their peers, and their community as a whole (ACARA, 2014). It is in HPE where the wellbeing and needs of the individual student is addressed and catered for (Meldrum & Peters, 2012, p. 196). In contrast to HASS, where teachers provide students with the skills to question and probe previous ideals in order to achieve a deeper understanding of the world, the teaching of HPE allow students to care for their personal wellbeing, understand their own needs and be positive, active and engaged members in their immediate community. By enriching students with a deeper understanding of their sense of self, and their associations within the community in HPE, students develop the confidence to accept possibly alternative and differing ideals and understandings to their own during their studies in HASS. It is this combination of HPE and HASS; …show more content…
In relation to HASS, enabling students to develop these competencies allows for deeper learning and understanding of their immediate and extended standing in the world, and encourages for a fair, enriched and respectful attitude towards differing ideals and behaviours (MCEETYA, 2008). Benn (2012) stipulates that cultural diversity has never been more prominent. Although eluding to the UK school system, this is also applicable to the Australian curriculum, as Australia has fully embraced its multiculturalism, stating it to be the “home of the world’s oldest continuous cultures” (Australian Human Rights Commission, 2014). Thus the teaching of HASS in Australia encompasses the history and culture of Australia as a country, as well as incorporating all the various sub cultures within it. Awareness towards the various cultures within the student body of a classroom should also be taken into consideration when teaching HASS, along with learning levels, genders, and religious and socioeconomic backgrounds. In reference to Benn (2012), a constructivist teaching pedagogy of inquiry-based learning and learning by design allows for a more inclusive, supportive and respectful approach to teaching HASS. Adopting a
The notion of diversity, equity and inclusion is well incorporated throughout all facets of the Australian Curriculum. It is important to recognise that this notion holds particular significance in teaching Humanities, and Health and Physical Education [HHPE], as it is in the key learning areas of HHPE that cultural and social awareness and fairness play vital roles in both the subject itself, and the method of its delivery. In teaching HHPE, it is necessary to be mindful both of the content being taught, along with the way it is taught, to ensure that cultural, social, academic, physical, religious and gender based assumptions are neutrally acknowledged and are given an open and unbiased platform for students to discuss …show more content…
Integrating Geography, History, Economics, Business and Civics and Citizenship, HASS allows students a broad “big picture” understanding of the world and how others, along with themselves, contribute and engage with the world and all it encompasses (Gilbert, 2014). Conversely, Health and Physical Education (HPE) allow students to learn skills that strengthen their physical and emotional sense of self, and develop nourishing relationships with their bodies, their peers, and their community as a whole (ACARA, 2014). It is in HPE where the wellbeing and needs of the individual student is addressed and catered for (Meldrum & Peters, 2012, p. 196). In contrast to HASS, where teachers provide students with the skills to question and probe previous ideals in order to achieve a deeper understanding of the world, the teaching of HPE allow students to care for their personal wellbeing, understand their own needs and be positive, active and engaged members in their immediate community. By enriching students with a deeper understanding of their sense of self, and their associations within the community in HPE, students develop the confidence to accept possibly alternative and differing ideals and understandings to their own during their studies in HASS. It is this combination of HPE and HASS; …show more content…
In relation to HASS, enabling students to develop these competencies allows for deeper learning and understanding of their immediate and extended standing in the world, and encourages for a fair, enriched and respectful attitude towards differing ideals and behaviours (MCEETYA, 2008). Benn (2012) stipulates that cultural diversity has never been more prominent. Although eluding to the UK school system, this is also applicable to the Australian curriculum, as Australia has fully embraced its multiculturalism, stating it to be the “home of the world’s oldest continuous cultures” (Australian Human Rights Commission, 2014). Thus the teaching of HASS in Australia encompasses the history and culture of Australia as a country, as well as incorporating all the various sub cultures within it. Awareness towards the various cultures within the student body of a classroom should also be taken into consideration when teaching HASS, along with learning levels, genders, and religious and socioeconomic backgrounds. In reference to Benn (2012), a constructivist teaching pedagogy of inquiry-based learning and learning by design allows for a more inclusive, supportive and respectful approach to teaching HASS. Adopting a