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For children aged 9 to 10 years or year 4. It covers the history of discovering Australia and the explorers for each state. It then focuses on the environment and the local communities and local council structures.
For children aged 9 to 10 years or year 4. It covers the history of discovering Australia and the explorers for each state. It then focuses on the environment and the local communities and local council structures.
For children aged 9 to 10 years or year 4. It covers the history of discovering Australia and the explorers for each state. It then focuses on the environment and the local communities and local council structures.
A textbook of readings that replaces Australian Environmental Policy (1992), edited by Ken Walker.
Teaching Humanities and Social Sciences, 7e prepares teachers to develop and implement programs in the humanities and social sciences learning area from F-10. It successfully blends theory with practical approaches to provide a basis for teaching that is engaging, inquiry-based and relevant to students’ lives. Using Version 8.1 of the Australian Curriculum, the text discusses the new structure of the humanities and social sciences learning area. Chapters on history, geography, civics and citizenship, and economics and business discuss the nature of these subjects and how to teach them to achieve the greatest benefit for students, both as sub-strands within the Year F-6/7 HASS subject and as distinct Year 7-10 subjects. Throughout, the book maintains its highly respected philosophical and practical orientation, including a commitment to deep learning in a context of critical inquiry. With the aid of this valuable text, teachers can assist primary, middle and secondary students to become active and informed citizens who contribute to a just, democratic and sustainable future.
This volume, emerging from a cross-national study of teachers' perception of good citizenship, addresses two fundamental questions: What do teachers see as important in citizenship education? How do these perceptions facilitate or hinder the preparation of good citizens? While providing rich and useful data on the latest developments of citizenship education in various contexts, this book also offers an all-round review of concepts and arguments on the subject, as well as insightful comparative analyses of the findings emerged from the case studies. One encouraging conclusion drawn from these studies is that teachers across nations share similar goals and objectives that seem to have transcended cultural and political boundaries.
Cambridge, UK : Cambridge University Press, 1998.
Parallel Societies of International Students in Australia explores the social and cultural spaces that international students occupy in destination countries. It specifically examines the connections they make and the significance of this parallel society in helping them become resilient, empowered and self-sufficient. It further explores the way in which international students become disconnected from the family and friends they left behind at home, as well as from local communities. Drawing on a decade worth of research into the social, cultural, real and digital spaces occupied by international students in Australia, the book also reflects on the biggest challenge humanity has faced in a hundred years; the COVID-19 global pandemic. It considers the impact that the decisions made by the Australian government and international education stakeholders in response to this evolving crisis have had on international students. ​ This book will be of interest to academics and stakeholders involved in international education and working with international students.