Harris, Catherine and Marsh, Colin 2007, SOSE curriculum structures : where to now?, in ACSA 2007 : Curriculum Centre Stage: Inclusivity, Creativity and Diversity, Australian Curriculum Studies Association, Melbourne, Vic., pp. 1-13.
ACSA 2007 : Curriculum Centre Stage: Inclusivity, Creativity and Diversity
Australian Curriculum Studies Association
Place of publication
SOSE curriculum structures have changed dramatically over the last few decades. Teachers who once taught history, geography and economics have found themselves teaching in the SOSE KLA which many perceive as a generic mish-mash of former school subjects. Some saw this as the death of their disciplines whilst others saw it as an opportunity to explore transdiciplinary and inter-disciplinary teaching and learning. Regardless of opinion, many teachers and tertiary education students often asked a familiar question - What am I supposed to teach and how am I supposed to teach it?
Whilst NSW retained a disciplinary structure for the teaching and learning of SOSE in secondary schools, all other Australian States and Territories adopted a Key Learning Area [KLA] approach. In recent years Victorian curriculum change has seen the re-emergence of a disciplinary approach to the teaching and learning of SOSE in upper primary schools and secondary schools and we can only wonder what curriculum change in other States and Territories will bring. In this paper we explore disciplinary, transdiciplinary and interdisciplinary approaches to SOSE and critique these in relation to effective teaching and learning.
Field of Research
130299 Curriculum and Pedagogy not elsewhere classified
HERDC Research category
L2 Full written paper - non-refereed (minor conferences)
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