Comparison of s from Various State and National Systems UK National, and Citizenship Promoting pupils spiritual, moral, social and cultural development through history Promoting citizenship through history Promoting key skills through history Promoting other areas of the curriculum eg Thinking skills, financial capability and education for sustainable development has: Chronological understanding Knowledge of events, people and changes in the past has: Knowledge and understanding of places Knowledge and understanding of patterns and processes has: Historical interpretation Historical enquiry Organisation and Communication has: Geographical enquiry and skills Spiritual development Moral development Citizenship A wide variety of subjects to choose from 200226 1
US National Standards for Civics and Government (1994) What are civil life, politics and government? What are the foundations of the American political system? How does the government established by the Constitution embody the purposes, values and principles of American democracy? What is the relationship of the United States to other nations and to world affairs? Intellectual skills Participatory skills 2
US National Council on Economic Education, National Content Standards in Economics. Twenty key developmental understandings too complex to list here Decision-making Reasoning Not a lot of detail provided. Not mentioned Left for school districts to interpret Left for school districts to interpret Left for school districts to interpret Basically a scope and sequence statement but does have materials to help interpret and put it into practice. 3
US National Council for the Social Studies, Standards for Social Studies Thematic and expected to be interdisciplinary. Social Studies teaching should be: meaningful integrative values-based challenging active. Culture Time, continuity and change People, places and environment Individual development and identity Individuals, groups and institutions Power, authority and governance Production, distribution and consumption Science, technology and society Global connections Civic ideals and practices See overriding frameworks Inclusive Respect for wellsupported positions Social responsibility and action Urges thematically organised Social Studies Urges thematically organised Social Studies Urges thematically organised Social Studies There are performance expectations related to the 10 standards themes. 4
US National Center for in the Schools, National Standards for Alabama Course of Study: Social Studies (current but not sure of initial date) Solid content knowledge Critical thinking skills Responsibility and selfmanagement Information literacy Historical thinking for grades K-4 (family, regional, state, cultural history) United States standards for grades 5-12 World standards for grades 5-12. Core studies are in history and geography Has a section devoted to developing historical thinking Historical understandings Behavioural studies Civics Information literacy Not addressed K-4 based on family and cultural history Responsibility and self management. There are further values inferred in themes of behavioural management and civics. Infants grades include awareness of geography, economics, civics and history. In primary grades they study The Land and its People, Alabama history and geography and an overview course in US history 5-12 divided into chronological eras Subject matter divided into Behavioural Studies, Civics, Economics,, Historical, US and World. Many of these are incorporated into the core and studies. 5-12 divided into chronological eras To graduate students need to have studied core subjects in 9 th, 10 th, 11 th and 12 th grades, in World history and geography, US history and geography, and American government. Does not really address teaching methods. Standards are dominated by subject matter to be learnt. 5
British Columbia Social Studies (1997) Developing understandings Making connections Applying knowledge Practising active citizenship culture Politics and Law Economy and Technology Applications of Social Studies Rights and responsibilities Democracy Human equality and cultural diversity Critical thinking and communicating Social Studies K- 7 Social Studies 8-10 BC First Nations Studies 12 Social Studies 11 Comparative Civilisations 12 12 Law 12 12 Has general outcomes and provides suggested instructional strategies, assessment strategies and learning resources. 6
Missouri Framework for Development in Social Studies K-12 The main purpose is to develop citizenship Five academic perspectives: Civic-political Socio-cultural Historical Economic Geographic Gathering, analysing and applying information Communicating effectively Recognising and solving problems Making decisions and acting responsibly Responsibility Principles of constitutional democracy Continuity and change in Missouri, US and the world Principles and processes of governance systems Economic concepts Geographical study Relationships between individuals and groups, to institutions and cultural traditions The use of tools of social science inquiry Principles of constitutional democracy Continuity and change in Missouri, US and the world Principles and processes of governance systems Economic concepts Geographical study Relationships between individuals and groups, to institutions and cultural traditions The use of tools of social science inquiry Principles of constitutional democracy Continuity and change in Missouri, US and the world Principles and processes of governance systems Economic concepts Geographical study Relationships between individuals and groups, to institutions and cultural traditions The use of tools of social science inquiry Equal emphasis on processes of learning as well as factual knowledge. 7
US National Geographic Society, National Standards (1994) The world in spatial terms Places and regions Physical systems Human systems and Society The Uses of One of the standards is devoted to skills Not addressed??? A skeletal overview only New Zealand Social Studies Integrated study. Special mention of Treaty of Waitangi, New Zealand s bicultural heritage and multicultural nature of society. Social Organisation Culture and Heritage Place and Time Continuity and Change Resources and Economic Activities Inquiry Social Decision Making Values Exploration Not clear Social Studies Social Studies Social Studies Economics Accounting 8
Queensland Studies of Virginia and Social Science Standards of Learning Has a series of overriding outcomes for the learning area. There are six levels of achievement. The area of study is defined as, Civics and Economics Time continuity and change Place and Space Culture and Identity Systems, Resources and Power Each of these strands has five substrands which are developmentally taught Lists of content Investigating Creating Participating Communicating Reflecting Generic skills for each topic area are given but these are not put in levels of development Democratic process Social justice Ecological and economic sustainability Peace Not mentioned Time, continuity and change Place and space Culture and Identity Systems, resources and power Introduction to and Social Science Time, continuity and change Place and space Culture and Identity Systems, resources and power There are also optional syllabuses for civics, and which use the same outcomes as SOSE Virginia Studies, US to 1877 US : 1877 to the present Civics and Economics World and World Virginia and United States Govt. ATSI Studies Accounting Ancient Business Organisation and Management Economics Legal Studies Modern Study of Religion Study of Society As for middle grades Encourages a learner-centred approach including sociocultural, socially critical and metacognitive approaches All the content and skills areas are tested. development left to school areas so more guidance may be provided at the local level. 9
ACT Studies of Framework Has long list of overriding perspectives Time, continuity and change Place and space Culture Resources Natural and social systems Investigation, Communication and Participation Social justice Democratic process Ecological sustainability School-based SOSE School-based SOSE School-based but accredited by Accreditation Board. Courses include Aboriginal, Australian, Legal Studies, Politics, Sociology, Psychology, Religious Studies, Business Studies, Economics, Accounting Very similar to the original National Profiles for Studies of (1994). 10
Tasmania Studies of Organisers: Gender ATSI Career and Work Civics and Citizenship Ecological Sustainability Australia s Global Connection Time Continuity and Change Place and Space Culture Resources Systems Investigation, Communication and Participation Connectedness Resilience Achievement Creativity Integrity Responsibility Equity SOSE as schoolbased integrated subject based on local adaption of National Profiles. Has 5 core units and then a number of optional units A list of subjects including Aboriginal Studies Ancient Civilisation Australia in Asia and the Pacific Business Studies, Economics, Legal Studies, Religious Studies, Tourism, Work-Related Studies Has statements of purpose: Learning to relate, participate and care Learning to live full, healthy lives Learning to create purposeful futures Learning to act ethically Learning to learn Learning to think, know and understand 11
Western Australia Has 5 clusters of values Has 13 overarching learning outcomes directly linked through to each KLA. Each outcome applies from Kindergarten to year 12. Place and space Resources Culture Time, continuity and change Natural and Social Systems Active citizenship Investigating Reasoning, Participating Communicating Democratic process Social justice Ecological sustainability School-based integrated curriculum School-based integrated across strands. Ancient - Greek; Ancient -Roman; Australian Studies; Beliefs and Values; Economics; ; ; Law; Political and Legal Studies; and Practical Has produced a document to demonstrate how to link the various aspects of the curriculum but there is a lot of scope for subject matter. 12
Victoria CSF11: SOSE Prep to year 10. Then matriculation courses. Learning organised into 6 levels and strands from prep to year 10. There is a greater emphasis on vocational and enterprise skills. Outcomes vary in specificity but tend to be subject matter oriented. Skills are dealt with within the curriculum focus. The overall values chosen to inform the subject matter are not obvious although values are to be discussed within the outcomes and indicators. Links are to be made from the subject matter to current issues. Strands include civics and citizenship, vocational education, enterprise skills, environmental awareness Economy and Society Classical Societies and Cultures International Studies Philosophy Political Studies Religion and Society Texts and Traditions Agricultural and Horticultural Studies al Science Economics Industry and Enterprise Studies Legal Studies Accounting Business Management Various VET Studies Has increased attention to inclusiveness with emphasis on social justice and the need to cater for interests, abilities, cultural diversity, gender equity and equal opportunity. There are crosscurriculum indicators: Information and Communications Technology al Education Civics and citizenship 13
Northern Territory Studies of South Australia There are five essential learnings that underpin all areas of curriculum: Futures Identity Interdependence Thinking Communication Time, Continuity and Change Place and Space Culture Natural and Social Systems Indigenous Perspectives Time, continuity and change Place, Space and Societies and cultures Social Systems Investigating Communicating Participating Critical social inquiry al observation Constructive criticism Evaluation of alternatives Identification of personal, work and community opportunities Positive interaction Social Justice Democracy Ecological Sustainability Democratic Processes Social Justice Ecological Sustainability Social Education Business Education and Social Education Australian Indigenous Studies Politics Religious Studies SOSE SOSE School based courses, SACE courses and VET courses. The assessment task for year 10 is the writing of an independent research report. These reports are externally moderated. 14