PDF (Whole Thesis) - USQ ePrints - University of Southern ...
PDF (Whole Thesis) - USQ ePrints - University of Southern ... PDF (Whole Thesis) - USQ ePrints - University of Southern ...
Demonstrating the progressive move away from a wholly prescriptive syllabus of the earlier years of the 20 th century to a more abstract description of desired learning experiences and outcomes, this syllabus does not prescribe set content. Rather, it establishes a set of objectives categorised into the following four areas: basic knowledge; thinking processes; social skills; and attitudes, feelings and sensitivities. Using the syllabus as a guiding document, teachers then developed their own programs for their class, with a scope and sequence chart provided as a base for units of work. As can be seen in Source 7.5, this chart is devoid of detail, covering all grades from 1-7 on one page. The onus therefore is placed on teachers to interpret the syllabus in order to construct grade-appropriate units of work within an overall program. However, as mentioned, sourcebooks were published by the Department of Education which were constructed by the syllabus committee and provided ready-made units of work for teachers to follow and implement in their classrooms (much in the same way as the Social Studies for Queensland schools textbook series had previously been used for this purpose). Therefore, whilst it is not possible to tell from the syllabus whether the two exemplar topics, British heritages and Indigenous representations were present in the Social Studies curriculum for primary grades, the accompanying sourcebooks can be used to investigate whether and to what degree these representations were evident. As stated by then Director-General of Education, I.J. Matheson in the foreword to the syllabus, regarding the sourcebooks: “I am confident these books will greatly assist teachers in developing stimulating and effective social studies programmes for children in primary schools...I...recommend the use of these materials in Queensland schools” (Department of Education, 1987b, p. iii). 300
Source 7.5. Scope and sequence chart from Primary Social Studies Syllabus and Guidelines (Department of Education, 1987b, p. 14) For the senior years of high school, years 11 and 12, two syllabuses are relevant for this era; the first is the Draft senior syllabus in Modern History (Board of Secondary School Studies, 1981); and the second is the Senior syllabus in Modern History (Board of Secondary School Studies, 1987). Due to the similarities of these two syllabuses, for the purposes of this research, the 1987 syllabus has been consulted for its relevance to the two exemplar topics. The structure and content has not altered between the two syllabuses, including the learning objectives of the units. The rationale of the 1987 syllabus states, in part: 301
- Page 264 and 265: emerging respect for different know
- Page 266 and 267: exploration of the Western Australi
- Page 268 and 269: group: “naked”; “In the ten t
- Page 270 and 271: Source 6.31. “The Last of His Tri
- Page 272 and 273: Source 6.32. “Corroboree” in Sc
- Page 274 and 275: Source 6.33. Typical portrayal of T
- Page 276 and 277: 1962, p. 214). Attributing negative
- Page 278 and 279: Source 6.35. “The Referendum of 1
- Page 280 and 281: inclusion of Indigenous Australians
- Page 282 and 283: foreground of the image, but it is
- Page 284 and 285: Indigenous Australians are still re
- Page 286 and 287: Source 6.40. “An Australian Fairy
- Page 288 and 289: Indigenous woman which, although co
- Page 290 and 291: They hold that the bush and all it
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- Page 294 and 295: Department of Education, 1960/1963,
- Page 296 and 297: secondary school level this textboo
- Page 298 and 299: history of Tasmania through various
- Page 300 and 301: Social Studies for Queensland schoo
- Page 302 and 303: al., 1969, p. 166), where Indigenou
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- Page 306 and 307: Source 7.1. Extract from Introducti
- Page 308 and 309: In the lead up to and in the year o
- Page 310 and 311: Newton. The lyrics portray a multic
- Page 312 and 313: 1988 Bicentennial, clearly marking
- Page 316 and 317: It is important that students have
- Page 318 and 319: such as Case studies in Australian
- Page 320 and 321: Our hope is that students using the
- Page 322 and 323: Source 7.10. “Settlement in Austr
- Page 324 and 325: Source 7.12. Dampier extracts from
- Page 326 and 327: making roles. Particularly in some
- Page 328 and 329: Source 7.17. Classroom moiety syste
- Page 330 and 331: Source 7.19. Yiwara “special obli
- Page 332 and 333: suggestions on how teachers are to
- Page 334 and 335: As demonstrated in Source 7.23, thi
- Page 336 and 337: Source 7.28. “The first Australia
- Page 338 and 339: settlement. However, documents reve
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- Page 342 and 343: Given that this textbook was publis
- Page 344 and 345: overtly, as the issues of land righ
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- Page 348 and 349: textbook author is presenting for s
- Page 350 and 351: Crossroads: Imperialism and race re
- Page 352 and 353: Source 7.42. Vincent Lingiari’s n
- Page 354 and 355: Australia’s referenda history—w
- Page 356 and 357: Source 7.45 demonstrates that throu
- Page 358 and 359: of Indigenous Australian cultures.
- Page 360 and 361: the 42 page unit of work in a textb
- Page 362 and 363: Source 7.53. Continuity of Indigeno
Source 7.5. Scope and sequence chart from Primary Social Studies Syllabus and<br />
Guidelines (Department <strong>of</strong> Education, 1987b, p. 14)<br />
For the senior years <strong>of</strong> high school, years 11 and 12, two syllabuses are relevant for this era;<br />
the first is the Draft senior syllabus in Modern History (Board <strong>of</strong> Secondary School Studies,<br />
1981); and the second is the Senior syllabus in Modern History (Board <strong>of</strong> Secondary School<br />
Studies, 1987). Due to the similarities <strong>of</strong> these two syllabuses, for the purposes <strong>of</strong> this<br />
research, the 1987 syllabus has been consulted for its relevance to the two exemplar topics.<br />
The structure and content has not altered between the two syllabuses, including the learning<br />
objectives <strong>of</strong> the units. The rationale <strong>of</strong> the 1987 syllabus states, in part:<br />
301
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