The Difference between Society and Culture and Geography Syllabuses - Essay Example

Please just send a message if you need anything. Thanks! Examination of HSIE/SOSE Syllabus for Years 11-12 and HSIE/SOSE Syllabus for Years 7-10 Part A – Common Features of the Two Syllabuses The syllabus for Society and Culture’s main concern is the interaction between people, social groups, cultures, environments and time while the syllabus for geography concentrate on a much wider scope that include physical, social, cultural, and built environments (Board of Studies 2009:5; Board of Studies, 2003:5). However, although they look different at first glance and promote different approach to learning, their rational is somewhat similar. For instance, both syllabuses have direct relevance to the needs of students, they are aimed to provide the essential skills, competencies, and knowledge, and promote awareness of the interaction between societies and culture. Moreover, although they encourage different approach to learning both are aimed in providing students with abilities to manage their own learning and work in areas that will directly impact their lives environments (Board of Studies 2009:6; Board of Studies, 2003:8). The aim of both syllabuses is also similar, which is the development of students’ knowledge for different areas of life. Similarly, their objectives is to develop knowledge and understanding, skills, interest, values and attitudes that students can use in their later life as active and well-informed members of society. The objectives in developing skills in Society and Culture Stage 6 resemble those that are in Geography as both seek to acquisition and application of particular skills. Similarly, the objective of developing knowledge and understanding in both syllabuses ultimately seek acquisition of values and attitudes that can be effectively applied in a society that demands intercultural understanding, active citizenship, and lifelong learning (Board of Studies 2009: 8; Board of Studies, 2003:10). In terms of skills, these syllabuses enable acquisition of key competencies such as the ability to acquire knowledge through own initiatives, enhance learning through information gathering and analysis, communication, planning, working with others, and information technology. In Society and Culture Stage, students are encourage to work as individuals and as members of groups while geography promote teamwork and working with others while exploring different issues in the environment (Board of Studies 2009:14; Board of Studies, 2003:59). In terms of assessing the knowledge and skills acquired, both syllabuses used standards of expected learning outcomes. Although the syllabus for Society and Culture Stage 6 did not mention a specific board of studies framework, further research shows that both syllabuses are complying with the requirements of the Board of Studies (Board of Studies 2009:47; Board of Studies, 2003:81). Part B – Differences of Two Syllabuses The main difference between Society and Culture Stage 6 and Geography syllabuses is the fact that the former is intended for higher school certificate program of study focusing on intellectual, social, and moral development of students while the latter seek to maximise achievement in geography by focusing on spatial and ecological dimensions of the world we live in (Board of Studies 2009:5; Board of Studies, 2003:5). The Geography syllabus contains provisions for students with special education needs while Society and Culture Stage is completely focus on common students who are capable of managing their own learning and acquire further education and training (Board of Studies 2009:5; Board of Studies, 2003:6). The content of Society and Culture Stage 6 is divided into preliminary and HSC content that include learning social and cultural literacy and research methodologies. On the other hand, the syllabus in Geography is divided between mandatory and elective requirements where it offers additional learning through acquisition of additional Geography related content. In contrast, the skills being offered by HSC content is in the opportunity to apply social and cultural research methodologies through personal interest project involving information gathering and evaluation, effective use of time and resource, application of concepts and ethical standards in research, and communicate the findings of the personal interest project(Board of Studies 2009:15; Board of Studies, 2003:22-44). Since Society and Culture Stage 6 syllabus does not contain any provision about students with special education needs, it has no requirements for access to Life Skills outcomes and content similar to the one specified in Section 9 of Geography syllabus. Similarly, the 120 indicative hours required in the preliminary course of the Society and Culture Stage syllabus is more compared to the 100 hours for mandatory Geography course. However, the elective part of the Geography course may longer since students are allowed to undertake up to 200 hours of study while both preliminary and HSC course are limited to around 120 indicative hours including time devoted to personal interest project. Moreover, completion of HSC courses automatically entitle students recognition in VET or Vocational Education and Training while achievement from additional geography content (elective) and Life Skills will be reflected on student’s School Certificate Record of Achievement (Board of Studies 2009:46; Board of Studies, 2003:83). In term of structure and content, the Geography syllabus appears more detailed particularly in the area of assessment and reporting. For instance, although the syllabus for Society and Culture Stage specified its assessment and reporting guidelines in Section 11, it did not provide details of different quality assessment practices similar to Geography syllabus. Moreover, the Society and Culture Stage 6 did not provide a section explaining the details of the Personal Interest Project Requirements contrary to Geography’s detailed presentation of both mandatory and elective requirements (Board of Studies 2009:45-47; Board of Studies, 2003:22-81) . Part C – Extent by which they appear having the same view of the purpose and methodology of education about society and the environment Research-oriented education such as those presented in the Society and Culture Stage 6 syllabus is generally aimed at enhancing students’ awareness of the problem and enhancing their ability to find new approach to solve the problem (Lin & Huang, 2011:124). By incorporating key competencies as collecting, analysing, and organising information, analysis of statistical evidence, and requiring students to conduct a personal interest project (Board of Studies, 2009. 14 & 45), the syllabus for Society and Culture Stage 6 demonstrate its compliance with the purpose and methodology of education about society. Similarly, the syllabus for Geography Years 7-10 complied and having the same view of education when it links society to the environment (Board of Studies, 2003:11). According to Palmer (1998), education should cut across social and natural sciences and provides insights about the interaction between natural and human resources (p.78). The ecological dimension in Geography syllabus demonstrates the extent to which a particular education methodology actually considers the interaction between humans and the environment. In fact, rationale for this syllabus include learning to view a community as part of the wider environment, awareness of the consequences human actions on environments, and appreciate the value of ecological sustainability (Board of Studies, 2003:8). The common purpose of education according to Tischler (2010) is to prepare people for complete living, equalized society by making knowledge available to all, and teaches the young of skills that they can use as they develop and mature in adulthood (p.321). Educational methodologies therefore must have a practical value and in the case of both syllabuses, they managed to present young people with opportunities not only to learn but acquire knowledge and skills, values and attitudes that can help them live as responsible and active citizens (Board of Studies, 2009:8). In Geography syllabus for instance, inclusion of spatial dimensions in educating young students enhances appreciation not only of the environment but their role in keeping that environment safe for all (Board of Studies, 2003:8). Similarly, the main concern of teaching critical concepts, skills, and competencies in Society and Culture Stage 6 is to deliver the most appropriate education students can use to effectively manage their future lives (Board of Studies, 2009:6). Education must be able to demonstrate how people can actually function together in a society thus it must help in the development of both social and intellectual capital, (Fullan, 2001: 11). In Society and Culture Stage 6, the objective is not only to enhance understanding of society and culture but intellect to evaluate, investigate, analyse, synthesise, and communicate information (Board of Studies, 2009:8). Similarly, the syllabus for Geography is not just about stimulating students’ interest about physical and human environments but acquisition, processing, and communicating geographical information. Moreover, the objective of imparting knowledge, developing skills, and understanding of the environment is not limited to bringing ecological sustainability but lifelong learning that will enable acquisition of right values and attitudes regardless of changes in our society and environment (Board of Studies, 2003:10). In summary, both syllabuses sufficiently managed to cover the purpose and methodologies of modern day education particularly in the interaction between people, societies, cultures, and environment. Moreover, since education is generally about developing skills with practical value, having courses that cover both preliminary knowledge and life skills greatly enhance students’ chances of getting higher-order skills for work and everyday life. Note that the purpose of higher school certificate program of study contained in the Society and Culture Stage 6 syllabus is not only to encourage further education but cultivate students’ social and moral values and capacity to live effectively on their own. Finally, both syllabuses structures appear appropriate to the actual needs of our society and environment. References: Board of Studies, (2003), Geography Years 7-10, Syllabus, Board of Studies, New South Wales, pp. 1-87 Board of Studies, (2009), Society and Culture, Stage 6, Syllabus, Board of Studies New South Wales, pp. 1-53 Fullan M, (2001), The New Meaning of Educational Change, UK: Routledge Palmer J, (1998), Environmental Education in the 21st Century: Theory, Practice, Progress, and Promise, UK: Routledge Lin S. & Huang X, (2011), Advances in Computer Science, Environment, and Education, Germany: Springer Publishing Tischler H, (2010), Introduction to Sociology, US: Cengage Learning Read More