Study Notes on the Australian Curriculum: Humanities and Social Sciences

The Humanities and Social Sciences (HASS) curriculum incorporates various disciplines within the educational framework of Australia. Previously grouped under terms like SOSE (Studies of Society and Environment) or HSIE (Human Society and Its Environment in New South Wales), HASS is now more comprehensively defined.

The Australian Curriculum encompasses studies in:
- History
- Geography
- Civics and Citizenship
- Economics and Business
HASS aims to promote interdisciplinary and disciplinary thinking in primary education, formalized in the document titled HASS F–6/7.
Research emphasizes the negotiation of social commitment versus social comprehension in HASS education, a concept put forth by Johnston (1989), revolving around aims of citizenship vs. scholarship.
The emphasis on real-world problem-solving situates HASS as a citizenship area of the curriculum that fosters national and global identity, particularly through historical and geographical perspectives.

The term SOSE was initially introduced in 1991 through a national initiative that sought to standardize environmental education and society studies across Australia.
Globally, this field of study is often referred to as social studies or citizenship education, usually encompassing disciplines such as history, geography, sociology, and economics, alongside integrated studies like Civics and Citizenship Education and Australian Studies.

The Australian Curriculum and Reporting Authority (ACARA), formed in 2008, has been responsible for developing HASS curriculum documents. The focus on both disciplinary and interdisciplinary links encourages capabilities including:
- Intercultural Understanding
- Ethical Behaviour
- Personal and Social Competence
Three cross-curriculum priorities that are integral to HASS include:
1. Aboriginal and Torres Strait Islander Histories and Cultures
2. Sustainability
3. Asia and Australia’s engagement with Asia
HASS is regarded as comprising a collection of subjects or an integrated field of study that prioritizes citizenship.

The HASS F–6/7 curriculum encompasses two interrelated strands: knowledge and understanding and inquiry and skills. Inquiry and skills consist of:
- Questioning
- Researching using reliable sources
- Analyzing
- Evaluating
- Communicating
The Melbourne Declaration on Educational Goals for Young Australians emphasizes the necessity for students to commit to national values of democracy, equity, justice, and foster responsible global citizenship.
It should be noted that while values education is crucial in HASS, it is not explicitly articulated, as the implementation of such competencies falls under state responsibility.

HASS includes studies that encourage educators to continually adapt the knowledge and understandings imparted to students. Such decisions often involve debates over what constitutes essential knowledge, leading to conflicting perspectives on curriculum content. Key approaches include:
- Curriculum shaped around key concepts/understandings.
- Discussions regarding essential knowledge, such as social justice as a global issue (e.g., refugee issues in Australia).

HASS focuses on developing critical skills in students, such as:
- Futures Thinking: Understanding society's history to influence future developments.
- Self-Directed Learning: Learners are expected to be flexible, creative, collaborative, and reflective during their studies.
The Inquiry Process in HASS emphasizes student engagement in a meaningful social investigation. The general stages of inquiry include:
1. Framing and focusing questions
2. Locating, organizing, and analyzing evidence
3. Evaluating, synthesizing, and reporting conclusions
4. Taking action and reconsidering outcomes

Values underpin everything taught in HASS. Aspects of influential values in education include:
- Principles guiding moral and ethical behavior
- Individual and community perspectives on what is deemed socially acceptable
The literature highlights discrepancies between moral decisions (universal) and societal conventions (contextual), raising questions about the values imparted in education.
The set of guiding principles in schools should encourage values education through active citizenship.

Intercultural understanding promotes respectful communication and interaction among diverse cultures, enhancing values of inclusivity and empathy.
Awareness of varying cultural experiences is critical in promoting successful intercultural exchanges, fostering tolerance and respect in the classroom setting.

The United Nations Educational Scientific and Cultural Organization (UNESCO) emphasizes sustainable development as meeting current needs without compromising future generations.
The Sustainable Development Goals involve integrating sustainability education across all learning areas of HASS, promoting understanding regarding ecological, social, and economic systems.

While the new Australian Curriculum supports both disciplinary and interdisciplinary approaches, the effective implementation still requires recognition of the existing frameworks from early childhood through primary education.
Primary HASS should align seamlessly with foundational frameworks like the Early Years Learning Framework to support a coherent educational transition experience.

Emphasizing skills, knowledge, and values to foster informed citizenship is key in HASS. Given the complexities in educational discourse, teachers must navigate and create supportive learning environments that foster social understanding while preparing students to engage with contemporary societal challenges.