What is Human Society and Its Environment (HSIE)?
HSIE is primarily concerned with history and geography. History is the study of the past which will enable students to 'enrich the present and illuminate the past' (Reynolds, 2012, pg. 6) while geography is the investigation and understanding of the environmental and human characteristics of the places that make up our world.
Therefore, HSIE (sometimes referred to as Studies of Society and Environment- SOSE) involves the study of our own society and visions for future societies (Reynolds, 2012). Key facts and concepts are developed through participation in HSIE studies, ensuring that students have a vision of their role in the world through studies about people, cultures, societies and environments.
Therefore, HSIE (sometimes referred to as Studies of Society and Environment- SOSE) involves the study of our own society and visions for future societies (Reynolds, 2012). Key facts and concepts are developed through participation in HSIE studies, ensuring that students have a vision of their role in the world through studies about people, cultures, societies and environments.
NSW HSIE curriculum
The HSIE curriculum in NSW is an area in which students develop knowledge and essential understandings about Australia's history and geography, the people who live within its territory and their social, cultural, economic and political lives. To undertake HSIE, academic skills and social skills will be developed to acquire information, use an inquiry process and participate in social and civic life. This, therefore, has provided an opportunity for IBL to be implemented into the teaching and learning within this Key Learning Area (KLA).
How can Inquiry Based Learning be implemented in the HSIE curriculum?
Through the HSIE curriculum, it is the expectation of teachers that they allow students to participate in Inquiry Based Learning. It is this fortunate expectation that will give students and teachers an opportunity to undergo an IBL that will involve the process of constructing knowledge and meaning through the process used.
HSIE is concerned with the past, present and the future that Australia will be experiencing and it is this very reason that students need to discover how the past can influence the future that they will be working and living in, through participating in this type of investigation.
The process of Inquiry Based Learning begins with a question or problem that needs investigating and students work through the stages to investigate, research, trial and implement strategies that will provided answers or solutions to the problem being explored.
IBL is used in history education by developing skills of chronology, terms and concepts, historical questions and research, analysis and use of sources, perspectives and interpretations and explanations and communication (Reynolds, 2012).
IBL can be used in geography through the development of knowledge to learn about he environment, develop skills to investigate and solve issues in the environment, acquire attitudes of care and concern for the environment and understand the principles of ecologically sustainable development (Reynolds, 2012).
HSIE is concerned with the past, present and the future that Australia will be experiencing and it is this very reason that students need to discover how the past can influence the future that they will be working and living in, through participating in this type of investigation.
The process of Inquiry Based Learning begins with a question or problem that needs investigating and students work through the stages to investigate, research, trial and implement strategies that will provided answers or solutions to the problem being explored.
IBL is used in history education by developing skills of chronology, terms and concepts, historical questions and research, analysis and use of sources, perspectives and interpretations and explanations and communication (Reynolds, 2012).
IBL can be used in geography through the development of knowledge to learn about he environment, develop skills to investigate and solve issues in the environment, acquire attitudes of care and concern for the environment and understand the principles of ecologically sustainable development (Reynolds, 2012).