History&Geography+Teaching+Standards

The draft proposed Geography and History Standards statements developed by the Australian Learning and Teaching Council (ALTC) provides a useful starting point for the assessment of the teaching of these two areas within the Tertiary sector in general and within School of Education in particular. Unpacking the outcomes for both disciplines areas allows us to rethink our approach to how and where History and Geography are placed within the curriculum. The Humanities and Social Sciences in general have been on the decline since the 1980's and little if any effort has been made to reinstate them, even though world issues have highlighted their importance. The weakened state of the Humanities is has serious implications for Teacher Education when viewed within the context of the advent of a National Curriculum which highlights the teaching of the Humanities - History and Geography.

In responding to the drafts we will comment on questions 1 and 4 for both standards. It is our view that these two questions have the greater bearing on our work within the School of Education.


 * Response to Question 1: Does the Standards Statement offer a complete and accurate representation of**
 * the nature and extent of the discipline and of graduate careers?**

The Geography "Threshold Learning Outcomes" provides a useful description of the domains of knowledge and the skills associated with those specific types of understanding. It clearly unpacks what a curriculum should incorporate if it is to adequately educate students in the field of Geographic knowledge and understanding. From the perspective of Teacher Education it highlights a range of discipline specific elements of knowledge, understanding and specific skill sets which are essential in preparing Pre-Service Teachers to teach Geography.The crucial issue for many Teacher education programs is identifying exactly where these skills and knowledge areas are being taught within the University.
 * Geography**

The History "Threshold Learning Outcomes" offer a less accessible, though still useful description of the discipline specific elements of knowledge and understanding an undergraduate should be exposed to in the study of History at the Tertiary level. If we examine these Outcomes within the context of the diminished nature of the Humanities within Tertiary education it is not clear that current offerings do provide an opportunity to develop these skills. It could be asserted that current synoptic approaches to the study of History, for example semester long World History units of study do not provide the depth necessary to meet these outcomes.
 * History**


 * Response to Question 4: Other than quality assurance, to what constructive ends can you see these**
 * standards being put?**

Both the Geography and History standards provide us with an opportunity to rethink our approach to the teaching of these disciplines within the University. When read in conjunction of the National Curriculum and the Victorian Essential Learning (VELs) statement we are in the position to begin the process of renewal for History and Geography. The Standards enable us to begin a debate within the University focusing on the issue of what a viable and effective History and Geography curriculum should look like. The standards will be useful in helping us to start this discussion.

In the case of the History discipline the standards may be used to audit the content of the existing University History curriculum in order to measure the adequacy of existing offerings in providing an effective History education. The Threshold Outcomes will enable us to benchmark the current state of History in University and will provide the basis for an argument to effect change.
 * History**

The Geography standards will provide the basis for a debate within the University around the issue of the lack of any form of Geography curriculum. These standards provide a clear illustration of what is missing in the University curriculum and gives us the opportunity to rethink and restructures the Humanities within the University.
 * Geography**