Assessment is a fundamental part of the design process of teaching and learning. Educators knowing and understanding their own beliefs and values about the professional work they do in assessment is crucial to learner success and progress. Being able and willing to write quality assessment tasks, to collect the evidence of student learning and to moderate this evidence with colleagues are all part of the science and art of being a professional in education. Assessment enables the educator to understand what students have learnt and determine what they will learn next. It allows educators to set goals for improvement, design the learning program in collaboration with learners beginning with the end in mind, and monitor progress. Educators are continually assessing and this chapter endeavours to make sense of this important professional skill, which impacts on teaching and learning. To illustrate these ideas and skills in relation to Humanities and Social Sciences (HASS), examples from the Australian Curriculum: HASS will be used.

The Asia region (including the Indo-Pacific region) is critically important for Australia’s long-term future as people-to-people links through education and cultural exchange, migration, business, trade, defence and tourism continue to expand and Australia’s relationship with the countries of the region evolves. Referred to as the ‘Asia priority’, the Asia and Australia’s engagement with Asia cross-curriculum priority provides opportunities for learners to investigate, understand and recognise the diversity within and between the peoples and countries of the Asia region as well as the diversity within communities in Australia. Referred to as ‘Asia literacy’, and more recently as ‘Asia capability’, this combination of knowledge, understanding and skills prepares learners for the challenges of living, studying and working in the region and in global contexts. This chapter offers strategies for teaching and learning about and from the diverse peoples and cultures of the region in ways that go beyond the instrumentalism of national economic and security interests in Asia. Learners can be encouraged to recognise commonalities and differences as well as appreciate and empathise with the lived experiences of diverse peoples and local communities in Asia and in Australia.

This chapter argues that much of the complexity and rigour of Geography revolves around the sophisticated conceptualisation that is involved in thinking geographically, something that begins to develop in preschool. It is not so much what the geographer studies but the way they look at the human or physical phenomena they are exploring that makes the study of Geography what it is. This leads some to say that everything can be studied geographically or everything is geography! Going back to the discussion on the ‘grammar’ of a subject, we can again highlight that what many people perceive as geography is purely the vocabulary of the subject and what makes geography is the grammar of the subject; that is, it is the implicit conceptual thinking involved when exploring and trying to make sense of the world in which we live.

Practice single-best-answer questions on the kidneys and urinary tract, representing all presentations and conditions listed by the GMC in their content map for the MLA AKT, and referred to by the keywords in this book. All questions are specifically tailored to the level of knowledge required for foundation clinical practice in the UK, and comprehensive in breadth, separating out the different conditions and presentations listed by the GMC, and covering them all. Not only are correct answers provided, but also explanations for all the available answer options. Every question is supported by an individual topic in the companion book which is specifically authored to cover the knowledge required for foundation clinical practice in the UK.

Practice single-best-answer questions on reproductive medicine, representing all presentations and conditions listed by the GMC in their content map for the MLA AKT, and referred to by the keywords in this book. All questions are specifically tailored to the level of knowledge required for foundation clinical practice in the UK, and comprehensive in breadth, separating out the different conditions and presentations listed by the GMC, and covering them all. Not only are correct answers provided, but also explanations for all the available answer options. Every question is supported by an individual topic in the companion book which is specifically authored to cover the knowledge required for foundation clinical practice in the UK.

Practice single-best-answer questions on paediatrics, representing all presentations and conditions listed by the GMC in their content map for the MLA AKT, and referred to by the keywords in this book. All questions are specifically tailored to the level of knowledge required for foundation clinical practice in the UK, and comprehensive in breadth, separating out the different conditions and presentations listed by the GMC, and covering them all. Not only are correct answers provided, but also explanations for all the available answer options. Every question is supported by an individual topic in the companion book which is specifically authored to cover the knowledge required for foundation clinical practice in the UK.

The richness and importance of the HASS learning area pivots on the exploration and understanding of how we are human, our interactions with others and our journey as humans in the world. We are the authors and actors in the story of our past, present and future, captured in the published and unpublished texts that inform our learning in HASS. Writings, drawings, maps, data, images, reports, laws, journals, plays, poetry and ephemera are available as physical and online items because they have been collected, organised, preserved, curated and shared by libraries and librarians, and their colleagues in associated institutions in physical and digital spaces.

Young children are developing and learning within an increasingly complex world where competing ideas are being contested and enacted in ways that impact on their daily experiences. The ethical nature of many of the decisions and beliefs that children encounter in their lives often requires complex reasoning and decision-making in which many children may not be supported. The development of ethically reasonable citizens within a society concerned for the emotional wellbeing of its members needs to begin early in life. Parents and families are primary socialisers for young children’s moral and ethical development; however, early learning centres and schools have a responsibility for providing children with opportunities for social emotional learning intended to foster ethical reasoning and empathic concern for others. This chapter introduces educators to some of the key aspects of dialogic pedagogies (namely, an empathic pedagogy that incorporates community of inquiry approaches) and sets out an argument for their use within the HASS learning area to support children’s ethical understanding. The ways in which ethical understanding are described in early years and primary curricula are explored, and suggestions provided for activities that can foster learners’ ethical understanding.

Practice single-best-answer questions on the skin, representing all presentations and conditions listed by the GMC in their content map for the MLA AKT, and referred to by the keywords in this book. All questions are specifically tailored to the level of knowledge required for foundation clinical practice in the UK, and comprehensive in breadth, separating out the different conditions and presentations listed by the GMC, and covering them all. Not only are correct answers provided, but also explanations for all the available answer options. Every question is supported by an individual topic in the companion book which is specifically authored to cover the knowledge required for foundation clinical practice in the UK.

This chapter provides educators with a new way of looking at how Aboriginal and Torres Strait Islander peoples have been represented within the Australian Curriculum. We commence with an open discussion about the structure and potential shortcomings of the cross-curriculum priorities as evident in content descriptions across the Australian Curriculum. Use of a systematic method will help educators aim to engage learners in moral, historical and epistemic questions of Indigenous connectedness to Country/Place and their custodianship of it and the nature of Indigenous agency, resistance and national reconciliation between Indigenous and non-Indigenous Australians. We will also look at cross-curriculum content structure; provide a pedagogic model for culturally responsive teaching; advise on establishing authentic school and community engagement; and suggest a framework for the development of rich, contextually situated and holistic programs for teaching the Aboriginal and Torres Strait Islander cross-curriculum content across the primary years of schooling.