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Introduction : Inquiry-Based Learning in Humanities and Social Sciences: Achieving ACARA's Aims

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The inquiry methods help to achieve the aims of ACRA: HASS

The "F-6/7 Australian curriculum for humanities and social sciences" has major aims to ensure the student's development in the wonder of curiosity and respect the people, place, system and culture. The inquiry method helps to achieve the ACRA: HASS as this feature helps to consider primary school practices. Dealing with the educational course the analysis of preliminary services teaching helps to increase the engagement of students (, 2020). Along with that, constructivist learning helps to deal with the student-driven process in order to construct knowledge transmission. The array of humanities and various models helps to develop long-term history endorsed through inquiry. It helps tope enhance the learning outcome. 

The phenomena of enjoyment and interest as the major prospect of enjoyment bring into the study. Based on the economic, historical, geographical, and civic knowledge of value systems and places it has considered in the global context. Along with that, a major understanding has to be developed regarding historical development as the appreciation of geographical phenomena has been brought into consideration (Furtak & Penuel, 2019). The civic values in the economic factor have influenced sustainability and a sense of belongingness to shape society. The inquiry methods and skills have used the capacity based on reliable resources to analyse, communicate, research, question, and evaluate the findings.

The required disposition creates effective participation of the students daily. As, active citizenship, critical problem-solving, decision-making, ethical reflection, and enterprise financial behaviour create more engagement. Dealing with the national curriculum in Australia has enabled the simulation process for an effective inquiry-based learning approach. Thus, the major aims of ACRA: HASS have been achieved through the inquiry system based on the quality planning and teaching process (Francis, 2021). Based on the support of pedagogies the inquiry of teachers in initial teacher education deals with the practice of exploring the humanities and inquiry-based pedagogy helps to develop the perception of learning.

As per the analysis, the aims of the humanities and social sciences have transformed the way detail perception is based on surveys. The five-week class inquiry experience has to be handled through assessment tasks. Through the humanities teacher preparation, the curriculum development in Australia brings an understanding of higher education settings. The primary humanity teacher preparation has planned the inquiry responses based on overcoming the major concern of student and staff experience (, 2022). Thus, to outline the explanation of pre-service teamsters in the primary school context based on education courses deals with the sequence of inquiry.

Developing the approach of learning the enquiry models helps to bring humanities and other educational services. The inquiry model has analysed the educational course importance based on the investigation of learning and interpretation of discipline. The multiple contests and interpreted higher education disciplines comprises the problem-solving learning approach. Along with that, inquiry-based learning helps to develop the terminology for considering education literature (Dolan, 2019). Based on gaining knowledge and new understanding the different models such as inquiry in higher education has processed through open and guided approaches. The level of guidance and support of teachers has been effective through an information-oriented approach in order to develop the framework of operation. 

The analysis of structured enquiry has guided through information-oriented knowledge as differentiated enquiry brings a substantial interest in a different range of disciplines. The increasing role of undergraduate courses has to be adopted by the Australian curriculum by developing the range of disciplines (Boon, 2020). As per the analysis of the learning needs of students, the memory-oriented teaching style helps to create more opportunities for the students through the application of inquiry models. Consider the deep learning approach the effective enquiry regarding the direct instrument and motivate the students to gain knowledge.

As per the evaluation of investigating the thinking skills the central and essential role of student engagement brings inquiry implementation to develop problem-based learning pedagogies as the higher education system is considered human learning. Along with that, the teacher's perception of staff resistance brings inquiry-based pedagogy to develop the inquiry and commitment approaches (, 2021). This staff resistance brings into consideration the life-long skills inquiry and pre-services teaching based on dealing with student assessment and other group task activities. Based on the humanities and social sciences curriculum the approach of pedagogy brings the theory of teacher education and inquiry simulation.

Along, with theta, the analysis of teacher education has considered the F-10 curriculum pattern. Thus, the traverse disciplines bring artificial boundaries to achieve the aim of the study as the subject areas have focused on the curriculum of learning and development. Therefore the methods to process life-long learning for disciplines have focused on developing critical values and informed decisions (, 2021). The inquiry methods and skills have to be developed based on the understanding of value into considering the sequence of learning. As per the aims of the research, the humanities and social science learning objectives has achieved by developing students' curiosity. Based on the responses of sequence learning and inquiry-based questioning have developed particular integrated inquiry units. As per the analysis of the inquiry approach the major prospect of language brings the development curriculum. 

The intent of the inquiry attributes of 'hands-on' learning and exploring different 'perspectives' within the context of historical enquiry. 

The evaluation of inquiry attributes of exploring the perspectives in the historical enquiry deals with learning to consider the Australian curriculum. Along with that, the humanities and social sciences have to be focused on enhancing the learning outcome in order to understand the inquiry approaches. The value of learning activities engages with the development of thinking skills as the learning activities for focusing on the educational approaches (Costes-Onishi et al. 2020). As per the analysis of HASS content knowledge, it derives from an initial enquiry to deal with the cross-curricular to drive the topic in literacy lessons.

The research skills have to be focused on new learning material based on deep knowledge and culture for curiosity. Based on the belonging of developed sense the ethical participants have a developed sense of responsibility. As per the analysis of hands-on learning experience, the students of humanities have the attributes of inquiry to consider the knowledge of past forces that shape society (, 2020). In the Australian curriculum, the ability to think is to solve problems based on the skills of inquiry to consider enterprise behaviours. The active participants have the capability of engaging with decisions making process. The commitment to sustainability brings equity and social justice to developing connections and knowledge in Australia.

'hands-on' learning and exploring different 'perspectives'), use examples from the content pages for stage 3 (NSW history syllabus), and year 6 history knowledge and understanding and skills content description and elaborations (ACARA: HASS) to explain the way each attribute is required to allows students to learn history effectively and in turn contribute to achieving the aim of the history syllabus or aims of the ACARA: HASS.

Based on the exam attributes the hands-on learning perspectives have considered the syllabus of history as the Australian curriculum considers focus the knowledge, skill, and understanding of history. As per the analysis of students' persistent the contribution to achieving the required aim based on the syllabus of history and ACRA: HASS (, 2021). Along with that, the "National standards authority" and “The education act of NSW in 1990” as the “Australian Curriculum, Assessment and Reporting Authority (ACARA)” deal with inquiry-based learning. The coordination and feedback approach helps to bring into consideration the learning knowledge and understanding that has to be tested.

The history syllabus such as sources, empathy, continuity, perspectives, cause or effect, change, significance, and contestability has to be focused. The knowledge and understanding of humanities and social sciences bring the reflection of facts and concepts (, 2022). As per the evaluation of students' learning and prospects the aspects of "National statements of learning" helps to consider the ACARA curriculum and the contribution incorporating the NSW syllabus. Based on the inquiry-based approach the flexibility of development courses maintains the standards of the examination system. Along with that, to ensure the compatibility of the NSW assessment the history syllabus has also a key learning area.

The curriculum of Australia has focused on the major concepts of different languages and concepts. The aim of the history curriculum has achieved lifelong learning as the ideological movements have considered the development of an extensive Australian curriculum. Developing the standards of teaching and learning information the pedagogical method brings the comparison of learning methods (Mills & Tomas, 2020). Along with that, the inquiry integrates novel ideas based on constructive knowledge as power the teaching approaches the historical knowledge has developed the critical thinking of students. The analysis of developing the social interaction and hands-on learning activities helps to explore the attributes.

Dealing with the reporting consequences of the evaluation of data encourages inquiry skills and historical evidence for the arguments. The Australian curriculum based on the humanities and social sciences ensure a good understanding of the new syllabus. Learning based on inquiry has a student’s-centred teaching approach thus the progress of complex information to analyse historical communication and inquiry (Ng, et al. 2020). Consider the standards of teaching and dedication of NSW the communication process of the inquiry process that helps the students to engage in the activities of learning knowledge. Along with that, the student engagement approach brings the curriculum of adapting the collaboration of a student’s-centric teaching approach.

Based on the curriculum of Australia the general capabilities consider the ACRA approach. As per the evaluation of attribute towards students learning and engagement process the syllabus of NSW consider this perspective learning exploration. The perceived knowledge has inquired the pedagogy based on the lessons of the learning experience. Along with the commitment from students to the improvement in the inquiry process consider the Australian curriculum to deal with the humanities and social sciences to enhance the learning outcome (, 2020). As per the analysis of acknowledging the critical reflection, it focuses on humanities literature and uses the pattern of NSW.

References (2020). Humanities and Social Sciences, Foundation. Retrieved from: Retrieved on: 03.12.2022. (2021). Knowledge and understanding strand. Retrieved from: Retrieved on: 03.12.2022. (2021). HASS. Retrieved from: Retrieved on: 03.12.2022.

Boon, D. (2020). A primary history perspective on the Australian Curriculum. In Historical Thinking for History Teachers (pp. 31-44). Routledge. Retrieved from: Retrieved on: 03.12.2022.

Costes-Onishi, P., Baildon, M., & Aghazadeh, S. (2020). Moving inquiry-based learning forward: A meta-synthesis on inquiry-based classroom practices for pedagogical innovation and school improvement in the humanities and arts. Asia Pacific Journal of Education40(4), 552-575. Retrieved from: Retrieved on: 03.12.2022.

Dolan, L. (2019). The humanities and social sciences in Australian schooling: An overview. Professional Educator20(1), 8-11. Retrieved from: Retrieved on: 03.12.2022. (2022). NSW and the Australian Curriculum. Retrieved from: Retrieved on: 03.12.2022. (2022). Inquiry-based Learning in Teacher Education: A Primary Humanities Example. Retrieved from: Retrieved on: 03.12.2022.

Francis, T. (2021). Procedural fairness requirements in decision-making: Legal issues and challenges for government secondary school principals in New South Wales. Retrieved from: Retrieved on: 03.12.2022.

Furtak, E. M., & Penuel, W. R. (2019). Coming to terms: Addressing the persistence of “hands?on” and other reform terminology in the era of science as practice. Science education103(1), 167-186. Retrieved from: Retrieved on: 03.12.2022. (2021). National curriculum update. Retrieved from: Retrieved on: 03.12.2022. (2020). HUMANITIES AND SOCIAL SCIENCES (HASS). Retrieved from: Retrieved on: 03.12.2022.

Mills, R., & Tomas, L. (2020). Realising the sustainability cross-curriculum priority through action-oriented and transformative geography education. Geographical Education (Online)33, 11-17. Retrieved from: Retrieved on: 03.12.2022.

Ng, O. L., Shi, L., & Ting, F. (2020). Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: dynamic geometry and 3D printing. International Journal of STEM Education7(1), 1-13. Retrieved from: Retrieved on: 03.12.2022. (2020). Humanities and Social Sciences in the Australian Curriculum. Retrieved from: Retrieved on: 03.12.2022.

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