2003 School Magazine

FACULTIES

S O CIAL AN D E N VIR O N M E N TAL S T U DI E S

^

.

and the questions they pose for all students of the Social Sciences. This is because systemic crisis can only be understood and managed via a clear appreciation of cause and effect reasoning as well as an understanding of the nexus existing between action and consequence When endeavouring to make meaning of all of this, eminent Australian educationalist, Professor Hedley Beare has noted in his new book Creating the Future School that

..

each student, then, will fihd herselflinked within pofiticol, in tellectuol, social and in ternoti'on o1 frameworks which circumscribe her put demands upon her and create the boundaries within which she fives her life. Just because she lives in a human planetary society, she is caught up in a minefield of options, responsihifjti^s, duties and compromises. She is communalIy responsible and morally compromised, simultaneously. A great school knows about this kihd of moral Ihcorcerotion and tries to Year 12 Geography students using GPS equipment to record urban features in windsor educate its Students about how to cope with being a responsible citizen In the world fog. 20) - In the Social and Environmental Studies . .~ .

.8 8

Faculty we take our responsibility very seriously and strive to provide our students with avenues of learning that can help to provide life long skills for responsible citizenship in this challenging and changing world. Our students are imbued with more than facts and figures, they are challenged by many different sources in order to stimulate, engage and hopefully question what is going on around them. All of our subjects are firmly embedded with the wonder associated with meaningful and challenging inquiry ranging from the pressing Issues associated with the sustainability and liveability of our cities, through to the future role of Trade Unionsin our post industrial world, and further still to Inq uiries associated with contem pora ry assessments of the breakdown of the Roman Empire. There is little doubt that rigorous processes of inquiry encourages and reinforces the freedom of thought our forebears fought so gallantly to enshrine in our democratic traditions. Such a learning environment helps to train Young minds in the asking of one of the most thought provoking questions of all - "why': it is the responsibility of this generation to ensure that the torch of freedom is passed on to future generations to treasure and mould to their own needs and aspirations Throughout 2003 many of our students experienced success in a number of different activities. in the History Department

I S^\

Observung the values of forests - Year 9 Geography excurs .