In NSW, teachers make judgments about the suitability of a range of resources and draw on their ongoing professional learning opportunities, beyond initial university training, to select resources to meet the needs of their students and for effective teaching and learning.
It is the expectation that teachers are skilled in presenting information to their students as contestable and that they promote the value of checking a range of sources.
It is the responsibility of schools and teachers to select appropriate texts and other resources to meet the learning needs of their students, and that reflect the values and ethos of their school and community.
For example, in implementing the new NSW Geography K–10 syllabus teachers are encouraged to use a wide range of resources, such as documentary materials, digital online resources, graphs and statistics and fieldwork visits. This approach is reflected in the support materials provided on the BOSTES website.
In the NSW Geography K–10 syllabus students are encouraged to go beyond rote learning a particular view expressed in a single resource. They are provided with opportunities to develop skills in the analysis and evaluation of a range of sources. This process of critical thinking is central to geographical inquiry and is important learning for students.
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