Practice single-best-answer questions on the eyes and vision, 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 subject areas that form the HASS learning area are founded on and around ‘values’, and values underpin everything we do in educational settings. This is not surprising, given that values are at the core of our thinking and actions. As human beings, we have core values to which we subscribe – things that we think are of importance and of worth. These values are diverse and influenced by a complex relationship between the individual and their social environment. As an example, consider the values listed by Burgh, Field and Freakley: friendship, security, health, education, beauty, art and wealth. You may disagree and think that holding one or more of the values listed would not in fact lead to a good life; or that an important value is missing from this list; that is, we may disagree that each of these values is of importance. The point, however, is that ‘[e]veryone has values, but there is not universal agreement about what is valuable’. In this chapter, the use of a community of inquiry will be explored as a means of supporting meaningful values inquiry in HASS. The community of inquiry is an approach that empowers learners to think critically about issues pertaining to values, ethics and social justice in a safe environment that promotes diversity and student voice.

Practice single-best-answer D8questions on airways, lungs and breathing, 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 primary and emergency care, 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 blood, 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.

It is difficult to think of anything more widespread and enduring than the lure of a good story. It is the warp and weft that weaves old, young, rich and poor of different cultures together and enables the opening of new worlds, concepts and understandings of past, present and future. We can empathise, imagine and live vicariously through stories that are an inseparable part of who we are as human beings. History documents these stories based on evidence interpreted through different lenses over time; Geography lends its knowledge to significance of place, space, time and perspective, providing context and reason; and Civics and Citizenship stories help us to understand our roles and responsibilities, as we seek models of the heroes and heroines found in a good story. For this chapter, a broad view of literacy has been adopted, one that defines it as a social practice which involves teaching learners how to participate in, understand and gain control of the literacy practices embedded within society. This chapter will examine the integrated nature of literacy in HASS through the inclusion of picture books to open and explore issues relating to HASS.

Play is an innate need. It’s a biological behaviour all humans engage in and is essential for children’s wellbeing and development across all domains: social, cognitive, emotional and physical. While play has long been seen as the key vehicle through which young children explore the world, researchers have now recognised the benefits of play to learning 21st century skills such as innovative thinking, problem-solving and collaboration. Intrinsic motivation is an inherent quality of play and a vital aspect of learning; without it, children can lack enthusiasm and willingness to engage, lack effort and persistence in tasks, give up easily and fail to develop independence in their learning. So how can we motivate and inspire learners so they become passionate advocates of their own development through self-driven exploration, questioning, problem-solving and discovery? Play is the key. This chapter discusses the benefits of play and explores how a ‘playful’ pedagogical approach enhances creativity, problem-solving and critical thinking, and can be used to effectively engage, motivate and stimulate learners from early childhood to adolescence in the HASS learning area.

It was decided that the content of the curriculum is the knowledge, skills and concepts. Moreover, it can be strongly argued that the concepts are fundamental to the successful application of the knowledge and skills. This chapter explores the concepts within the HASS learning area and why they are so important for quality learning; that is, what is the role of the concepts in developing learners’ critical and creative thinking in the subject disciplines of History, Geography, Civics and Citizenship and Economics and Business? These Humanities subjects are known as the sub-strands of the knowledge and understanding strand in the Australian Curriculum: HASS (v.9.0). Regardless of the nomenclature of the disciples in question, if we intend to develop higher-order critical and creative thinking in the HASS learning environment, it is fundamental that learners understand HASS concepts.

Practice single-best-answer questions on bones and joints, 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.