This chapter introduces you to Civics and Citizenship, one of the four subjects that comprise the Humanities and Social Sciences (HASS) learning area. It presents Civics and Citizenship as an active, participatory subject area that requires educators to promote an open and supportive educational environment through which learners can be engaged in discussing issues that affect them and their communities, and enables them to engage in democratic decision-making processes. The chapter covers the main elements of the Australian Curriculum: Civics and Citizenship, as it appears both within the combined HASS curriculum for the primary years and as a stand-alone subject for Year 7. It also introduces methods and approaches through which Civics and Citizenship can be taught effectively. Throughout the chapter, key points are supported by research evidence, and supporting tasks and reflections will help you to develop your understanding of Civics and Citizenship.

Through HASS, children critically consider the moral challenges of our time and make informed and ethical decisions. The rationale to the HASS F–6 (v.9.0) curriculum asserts that HASS empowers students ‘to value their belonging and contribution to their community and beyond’. By engaging with key topics, children can impact their surroundings and effect change. Children explore historical and geographical concepts of significance, continuity and change, and place and space before they even reach school. Upon entering school, further intradisciplinary and interdisciplinary concepts are developed and refined. Thus, early in young people’s lives, teachers aim to introduce children to the study of humanities, which helps us to understand who we are, our identity and human interaction. This chapter explores the nature of HASS learning and pedagogy in the early childhood and primary years; considers the policy basis for teaching social science knowledge and skills; and outlines how play-based and inquiry-based pedagogical approaches can be used to teach HASS; and the value of learning propositional knowledge in the humanities and the significance of maintaining the integrity of discipline-based ways of ‘knowing’ and ‘doing’ to deliver a deeper understanding of HASS topics and concepts.

Early childhood teachers in Australia are qualified to teach children from birth to five years of age or birth through to eight years of age depending on their teacher education program and state qualifications. A significant challenge is the need to be knowledgeable about, and comfortable working with, different curriculum framework documents. Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF v2.0) informs practice in early education and care settings for children from birth to age 6, while the Australian Curriculum models the curriculum in the Foundation to Year 10 (hereafter: F–10) formal schooling years. This chapter will provide a contextual foundation for teaching and learning in HASS, beginning with a broad discussion of the Australian Curriculum: HASS in the early years of primary schooling, considered through the lens of the EYLF v2.0. Similarities and differences between the two curriculum documents will then be addressed, as well as how these documents potentially affect children’s learning and how educators teach. Finally, it will be argued that pedagogical practice, specifically inquiry-based learning rather than content-based learning, contributes to effective connections between the foundations for learning developed in the early years settings and transition to the first years of formal schooling.

In aspiring for world-class education, the Alice Springs (Mparntwe) Education Declaration provided guidance for the continued development of the Australian Curriculum. The declaration committed the Australian Government, in collaboration with the education community, support for all young Australians development in becoming confident and creative individuals, successful lifelong learners and active and informed members of the community. To do so, schools are encouraged to address not only academic achievement but also their holistic development and wellbeing. Subsequently, some of the approaches to achieving these goals are identified as not solely fitting into the traditional content learning areas. Rather, it was argued that such approaches needed to be immersed across learning areas to ensure the intellectual, physical, social, emotional, moral, spiritual and aesthetic development and wellbeing of young Australians were respected and treated as part of the teaching and learning requirements and as a student entitlement. Hence, the general capabilities and cross-curriculum priorities are additional dimensions embedded across learning areas and purported to be of equal importance.

This chapter will initially help your familiarisation with the architecture of HASS in the Australian Curriculum and provide guidance for its implementation in the educational setting. Providing real-life experiences using interdisciplinary skills and knowledge is important; therefore, we will discuss different approaches to planning before highlighting the significance of employing an integrated approach. Discussions of planning and assessment will feature prominently, complemented with illustrations of curriculum resources. While the focus in this chapter is on the Australian Curriculum, the significance of planning HASS learning experiences that build on the EYLF are integrated throughout, drawing on the description of the EYLF that was presented in Chapter 1. It is important to recognise the central role of early years educators in promoting a passion for HASS and acquiring the skills and concepts.

Practice single-best-answer questions on musculoskeletal 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.

Speakers frequently (perhaps always) have only partial knowledge of the meanings of the words they use, and may have demonstrably wrong information about them. When it comes to morphologically complex words, we must therefore expect the same to be true, and ‘meaning’ of a new word to be more specific than the linguistic structure of that word indicates. The meaning conveyed by inflection is more precise than the meaning conveyed by derivational affixes.

A number of word-formation patterns, no longer productive in modern English, have nonetheless left traces in the form of words which are no longer perceived as being morphologically complex. The factors that cause the individual patterns to die away illustrate what is needed for a word-formation pattern to remain productive.

Chapter 13 presents the second application of MATLAB to behavioral sciences: data analysis. Students review previously-learned data structures often encountered in practice before applying their programming knowledge from Chapters 1 to 11 to manage each. Starting with tabular data, tables from Chapter 8 are reviewed, with students learning common data science tasks for managing one or more tabular data sets, before applying their knowledge to real experimental data. Next, hierarchical data are reviewed, connecting students’ knowledge of structure arrays from Chapter 8 to a popular internet-based data format (JSON), with students applying their newfound knowledge to analyze data on the behavior of European monarchs.

It is suggested that the label ‘back-formation’ is inaccurate from the point of view of language users, since there is no undoing of linguistic structure. Verbs like houseclean are not back-formations but exist as compounds in the minds of language users.

Various types of construction that have been described as coordinative compounds are discussed, and it is argued that many of them have some other structure.

Much of the theorizing about compounds in English is taken wholesale from studies of other Germanic languages, perhaps particularly German, on the assumption that, as a Germanic language, English has compounds which work in the same way as the compounds in related languages. Yet a close consideration of the ways in which the various languages work and have worked shows that there are important differences, and suggests that we should not be too quick to assume that ‘compound’ means the same thing in all Germanic languages.

Reduplicative patterns are relatively restricted in English, as are their functions. As well as outlining the patterns, and introducing a new pattern, this chapter considers the ways in which these structures are used.