Conceptualising the SCOOP IT Task

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Conceptualising the SCOOP IT Task by Mind Map: Conceptualising the SCOOP IT Task


1.1. Connecting pedagogical strategies with historical content

1.2. History as a form of literacy (Huttun & Smyth 2015)

1.2.1. Students must take on the four reader roles to fully comprehend a text (Huttun & Smyth 2015 and Erwing, Rushton & Callow 2018)

1.3. 'There is no single correct view of the past' (Cooper 1995)

1.3.1. Historical evidence allows perceptions of the past to be constructed

1.4. The importance of those first interactions between the British and Aboriginals in understanding the current relationship between both cultures

1.5. The importance and value of collaborative teaching styles (Kuntz et al 2013)

1.5.1. This can be applied to relationships between teachers and also student and teacher

1.6. The link between a students sense of self-efficacy and their engagement (Schmunk 1991)

1.6.1. I need to design effective and accessible activities that respect student pre-conceptions but foster deeper critical analyses of these notions


2.1. utilising pedagogical strategies to encourage historical inquiry

2.1.1. Conscience Alley

2.1.2. Drama / Musical Games

2.1.3. Mapping Activities

2.1.4. Creative knowledge sharing ideas

2.1.5. The use of role-play as a way for children to explore alternate perspectives without experiencing it (Cooper 1995)

2.2. The amount of historical primary and secondary sources avaliable

2.2.1. Diary entries

2.2.2. Historical Maps

2.2.3. Video remakes using child actors

2.2.4. Aboriginal sources

2.3. Studying history is an inquiry process that requires students to develop and answer their own questions through critical analyses

2.3.1. Students will come to the classroom with their own preconceived idea about how the world works (Donovan & Bransford 2005)

2.3.2. For complete competence in an area students need factual knowledge, conceptual understanding and an ability to organise information (Donovan & Bransford 2005)

2.3.3. Inquiry styled work fosters independent learning - a skill needed beyond education (Dawson 2004)

2.4. How to evaluate Indigenous Sources

2.5. The value of online teaching resources

2.5.1. Scoop It

2.5.2. Online Templates


3.1. The most effective approach to take when analysing pictorial work

3.2. Utilising Understanding by design frameworks and desigining a full unit of work

3.2.1. Designing a full unit of work will change depending on the Stage being taught. Historical Inquiry

3.3. How best to understand and teach Indigenous works to ensure respect


4.1. Ensure to absorb information through professional experience

4.2. Stay up to date with relevant literature

4.2.1. For example: the importance of helping students develop strategies that synthesise facts (Ashby 2005)

4.3. Utilise online resources

4.4. Some theorists suggest children can see multiple viewpoints but often don't see the need to (Cooper 1995)

4.4.1. Therefore, teachers need to design accessible and engaging tasks that foster critical analyses and alternate perspective consideration

4.5. Take advantage of all learning opportunities that I come across Eg: museums, historical tours, conversations with historians or teaching professionals