Big History

Course summary

Gain an overview of the Big History story, why it is important for Primary education and the cross-curriculum priority of Sustainability, and how to apply a critical, inquiry-based perspective to science education across all areas of the curriculum. There will be opportunities to learn about a range of tools, tips, lessons and resources that focus on a multi-disciplinary approach.

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You will learn:

This course will explore how a critical inquiry model, informed by literacy, humanities, future sustainability and the general capability of critical thinking can be used to engage students. Teachers will learn to facilitate students’ scientific knowledge and understanding by expanding upon a broad, narrative approach to the Big Bang and the history of the universe. You’ll learn:

• How to incorporate multi-disciplines to arrive at a transdisciplinary Big History learning approach, interrelating Sustainability learning and STEAM inquiry within a critical-inquiry -based learning curriculum.
• How to interconnect a changing, cohesive (his)story of our universe with socioecological learning that considers environmental, economic, societal and welfare needs of communities.
• How Big History incorporates transdisciplinary learning, inclusive of STEAM inquiry, to empower student curiosity about the history of the universe and potential impacts on the environment.
• How to structure a gradual release of responsibility across a unit, from teacher as instructor to teacher as lead-learner, who guides students in independent evidence-based questioning and learning.
• How to guide students to self-assess alongside your teacher assessments within the above learning structure.

Course time:

This course will take 4 hours to complete. Enjoy it in one session or spread it out over a few weeks. You will have ongoing access via your personal dashboard.

Accreditation:

This course is mapped to the Professional Standards for Teachers. It is accredited for teacher professional development hours in the following states and territories:

Proficient Teacher – all states and territories except NSW:

• 3.3 Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
• 4.1 Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.

This course is not currently accredited in NSW (NESA). However, it can be counted toward NESA PD elective hours.

This course is accredited by TQI for 2 hours of professional development for teachers in the ACT for 2024.

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Course Content

Getting Started

01.

Introduction

02.

Set some learning goals

03.

Course structure - Sinek's Golden Circles

Why Teach this Big (His)Story?

04.

Space is big

05.

Teach a unified story, NOT a fragmented approach

06.

A transdisciplinary approach

07.

Purpose and critical thinking

08.

Reflection

A Wider Worldview for Sustainability

09.

Embed sustainability

10.

Atkinsson's Sustainability Compass

How to Approach the Teaching Story - Big History Framework

11.

The Big History Project

12.

Our origin story

13.

Where to begin?

14.

Thresholds and curriculum links

15.

Practical approach

16.

Essential skills and core concepts

17.

Teacher a lead learner

18.

Making and testing claims

19.

Inquiry learning

20.

Essential resources and invaluable sites to guide you as you go

What to Teach

21.

Lesson structure

22.

Big History Passport

23.

Crossing a threshold

24.

The whole story

25.

Sustainable future city assessment task

Your Teaching

26.

Cool lesson plans

27.

A final word

Reflection

28.

Reflection

29.

Taxonomy of learning

30.

Suggestions for collaboration

31.

Congratulations

Course instructors

Marilyn Ahearn is an adjunct lecturer at Southern Cross University, Gold Coast but labels herself as firstly a primary school teacher promoting sustainability. In fact, she only decided to embark on her PhD research when she stumbled across primary students’ excitement in learning Big History. Sadly, while it enthused students, the wider education community saw it merely as an add-on! How to spread the message? Embark on a PhD and continue cycling to keep her sanity! Jump to the present and Marilyn continues to champion a Big History learning framework for primary education as she also begins to turn her thesis into a published book.
This course is told from Marilyn’s perspective, backed up by her extensive classroom experience and her completed PhD research in Big History in a primary classroom setting.

Marisa Colonna first encountered Big History when she was undertaking a BA DipEd at Macquarie University, Sydney. She discovered a class from the ‘father’ of Big History, Professor David Christian, and her way of thinking about the Universe and everything in it was forever altered. She was fortunate to have the opportunity to help develop a Big History program for primary school students which she has been teaching now for 5 years. Teaching Big History, and seeing the wonder and awe it engenders in her students, has been the highlight of her teaching career.

Jarryd Bendall from Cool Australia is your course teacher. He comes from a long line of teachers, so he initially avoided this calling. Jarryd taught primary school for several years before combining his love for writing and education at an Education Specialist role with Cool. This role sees him as a bridge between knowledgeable industry experts and classroom teachers, bringing excellence into the classroom and challenging the average curriculum with innovative and effective ideas.

Frequently Asked Questions