Year
2024Credit points
10Campus offering
Prerequisites
Nil
Incompatible
EDSS341 Humanities and Social Sciences Curriculum, Pedagogy and Assessment , EDSS468 Connect Society and Environment
Unit rationale, description and aim
This unit will focus on development of pre-service teachers’ knowledge and skills related to teaching of humanities in primary school educational contexts. Particular focus will be given to the Australian Curriculum: Humanities and Social Sciences and other appropriate and relevant curriculum documents/frameworks related to history, geography, civics and citizenship, economics and business.
In this unit, emphasis is placed on particular strategies and techniques, such as inquiry learning and the use of Information and Communications Technology (ICT) to support learning opportunities. Pre-service teachers will develop an enhanced knowledge and broad range of skills to plan, implement, assess and report on social science/humanities learning and teaching in primary school settings. This will include an understanding of the importance of using knowledge of students to evaluate their learning and implementing appropriate adjustments to planning and teaching.
The aim of this unit is to provide pre-service teachers with opportunities to enhance their capacity to make connections with prior learning and apply critical analysis to the various elements of society that contribute to an informed humanities curriculum, such as environments, time, change and continuity, culture, identity, and systems, resources and power.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Display an in-depth understanding of the conceptual knowledge and rationales of the Australian Curriculum: Humanities and Social Sciences. and other relevant documents and resources at national and state/territory levels (APST 2.1, 6.2, 6.4; ACECQA B1, B2, B6) | GC1, GC2, GC4, GC5, GC7, GC8, GC9, GC10 |
| LO2 | Identify and evaluate a range of pedagogical approaches and teaching resources (including inquiry-based learning and the ethical use of ICTs), and how these connect to the Australian Curriculum: Humanities and Social Sciences and other relevant curricula (APST 2.1, 2.4, 2.6, 3.3, 3.4, 4.5; ACECQA B6, C4) | GC1, GC2, GC7, GC8, GC9, GC10, GC11, GC12 |
| LO3 | Apply broad knowledge and skill to implement and modify content and teaching strategies, and effectively and consistently assess and report on student learning (APST 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.3, 5.1, 5.4, 5.5; ACECQA B6, B9, C1, C4, C5, D4, D5) | GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10 |
| LO4 | Plan well sequenced developmentally and culturally appropriate units of work which are inclusive in the selection of content and resources and which take account of students’ different abilities, learning styles and needs (APST 1.3, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2; ACECQA B6, B9, C4, C5) | GC1, GC2, GC4, GC5, GC6, GC11, GC12 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 Include a range of teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. |
6.2 Understand the relevant and appropriate sources of professional learning for teachers. |
6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learnings. |
ACECQA CURRICULUM SPECIFICATIONS
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
B. Education and curriculum studies B1. Early Years Learning Framework B2. The Australian curriculum B6. Social and environmental education B9. Curriculum planning, programming and evaluation |
C. Teaching pedagogies C1. Alternative pedagogies and curriculum approaches C4. Teaching methods and strategies C5. children with diverse needs and backgrounds |
D. Families and community contexts D4. Socially inclusive practice D5. Culture, diversity and inclusion |
Content
Topics will include:
- Core rationales for Social Science/Humanities education in the primary school within the context of the Australian Goals for Schooling and Young Australians and the National Quality Framework
- Aboriginal and Torres Strait Islander perspectives about learning and content the Social Sciences/Humanities curriculum
- Studies of Asia and Asian perspectives which examine concepts of global interdependence, cultural identity and economic relationships
- Global education perspectives, identity, interdependence, equity and cultural understanding
- Civics and citizenship education and social justice in a democratic society
- Integrative curriculum approaches to teaching Social Science/Humanities (particularly) within current and relevant curriculum documents and frameworks. This would include:
- History
- Geography
- Civics and Citizenship
- Economics and Business in the upper primary
- Sustainability – economic, environment and social
- Use of ICT pedagogies to support student learning
- Planning, implementation, assessment, evaluation and reporting strategies
- The appropriate selection, usage and evaluation of resources and inquiry-based/ problem-based models for teaching Social Science/Humanities education in primary school
- Strategies to access and effectively use community resources for authentic learning.
Learning and teaching strategy and rationale
The learning and teaching strategy for this unit is based on a Constructivist approach that recognises that learning builds on pre-existing understandings and is shaped by a learner’s sociocultural context. In line with the chosen learning and teaching strategy, this unit includes content delivery designed to encourage active learning and engagement, and teaching methods designed to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The learning and teaching strategy is achieved through a range of learning activities such as reading, reflection, discussion, and engagement with webinars, podcasts and video resources, Pre-service teachers should expect to participate in a range of the following: online engagement, lectures, tutorials, seminar presentations and group discussions, both online and face-to-face, self-directed study activities and assessment tasks. Some participation in appropriate educational settings may be required.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester.
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
On Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.
Assessment strategy and rationale
A range of assessment procedures are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. (http://www.acu.edu.au/policy/student_policies/assessment_policy_and_assessment_procedures).
The assessment tasks and their weightings allow pre-service teachers to progressively demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards. The Humanities and Social Sciences CPA unit will focus on developing understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the Graduate Attributes, The Australian Children's Education and Care Quality Authority (ACECQA) and the Australian Professional Standards for Teachers: Graduate level. Assessment Task 1 is a critical discussion paper. Assessment Task 2 requires the development of a digital learning resource. Assessment Task 3 requires the development of a unit plan and lesson plans.
The three assessment tasks are sequenced to allow feedback and progressive development of content knowledge and skills to prepare pre-service teachers preparing and delivering effective learning in Humanities and Social Sciences classrooms.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to complete all required assessment tasks as per the Assessment Policy and gain an overall pass mark.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 Discussion paper Critical discussion paper in which pre-service teachers consider:
| 20% | LO1 |
Assessment Task 2 Digital Learning Resource Creation of a digital learning resource (website) on a community resource (Weebly, WordPress) with links to current and relevant curriculum documents. Covering all key elements of the unit the assessment engages students to think critically about current issues facing humanities education, engagement with Web 2.0 resources and establishment of collegial working environments. Pre-service teachers are to develop a portfolio of ready to use classroom resources for a selected stage, and content strand. The digital resources should effectively teach at minimum 3 week case study up to 5 week unit of work. | 30% | LO2, LO3 |
Assessment Task 3 Unit and Lesson Plan The assessment will comprise of two parts: Part A: Unit Plan (Group) Pre-service teachers, in groups of 2-4, prepare an integrated unit of work based on the Australian Curriculum or relevant State based resources for a grade level ( F-6). It must demonstrate pre-service teachers’ ability to plan, develop and implement a unit of work, meeting the needs of diverse learners, and be underpinned by inquiry principles. Pre-service teachers should demonstrate relevant and age appropriate pedagogical strategies, assessment and resources to teach this unit. Clear evidence of cross-curriculum priorities as well as literacy and numeracy and the ethical use of ICT to expand learning opportunities should be embedded within the integrated unit plan. AND Part B: Lesson Plan/Discrete Teaching Individual participants are to select and develop a detailed lesson plan from the Unit of Work. This lesson should incorporate relevant inquiry pedagogy and demonstrate clear links to the overall unit and curriculum. Original classroom ready resources to teach the lesson must be developed and included. Strategies to develop literacy and numeracy skills, incorporate the use of ICT as well as cross-curricular priorities should be evident within the lesson plan. | 50% total Part A 30% Part B 20% | LO1, LO2, LO3, LO4 |
Representative texts and references
Required text(s)
Relevant national, state and territory curriculum documents primary settings.
Recommended references
Gilbert, R., & Hoepper, B. (Eds) (2019). Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum (7th ed.). Cengage Learning.
Green, D. & Price, D. (2019). Making the humanities and social sciences come alive: Early years and primary education. Cambridge University Press.
Murdoch, K. (2015). The power of inquiry. Seastar Education.
Reynolds, R. (2019). Teaching humanities and social sciences in the primary school (4th ed.). Oxford University Press.
Seefeldt, C., Castle, S., & Falconer, R.C. (2014). Social studies for the preschool/primary child. (9th ed.). Pearson.
Taylor, T., Fahey, C., Kriewalt, J., & Boon, D. (2018). Place and time: Explorations in teaching history and geography (2nd ed.). Pearson Australia.