Year
2024Credit points
10Campus offering
Prerequisites
Nil
Incompatible
EDSS503 - Humanities and Social Sciences Education, EDSS661 Humanities and Social Sciences Education for Children (B-12) , EDSS697 Humanities Curriculum, Pedagogy and Assessment (B-12)
Unit rationale, description and aim
To be an effective primary Humanities and Social Sciences (HASS) teacher, pre-service teachers need to understand how Humanities and Social Sciences enable students, as twenty-first century learners, to re-conceptualise and make sense of the world around them.
This unit will focus on development of pre-service teachers’ knowledge and skills related to the teaching of HASS in primary school educational contexts. Particular focus will be given to advancing pre-service teachers’ understanding and knowledge of particular strategies and techniques such as concept-based inquiry learning and the use of Information and Communications Technology (ICT). This unit is underpinned by the Australian Curriculum: Humanities and Social Sciences framework and other relevant curriculum frameworks related to history, geography, civics and citizenship, economics and business.
Pre-service teachers will examine key concepts related to HASS education in twenty-first century schooling in order to plan, structure, resource and execute learning experiences to progress each learner's social, environmental and experiential learning. Particular emphasis is placed on expanding pre-service teacher’s understanding of Aboriginal and Torres Strait Islander histories, knowledge and learning and its influence on Australia’s modern development; KLA integration; literacy and numeracy in HASS contexts as well as pedagogical practice and critical thinking skills with links to real-world issues important to developing critical and creative students as active and informed citizens.
The aim of this unit is to provide pre-service teachers with best practice pedagogical and discipline specific knowledge, enabling them to address the needs of students to effectively teach HASS.
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 | Articulate an in-depth understanding of knowledge, skill and values development within, and the rationale and principles underpinning, the Australian Curriculum: Humanities and Social Sciences (APST 2.1, 6.2) | GC1, GC2, GC7, GC9, GC11 |
| LO2 | Research and critically analyse a range of pedagogical approaches and teaching resources (including inquiry-based learning, the ethical use of ICT, and literacy/numeracy learning), and how these connect to the Australian Curriculum: Humanities and Social Sciences and other relevant curricula/frameworks (APST 1.2, 2.1, 2.5, 2.6, 3.3, 3.4, 4.5). | GC1, GC2, GC7, GC8, GC9, GC10, GC11 |
| LO3 | Describe a broad knowledge and understanding of the Aboriginal and Torres Strait Islander histories, cultures and language and analyse the impact of these on the education of children from Indigenous backgrounds and implications for teaching practice (APST 1.4, 2.4) | GC1, GC2, GC5, GC6, GC7, GC8, GC9, GC11 |
| LO4 | Develop inclusive and culturally appropriate units of work incorporating content and resources which are responsive to the strengths and needs of learners of diverse abilities and from diverse backgrounds, (APST 1.3, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.4, 4.1) | GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC11 |
| LO5 | Design effective and reliable assessment and moderation strategies to analyse student learning, and interpret student assessment data to evaluate and modify teaching practice, (APST 2.1, 2.3, 3.3, 3.6, 5.1, 5.3, 5.4, 5.5) | GC1, GC2, GC3, GC7, GC8, GC9, GC11 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
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. |
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander 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. |
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
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. |
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of 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. |
Content
This unit places emphasis on teaching and learning through Concept-based Inquiry. The following concepts allow for real-world, authentic and interdisciplinary engagement in History, Geography, Civics and Citizenship, and Economics and Business content relevant to 21st century classrooms. Cross curriculum priorities including Aboriginal and Torres Strait Islander Histories and Cultures; Asia and Australia’s Engagement with Asia and Sustainability are presented throughout the course to be applicable to the delivery and incorporation of each Concept.
Topics will include:
- People and Place
- Place and identity
- Environmental management
- Intercultural understanding
- A Diverse and Connected World
- global interdependence, cultural identity and economic relationships
- Migrant stories: history from below, influences on Australian culture
- Refugee stories, seeking Asylum and social justice
- Perspectives and Empathic Understanding
- First contact and intergenerational impact
- Freedom, citizenship and civic responsibility
- Cause and Effect
- Democracy and Human Rights
- Aboriginal and Torres Strait Islander land and water management
- Celebration and Commemoration
- Contestability and significance
- Who writes the history books?
- Environmental challenges
- “Truth telling” – a vision for the future of Australia
The course scaffolds to students in learning about:
- Core rationales for Humanities and Social Sciences education in the primary school within the context of the 2019 Alice Springs (Mparntwe) Education Declaration: Education Goals for Young Australians and the National Quality Framework/Early Years Learning Framework
- Use of digital technologies pedagogies to support student learning to develop critical thinking skills
- Planning and implementing action based and wicked problems in the HASS classroom
- 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
To address different contexts of students and maximise accessibility of the unit, the unit may be taught across three modes of delivery. This can involve a combination of face-to-face, online and multi-mode delivery, on a weekly basis across a 12-week semester or equivalent in intensive mode. 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. Lectures will present students with theoretical and empirical research underpinning HASS education in global and Australian contexts. Linking theory to practice, tutorials will provide students with opportunity to unpack, discuss and enact practices informed by research in teaching HASS in the primary classroom.
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.
Technology Enhanced Learning
Technology use will be modelled by the teaching team to reflect the nature of technology in primary schools. Student online platforms will include the Learning Management System (LMS). Online materials will be available in advance and as post-learning material. The announcements platform will serve as the main communication platform for all students. The use of forums will be made available if required.
Face-to-face/Online Learning support
Students enrolled in both face to face and online learning modes are required to regularly log into the LMS to access recorded lectures and important announcements, to communicate with other students and lecturers, and to submit assessment and access feedback and grades. Students who are enrolled in either face to face or online learning will have equal access to support from the lecturer in charge and tutors.
Additional equipment requirements for online learning:
- Reliable broadband access is recommended.
- Headset with microphone to listen to podcasts, view videos and interact in synchronous classes.
Assessment strategy and rationale
The assessment tasks adopt a variety of assessment strategies that include individual tasks requiring research and digital technology skills, critical discussion written report, as well as inquiry-based program writing and lesson planning. These modes of assessment have been selected as they underpin the investigative nature of HASS and whilst challenging pre-service teachers to develop new skills in digital technologies and pedagogical practice.
The assessment tasks and their weightings are designed to allow pre-service teachers to progressively demonstrate achievement against the unit learning outcomes. The assessment tasks engage pre-service teachers in exploring sub-strands of the Australian Curriculum: Humanities and Social Sciences. The first assessment is to build pre-service teacher research skills through a critical discussion and analysis of documents. The second assessment task requires pre-service teachers to critique resources with a focus on digital technologies through the permeable classroom and their appropriateness to expand learning opportunities for students. The final assessment is a group task and uses inquiry pedagogy for pre-service teachers to construct an integrated program and sequence of lessons for one of the Australian Curriculum HASS the sub-strands in or state-based syllabus. This task builds pre-service teachers’ pedagogical practice and content knowledge in HASS. These three types of assessments involve a variety of tasks to challenge students’ learning, enable differentiation of achievement, and be equitable and ethical. The assessments engage pre-service teachers in diverse forms of communication including: A presentation, a resource portfolio and a report.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 Critical Discussion Apply a selected historical or geographical concept from the Australian Curriculum/relevant state-based syllabus or framework, to a socially significant issue. Students are to:
Examples: Involving primary aged students in climate change debate and action (sustainability) and considering the practices of First Nation Peoples in caring for country. | 20% | LO1, LO3 |
Assessment Task 2 Digital Learning Resource (Site Visit) Creation of a digital learning resource (website) on a site study visit (Weebly, WordPress) with links to current and relevant curriculum documents. Engage with community resources as an integral part of humanities education, engagement with Web 2.0 resources and establishment of collegial working environments. Include appropriate and relevant sources of professional learning and professional associations/organisations for the resources. Develop a portfolio of ready to use classroom resources for a selected stage, and content strand. The digital resources should effectively contribute to student learning about a significant site/community resource, cater to the needs of learners of diverse backgrounds and across the full range of abilities, and the associated learning prior and post visit. Pre-service teachers must visit their chosen site as part of this task. Discuss the access to, and verification of, information used on your website and how copyright, plagiarism and censorship have been managed. | 30% | LO1, LO2, LO4 |
Assessment Task 3 Unit and Lesson Plan The assessment will comprise of two parts: Part A: Unit Plan (Group) In groups of 3-4, are to prepare a unit of work from the Australian Curriculum or relevant State based resources for Years F-6. It must demonstrate pre-service teachers’ ability to plan, develop and implement a unit of work, meeting the needs of diverse learners, from the syllabus and be underpinned by inquiry principles. Pre-service teachers should demonstrate a variety of pedagogical strategies and develop resources ready for classroom use to teach this unit. Clear evidence of cross-curriculum priorities as well as literacy and numeracy and the ethical use of ICT should be embedded within the work. Processes of record keeping and strategies for feedback and reporting to students and their parents/carers need to be included. The unit of work can be submitted as a hardcopy/ web developed resource/combination of the two. AND Part B: Lesson Plan/Discrete Teaching (Individual) Select and develop a detailed lesson plan from the Unit of Work. This lesson should incorporate sound inquiry pedagogy and demonstrate clear links to the overall unit and syllabus document. Original classroom ready resources to teach the lesson must be included. Strategies to develop literacy and numeracy skills, incorporation of the use of ICT as well as cross-curricular priorities should be evident within the lesson plan. | 50% total A: 30% B 20% | LO1, LO2, LO3, LO4, LO5 |
Representative texts and references
Required Text(s)
Relevant national, state and territory curriculum documents primary settings
Recommended references
Bowes, J. M., & Grace, R. (2012). Children, families and communities: Contexts and consequences (4th ed.). South Melbourne, Vic: Oxford University Press.
Browett, J., & Ashman, G. (2011). Thinking globally: Global perspectives in the early years classroom. Carlton South, Vic: Education Services Australia.
Driscoll, P., Lambirth, A. & Roden, J. (2015). The primary curriculum: A creative approach. (2nd ed.). London: Sage.
Gilbert, R. (Ed.). (2012). Studying society and environment. South Melbourne, Vic: Macmillan Education.
Gilbert, R., & Hoepper, B. (Eds). (2019). Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum (7th ed.). South Melbourne, Vic: Cengage Learning.
Green, D. & Price, D. (2019). Making the humanities and social sciences come alive: Early years and Primary Education. Port Melbourne, Vic: Cambridge University Press.
Langton, M. (2019). Welcome to country :An introduction to our First Peoples for young Australians. South Yarra, Vic: Explore Australia
Marsh, C., & Hart, C. (2011). Teaching the social sciences and humanities in an Australian curriculum (6th ed.). Frenchs Forest, NSW: Pearson Australia.
Marschall, C., & French, R. (2018). Concept-based Inquiry in action: Strategies to promote transferable understanding. Thousand Oaks, CA: Corwin
Murdoch, K. (2015). The power of inquiry. Melbourne: Seastar Education.
Pascoe, Bruce. (2018). Dark Emu: Aboriginal Australia and the birth of agriculture, Broome, WA: Magabala Books.
Reynolds, R. (2019). Teaching humanities and social sciences in the primary school (4th ed.). South Melbourne, Vic: Oxford University press.
Taylor, T., Fahey, C., Kriewalt, J., & Boon, D. (2018). Place and time: Explorations in teaching history and geography (2nd ed.). Frenchs Forest, NSW: Pearson Australia.