CQUniversity Unit Profile
EDCU20043 Teaching Humanities and Social Sciences
Teaching Humanities and Social Sciences
All details in this unit profile for EDCU20043 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

This unit develops pre-service teachers’ knowledge and understanding of the content and disciplinary approaches to teaching and learning in the four Australian Curriculum Learning Areas that constitute the Humanities and Social Sciences in primary school settings. You will develop an applied understanding of the integral place of ICTs in contemporary geographical inquiries related to physical and human aspects of place and space using a Geographical inquiry approach through the Australian Curriculum: Geography (Year 1-6). You will reflect on the knowledge base necessary to structure historical inquiry and teach historical literacy skills that support learners in developing evidence-informed explanations of past events through the Australian Curriculum: History (Year 1- 6). You will investigate political and legal systems, and explore the nature of citizenship, diversity and identity in contemporary society through exploring the Australian Curriculum: Civics and Citizenship (Year 3-6). You will develop consumer and financial literacy skills, enterprising capabilities, and the ability to make responsible and informed decisions through engagement with the Australian Curriculum: Business and Economics (Year 5-6). Learning and assessment activities in this unit promote further development of teachers as beginning professionals by consolidating their understandings, practical skills and dispositions for innovation and evaluation of classroom practice, planning and assessment.

Details

Career Level: Postgraduate
Unit Level: Level 9
Credit Points: 6
Student Contribution Band: 7
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

There are no requisites for this unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Offerings For Term 3 - 2021

Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Class and Assessment Overview

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 50%
2. Group Work
Weighting: 50%

Assessment Grading

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.

Previous Student Feedback

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback from Student feedback

Feedback

Double study load doesn't do justice to the depth and importance of HASS. Also, the quantity of information is surely too much for just one unit. Maybe this course could somehow be split into two units so students are not overwhelmed with information.

Recommendation

These comments are reflected each year. Unfortunately, the structure and intensive nature of both the Masters course and the HASS unit itself does not allow for more time or for the unit to be split. Feedback ratings indicate that students are still engaged with the unit despite the issues of intensity. The lecturer will continue to explain that this unit is designed to provide an overview of teaching in the area of HASS and provide resources for further engagement.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Identify key ideas, contemporary influences and conflicting perspectives on curriculum development in the humanties and social science learning areas
  2. Analyse the content of the humanities and social science learning areas to identify implications for practice and professional learning
  3. Synthesise understandings of the knowledge, practice and dispositions of teaching in the humanities and social science
  4. Select source materials, activities and teaching strategies for learning in the humanities and social science learning areas that develop students’ empathy and understanding of their world; focus on societies, events, movements and developments; and promote learning as an active and informed citizen
  5. Design inquiry learning that integrates knowledge, understanding and skills from the curriculum
  6. Identify ICTs that encourage student participation and interaction and provide opportunities for accessing, constructing and communicating knowledge beyond the immediate environment

Successful completion of this unit provides opportunities for you to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.6 Information and Communication Technology (ICT)

3.3 Use teaching strategies

3.4 Select and use resources

4.1 Support student participation

6.4 Apply professional learning and improve student learning

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment - 50%
2 - Group Work - 50%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1 - Knowledge
2 - Communication
3 - Cognitive, technical and creative skills
4 - Research
5 - Self-management
6 - Ethical and Professional Responsibility
7 - Leadership
8 - Aboriginal and Torres Strait Islander Cultures

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment - 50%
2 - Group Work - 50%
Textbooks and Resources

Textbooks

Prescribed

Teaching Humanities and Social Sciences: History, Geography, Economics & Citizenship in the Australian Curriculum

Edition: 7 (2020)
Authors: Rob Gilbert, Libby Tudball, Peter Brett (Editors)
Cengage Learning Australia
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9780170424165
Binding: Paperback

Additional Textbook Information

This is also an ebook of this text available for students who prefer an electronic version.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Karena Menzie-Ballantyne Unit Coordinator
k.menzie-ballantyne@cqu.edu.au
Schedule
Week 1 Begin Date: 08 Nov 2021

Module/Topic

Topic 1: Humanities and Social Sciences

Topic 2: Inquiry Learning

Chapter

Chapters 1 & 2 (pp. 30-39 & 51-55)

Chapter 4

Events and Submissions/Topic

Week 2 Begin Date: 15 Nov 2021

Module/Topic

Topic 3: History - Part 1

Topic 4: History - Part 2

Chapter

Chapters 10 & 11

Chapters 10 & 11

Events and Submissions/Topic

Week 3 Begin Date: 22 Nov 2021

Module/Topic

Topic 5: Geography - Part 1

Topic 6: Geography - Part 2

Chapter

Chapters 12 & 13

Chapters 12 & 13

Events and Submissions/Topic

Week 4 Begin Date: 29 Nov 2021

Module/Topic

Topic 7: Civics and Citizenship (years 3 to 6)

Topic 8: Economics and Business (years 5 & 6)

Chapter

Chapter 15

Chapter 14

Events and Submissions/Topic

Non-teaching week Begin Date: 06 Dec 2021

Module/Topic

Topic 9: Incorporating the Cross Curriculum Priorities into HASS

Topic 10: Developing the General Capabilities through HASS

Chapter

Chapters 16, 17 & 18

Chapters 2 (pp. 41-50), 5 (131-138), 7 & 8

Events and Submissions/Topic

Week 5 Begin Date: 13 Dec 2021

Module/Topic

Topic 11: Planning, integration and assessment

Topic 12: Using ICTs and exploring useful resources

Chapter

Chapters 5 (pp. 114-131), 3 & 15

Chapter 9

Events and Submissions/Topic

Analysing the Australian Humanities and Social Sciences Curriculum Due: Week 5 Tuesday (14 Dec 2021) 11:45 pm AEST
Week 6 Begin Date: 20 Dec 2021

Module/Topic

Chapter

Events and Submissions/Topic

Non-teaching week Begin Date: 27 Dec 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 7 Begin Date: 03 Jan 2022

Module/Topic

Chapter

Events and Submissions/Topic

Week 8 Begin Date: 10 Jan 2022

Module/Topic

Chapter

Events and Submissions/Topic

Week 9 Begin Date: 17 Jan 2022

Module/Topic

Chapter

Events and Submissions/Topic

Week 10 Begin Date: 24 Jan 2022

Module/Topic

Chapter

Events and Submissions/Topic

Planning for Inquiry Learning Due: Week 10 Monday (24 Jan 2022) 11:45 pm AEST
Week 11 Begin Date: 31 Jan 2022

Module/Topic

Chapter

Events and Submissions/Topic

Week 12 Begin Date: 07 Feb 2022

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 14 Feb 2022

Module/Topic

Chapter

Events and Submissions/Topic

Term Specific Information

Structure of the Term:

Please, note that the content of Term 3 units is delivered in various ways (some in intensive mode over the first 6 weeks of the Term). Each unit’s timetable was created to best deliver its unique content and prepare you to complete assessment tasks effectively, as well as allow some ‘downtime’ prior to the commencement of the placement for Professional Praxis 3 and the commencement of university Term 1 2022.

To allow this to happen, some on-line Zoom Tutorial sessions will be conducted over 6 weeks straight with a class occurring in ‘non-teaching week’ - That is, Week 1 – 4, Non-Teaching Week & Week 5

Due to the nature of a diverse unit delivery, it is important that you organise your personal diary in order for you to keep up and realise that you should double the usual time allocation to a unit during the intensive mode period for those units.

Please, see the Moodle site for each unit for further information.

Assessment Tasks

1 Written Assessment

Assessment Title
Analysing the Australian Humanities and Social Sciences Curriculum

Task Description

This task requires you to analyse the Humanities and Social Sciences (HASS) curriculum in terms of the Alice Springs (Mparntwe) Education Declaration's goal that all young Australians be active and informed members of their local and global communities.

For this task you will need to examine Goal 2 of the Declaration (outlined on pages 6 to 8) and analyse the aims, structure, content and achievement standards of the HASS curriculum to determine how they are addressing this goal.

Your response should be no more than 2000 words and should be organised according to the headings in steps 1 to 5 outlined below, using the questions provided as guidance. You must include references to the curriculum, unit materials and other readings to support your discussion and evaluation.

Format for developing your assessment response

1. Introduction

Overall introduction to the curriculum and how it attempts to address the goal of active and informed community membership.

2. Organisation of the curriculum document

· How is the curriculum structured?

· What content, concepts and skills are specified as the focus for learning?

· How is the content arranged to specify when it will be learned?

· What are the intended outcomes of the learning?

· How will learning be assessed?

3. Social, political and cultural influences

Identify any key social, political or cultural influences that you think have informed the development of the curriculum and explain how it responds to the priorities of learning in the 21st Century, globalised world. Discuss any problems or issues that might affect the learning outcomes for different student groups as a result of these influences.

4. View of learners, learning and teaching

Summarise the view of learners and learning embedded in the curriculum. What learning theories are evident? What role is implied for teachers? How might teachers’ professional learning influence their approach to the curriculum and their students’ outcomes? How does the curriculum prepare learners for transition from schooling to the world of work and participation in wider society?

5. Evaluation

Evaluate the success of the curriculum in terms of meeting Goal 2 of the Alice Springs (Mparntwe) Declaration and addressing the needs of diverse student groups and individuals.


Assessment Due Date

Week 5 Tuesday (14 Dec 2021) 11:45 pm AEST


Return Date to Students

Feedback on this assessment will be provided in sufficient time to allow for academic support and advice as necessary to inform students’ responses to the next assessment task.


Weighting
50%

Assessment Criteria

Knowledge of the content and structure of the Humanities and Social Sciences curriculum

Understanding of social, political or cultural influences on curriculum development

Understanding of the view of learners and learning embedded in the curriculum

Understanding of the implication of teachers' professional learning on student outcomes

Evaluation of the success of the curriculum in meeting Goal 2 of the Alice Springs (Mparntwe) curriculum

Use of academic writing style and APA referencing


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Identify key ideas, contemporary influences and conflicting perspectives on curriculum development in the humanties and social science learning areas
  • Analyse the content of the humanities and social science learning areas to identify implications for practice and professional learning
  • Synthesise understandings of the knowledge, practice and dispositions of teaching in the humanities and social science


Graduate Attributes
  • Knowledge
  • Communication
  • Cognitive, technical and creative skills
  • Research
  • Ethical and Professional Responsibility

2 Group Work

Assessment Title
Planning for Inquiry Learning

Task Description

You may undertake this assessment individually or in a pair

Select year level 3, 4, 5 or 6 from the Australian Humanities and Social Sciences Curriculum.

Adapt an inquiry question from your chosen year level or create your own. Use this question to shape an integrated inquiry that investigates one knowledge and understanding content descriptor from each strand relevant to that year level, (for example Year 4: History (ACHASSK083), Geography (ACHASSK089) and Civics and Citizenship (ACHASSK093) and overtly focuses on one interdisciplinary concept (for example, place and space).

Select four sources (primary or secondary) that you think would be effective in engaging learners in an inquiry to answer this question. Then identify resources and activities, including appropriate ICTs, you would use to help students analyse, evaluate and pose questions on the sources you have chosen and collaborate, in both online and classroom contexts.

You must provide bibliographic details or copies of the chosen sources, resources and activities and justify their selection in terms of answering the inquiry question and developing the target content descriptors and interdisciplinary concept. In addition you must show how each of the four groupings of a source, resources and activities develop one of the inquiry and skills content descriptors in your chosen year level (for example: Year 4, questioning, (ACHASSI073)).

You must also outline a number of assessment strategies that could be used to make judgements about the students’ knowledge, understandings and skill development throughout the inquiry process. The assessment strategies should include formative and informal processes and a suggested summative assessment tool.

Your Inquiry may be presented in a form of your choice (e.g. webpage, concept map, powerpoint, table, etc).


Assessment Due Date

Week 10 Monday (24 Jan 2022) 11:45 pm AEST


Return Date to Students

Feedback on this final assessment response will be provided following moderation and prior to the Date of Certification of Grades for the term.


Weighting
50%

Assessment Criteria

Selection of sources, resources and activities that reflect content, concept and skills of the curriculum

Selection of sources, resources and activities that develop students’ empathy and understanding of their world

Selection of sources, resources and activities that support inclusive classroom practice

Selection of sources, resources and activities that promote active and informed community membership

Application of appropriate teaching strategies for inquiry-based learning

Understanding of the use of ICTs to promote collaborative learning and support inquiry


Referencing Style

Submission
Online Group

Learning Outcomes Assessed
  • Analyse the content of the humanities and social science learning areas to identify implications for practice and professional learning
  • Synthesise understandings of the knowledge, practice and dispositions of teaching in the humanities and social science
  • Select source materials, activities and teaching strategies for learning in the humanities and social science learning areas that develop students’ empathy and understanding of their world; focus on societies, events, movements and developments; and promote learning as an active and informed citizen
  • Design inquiry learning that integrates knowledge, understanding and skills from the curriculum
  • Identify ICTs that encourage student participation and interaction and provide opportunities for accessing, constructing and communicating knowledge beyond the immediate environment


Graduate Attributes
  • Knowledge
  • Communication
  • Cognitive, technical and creative skills
  • Research
  • Self-management
  • Ethical and Professional Responsibility
  • Leadership

Academic Integrity Statement

As a CQUniversity student you are expected to act honestly in all aspects of your academic work.

Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.

When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.

Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.

As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.

What is a breach of academic integrity?

A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.

Why is academic integrity important?

A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.

Where can I get assistance?

For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.

What can you do to act with integrity?