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
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 - 2024
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).
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
Assessment Overview
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.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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
Use of exemplars.
Exemplars are considered to stifle creativity for this assignment and add to the risk of using AI, so they will not be added; however, further explanation and scaffolding will be included in the Zoom sessions.
Feedback from Student feedback
Practical application.
Topical examples related to curriculum, pedagogy and other aspects of classroom practice will continue to be provided.
- 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 in teaching about Aboriginal and Torres Strait Islander histories, cultures and languages
- Synthesise understandings of the knowledge, practice and dispositions for teaching in the humanities and social science learning areas to identify opportunities for professional learning
- 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 literacy and numeracy and 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.
Successful completion of this unit provides opportunities for you to demonstrate the Australian Professional Standards for Teachers focus areas of:
1.2 Understand how students learn
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.3 Use teaching strategies
3.4 Select and use resources
4.1 Support student participation
5.1 Assess student learning
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 | ||||||
Textbooks
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
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
k.menzie-ballantyne@cqu.edu.au
Module/Topic
Teaching HASS: Content, concepts and skills
Chapter
Chapter 1, 2 & 5
Events and Submissions/Topic
Module/Topic
Exploring the sub-strands: History and the Cross Curriculum Priority of Aboriginal and Torres Strait Islander Histories and Cultures
Chapter
Chapters 10 & 11
Chapter 16
Events and Submissions/Topic
Module/Topic
Exploring the sub-strands: Geography and the Cross Curriculum Priority of Asia and Australia's Engagement with Asia
Chapter
Chapters 12 & 13
Chapter 17
Events and Submissions/Topic
Module/Topic
Exploring the sub-strands: Civics and Citizenship
Chapter
Chapter 15
Events and Submissions/Topic
Module/Topic
Fostering global competence through HASS and the General Capabilities
Chapter
Chapter 2, pages 41-55
Chapters 7 & 8
Events and Submissions/Topic
Module/Topic
Planning an integrated inquiry
Chapter
Chapters 3, 4 & 5
Events and Submissions/Topic
Module/Topic
Exploring the sub-strands: Economics and Business and the Cross Curriculum Priority of Sustainability
Chapter
Chapters 14 & 18
Events and Submissions/Topic
Module/Topic
No class
Chapter
Events and Submissions/Topic
Module/Topic
No class
Chapter
Events and Submissions/Topic
Module/Topic
Using ICTs in HASS and useful resources
Chapter
Chapter 9
Events and Submissions/Topic
Module/Topic
Assessing content, concepts and skills in an integrated inquiry
Chapter
Chapter 6
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Please note that the content of Term 3 units is delivered in various ways. Each unit’s timetable was created to deliver its unique content best 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 2025. To allow this to happen, some online Zoom Tutorial sessions will be conducted over 7 weeks straight with a class occurring in ‘non-teaching week’.
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 take a look at the Moodle site for each unit for more information.
1 Written Assessment
This task requires you to analyse the Australian F-6 HASS curriculum (Version 9) 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, concepts and achievement standards of the HASS curriculum to determine how they are addressing this goal.
Your response should be no more than 2000 words (The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, references, and any appendices. It includes in-text references and direct quotations).
Your assignment should be organised according to the headings in steps 1 to 5 below, using the questions provided as guidance. You must include references to the curriculum and relevant academic 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 F-6 HASS curriculum
· 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. View of learners, learning and teaching in the HASS curriculum
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?
4. Social, political and cultural influences in the HASS curriculum and their impact on global competence
Identify any key social, political and/or cultural influences you think have been included in or informed the development of the HASS curriculum and explain how inclusion of these influences could help build global competence. Identify and discuss any problems or issues that might affect the learning outcomes for different student groups as a result of these influences. How does the HASS curriculum prepare learners for the transition from schooling to the world of work and participation in wider society?
5. Evaluation
Evaluate the success of the curriculum in meeting Goal 2 of the Alice Springs (Mparntwe) Declaration and addressing the needs of diverse student groups and individuals.
Week 6 Tuesday (10 Dec 2024) 11:55 pm AEST
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.
Knowledge of the aims, structure, concepts, content and achievement standards of the Australian F-6 HASS curriculum
Identification of social, political and/or cultural influences and their potential impact on global competence
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
- 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 in teaching about Aboriginal and Torres Strait Islander histories, cultures and languages
- Synthesise understandings of the knowledge, practice and dispositions for teaching in the humanities and social science learning areas to identify opportunities for professional learning
2 Group Work
Select year level 3, 4, 5 or 6 from the Australian F-6 HASS curriculum (Version 9).
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 (AC9HS4K01), Geography (AC9HSK06) and Civics and Citizenship (AC9HSK09)) and overtly focuses on one interdisciplinary concept (for example, interconnections).
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 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
- developing understanding of the target content descriptors and interdisciplinary concept
- developing students' empathy and understanding of their world
- fostering active and informed community membership
In addition you must show how each of the four groupings of a source, resources and activities develop one of the inquiry skills content descriptors in your chosen year level (for example: Year 4, interpreting, analysing and evaluating (AC9HS4S04)).
You must also outline a number of assessment strategies that could be used to make judgements about the students’ knowledge, conceptual understanding and skill development throughout the inquiry process. The assessment strategies should include formative and informal processes and a suggested summative assessment tool.
You may develop your inquiry individually or with a partner and it may be presented in a form of your choice (e.g. table, webpage, Powerpoint, etc).
Week 10 Monday (20 Jan 2025) 11:55 pm AEST
Feedback on this final assessment response will be provided following moderation and prior to the Date of Certification of Grades for the term.
Justification of how selected sources, resources and activities develop knowledge and understanding of content, concept and skills
Justification of how selected sources, resources and activities develop students’ empathy and understanding of their world
Justification of how selected sources, resources and activities support inclusive classroom practice
Justification of how selected sources, resources and activities promote active and informed community membership
Application of appropriate teaching strategies for inquiry-based learning
Understanding of the use of ICTs to promote collaborative inquiry learning
- Analyse the content of the humanities and social science learning areas to identify implications for practice in teaching about Aboriginal and Torres Strait Islander histories, cultures and languages
- Synthesise understandings of the knowledge, practice and dispositions for teaching in the humanities and social science learning areas to identify opportunities for professional learning
- 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 literacy and numeracy and 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.
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?
