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EDCU20043 - Teaching Humanities and Social Sciences

General Information

Unit Synopsis

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.


Level Postgraduate
Unit Level 9
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2021

Term 3 - 2021 Profile
Term 3 - 2022 Profile

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).

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.

Assessment Tasks

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

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

Past Exams

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Previous Feedback

Term 3 - 2020 : The overall satisfaction for students in the last offering of this course was 4.7 (on a 5 point Likert scale), based on a 23.81% response rate.

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.

Source: Student feedback
The lecture times and split structure worked exceptionally well for my learning.
Continue to structure zoom sessions that enhance student engagement and learning.
Action Taken
The Zoom sessions were again presented as two one-hour sessions. Feedback ratings and comments (e.g. I particularly loved that there were 'tea' breaks scheduled between the Zoom sessions) for the unit indicate that students found this approach accessible and engaging.
Source: Student 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.
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.
Action Taken
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 Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment
2 - Group Work
Alignment of Graduate Attributes to Learning Outcomes
Advanced Level
Professional Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1 - Knowledge
2 - Communication
3 - Cognitive, technical and creative skills
5 - Self-management
6 - Ethical and Professional Responsibility
Alignment of Assessment Tasks to Graduate Attributes
Advanced Level
Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment
2 - Group Work