Examines the curriculum area of HSIE/SOSE at the pre- and primary school levels, as framed by a range of curriculum documents. Students develop skills in designing authentic and responsive learning experiences. Students engage with the content and process of Australian and world history, geography, participatory citizenship, values and ethics.
1. What is HSIE?
The nature of the learning area
2. Social Studies vs disciplines (history, geography).
National and international curricula
Human rights as a connective framework (UNDHR, UNCRoC)
3. Critical inquiry, problem-based learning and constructivism
4. Civics and active citizenship
5. Indigenous perspectives
6. Change and continuity/chronology/cause and effect
7. Historical evidence/perspectives/significance
8. Geographical observation/description/location/direction/distance
9. Geographical plans/images/globes/fieldwork/graphing
10. Futurist teaching
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||compare and evaluate the structures, principles and critical issues raised in the ACARA National Curriculum, the NSW Human Society and Its Environment (HSIE) K-6 Syllabus, the QSA Studies of Society and Environment (SOSE) 1-9 Syllabus, and other national and international curriculum documents in the HSIE/SOSE area; or compare and evaluate the structures, principles and critical issues raised in the Early Years Learning Framework for Australia, the NSW Department of Community Services Curriculum Framework for Children Services, the Queensland Studies Authority Early Years Curriculum Guidelines, the New Zealand Early Childhood Curriculum - Te Whàriki, and the UNESCO Early Childhood Values Framework||Intellectual rigour||Knowledge of a discipline|
|2||analyse the significance and role of Human Rights in the pre- and primary school curriculum||Intellectual rigour|
|3||understand how the key concepts of: - place, environment, space - historical evidence, significance, perspectives, empathy, contestability - continuity and change - cause and effect - social systems and structures can be encountered in appropriate ways by employing different perspectives and pedagogical models||Knowledge of a discipline|
|4||motivate children to engage as active citizens, asking questions and making responsible decisions about issues at the personal, local, national, and global level||Creativity|
|5||plan integrated and developmentally appropriate learning sequences (and supporting ICT resources), which include: a. project, inquiry, problem-based, or service learning processes b. skills development in history and geography c. opportunities for participatory citizenship in a variety of social settings d. a variety of teaching and assessment strategies to cater for diverse learning needs.||Intellectual rigour||Creativity||Knowledge of a discipline|
- Gilbert, R & Hoepper, B (eds), 2011, Teaching society and environment, Cengage Australia, South Melbourne, Vic.
Teaching and assessment
|Structured online learning Self Paced (Self Paced)|
|Lesson plans & rationale||45%|
|Learning sequence and teacher resource||55%|
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2015 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.