Introduces students to the Key Learning Area of Human Society and Its Environment. The themes of change, interdependence, diversity, social justice, participatory citizenship, peace building, poverty and wealth, and sustainability are encountered. Students are expected to develop skills in critical thinking and using inquiry skills.
- Global Interdependence
- Asia and 3 Tensions of Globalisation
- Global culture and youth culture: Divergence and convergence
- Corporate responsibility and the global economy
- Historical perspectives: 4 models of world history
- Ecological Footprint
- Discrimination and Prejudice
- Global ethics and moral dilemmas
- Geography and critical thinking
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||plan developmentally appropriate learning experiences for children consistent with the 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 - 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||Intellectual rigour||Lifelong learning|
|2||use a range of primary and secondary sources to conduct historical research into the connections between people's history, environment and culture (in particular local histories, and the history of Australia's Indigenous peoples)||Intellectual rigour||Lifelong learning|
|3||critically examine roles, rights and responsibilities within social systems/structures, and how diverse and changing societal values interface with universal human rights||Intellectual rigour||Knowledge of a discipline||Lifelong learning|
|4||employ knowledge of local/global issues to design learning experiences for children 0-12 years that encourage informed, active citizenship at personal, local, national, and global levels.|
- No prescribed texts.
Teaching and assessment
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.