Examines the curriculum area of HSIE/SOSE at the pre- and primary school levels, framed by current curriculum documents. Students develop skills in designing responsive learning experiences. Students engage with the content and process of teaching Australian and world history, geography, participatory citizenship, values and ethics. The unit focuses on developing integrated assessment, teaching and learning strategies for student engagement and inclusivity, and the employment of ICTs in diverse classrooms.
- Knowledge base underpinning the principles and practices of teaching and learning Human Society and Its Environment
- Models of pedagogy for teaching and assessing Human Society and Its Environment
- Range of strategies for teaching and assessing Human Society and Its Environment
- Ways of differentiating curriculum to meet the diverse needs of learners including gifted and talented students
- Role and value of Human Society and Its Environment in the broader curriculum including cross-curriculum priorities and general capabilities with a focus on literacy and numeracy
- Place of Human Society and Its Environment in the continuum of learning from early years to 12 and key transition points
- State and National syllabuses and relevant support documents
- Concepts involved in civics and citizenship and Aboriginal and Torres Strait Islander studies history and culture
- Topic 1: Social Studies vs Disciplines: ACARA and other International Curricula
- Topic 2: Critical Inquiry, Problem-based Learning and Constructivism
- Topic 3: Civics and Active Citizenship
- Topic 4: Values Education
- Topic 5: Aboriginal and Torres Strait Islander Perspectives in HSIE
- Topic 6: Historical Change
- Topic 7: Geographical Observation/Description/Location
- Topic 8: Treating Controversial Issues
- Topic 9: Assessment and Differentiation Strategies in HSIE
- Topic 10: Futurist Teaching and The Good Social Educator
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||Demonstrate a sound knowledge of relevant international, national and state HSIE syllabus and relevant early childhood curriculum requirements||Knowledge of a discipline|
|2||critically examine models of pedagogy, and strategies, for teaching and assessing HSIE from early years to 12 years||Knowledge of a discipline||Cultural competence|
|3||motivate children to engage as active citizens, asking questions and making responsible decisions about issues at the personal, local, national, and global level; as well as engaging with Aboriginal and Torres Strait Islander history and culture||Knowledge of a discipline|
|4||plan integrated and learning sequences (and supporting ICT resources), which include a variety of teaching and assessment strategies to cater for diverse learning needs and children’s interests.||Knowledge of a discipline||Cultural competence|
|5||meaningfully integrate HSIE across other KLAs and across key transition points (early childhood/primary/secondary)||Knowledge of a discipline|
- Gilbert, R & Hoepper, B (eds) , 2017, Teaching Humanities and Social Sciences: History, Geography, Economics and Citizenship in the Australian Curriculum, 6th edn, Cengage Australia, South Melbourne, Vic. ISBN: 9780170369350.
Teaching and assessment
|Structured online learning Self Paced (Self Paced)|
|Lesson plans & rationale||45%|
|Learning sequence & teacher resource||55%|
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2017 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.