Introduces students to teaching in the key learning area of Human Society and its Environment (HSIE) in secondary education. Students learn about syllabus requirements, the development of a unit of work, the development of detailed lesson plans and the selection of appropriate assessment strategies. There is also an opportunity to reflect critically on a range of contemporary pedagogical frameworks, perspectives and issues in the teaching of HSIE in secondary schools. The focus in this unit is on the Years 7-10 classroom.
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||discuss the history of the development of the HSIE Years 7-10 curriculum and the K-12 continuum of learning in HSIE and critically engage with a range of issues in teaching HSIE||Intellectual rigour||Knowledge of a discipline||Cultural competence|
|2||demonstrate a working knowledge of the concepts and content of the HSIE Years 7-10 curriculum documents, and apply an understanding of curriculum differentiation in order to meet the diverse needs and cultural backgrounds of learners||Intellectual rigour||Knowledge of a discipline||Cultural competence|
|3||assess the appropriateness of resources, including ICT and prepare detailed, engaging, coherent and effective lesson plans and units of work that relate to selected content and learning outcomes and address theoretical and practical elements of a syllabus||Intellectual rigour||Knowledge of a discipline|
|4||demonstrate effective teaching and learning strategies, based on the NSW Quality Teaching Framework, and a range of other current pedagogical frameworks designed to encourage the development of knowledge, understanding, skills, and student engagement||Intellectual rigour||Knowledge of a discipline|
|5||design effective teaching and learning activities that engage students in active learning; integrate literacy and numeracy strategies; and apply the syllabus cross-curriculum priorities and general capabilities||Intellectual rigour||Knowledge of a discipline||Cultural competence|
|6||discuss strategies to assess student achievement of learning outcomes, including assessment 'for' and 'of' learning, to recognise how learners use their current understanding to discover, develop and incorporate new skills, knowledge and understanding, and to report on the achievement of learning outcomes||Intellectual rigour||Knowledge of a discipline|
|7||demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.||Intellectual rigour||Knowledge of a discipline|
- Marsh, C & Hart, C, 2011, Teaching the social sciences and humanities in an Australian curriculum, 6th edn, Pearson Education, Sydney.
- Taylor, T, Fahey, C, Kriewaldt, J & Boon, D, 2012, Place and Time: Explorations in Teaching Geography and History, 1st edn, Pearson, Frenchs Forest, NSW. ISBN: 9781442532779.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.