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LocationDomesticInternational
OnlineSession 1N/A

Unit description

This unit introduces students to secondary teaching in the key learning area of Human Society and its Environment (HSIE). It focuses on Years 7-­10 (Stages 4-­5). Students learn about the development of detailed lesson plans, units of work, assessment tools and effective resources for teaching. There is also opportunity for students to reflect critically on a range of pedagogical and curriculum issues related to the teaching of HSIE in the modern world.

Unit content

1. Knowledge of HSIE Years 7-10 syllabus documents and content 
2. Knowledge of pedagogy in relation to teaching HSIE 
3. Knowledge of curriculum requirements for teaching HSIE

Learning outcomes

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.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to:GA1GA2GA3GA4GA5GA6GA7
1discuss 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 HSIEIntellectual rigourKnowledge of a disciplineCultural competence
2demonstrate 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 learnersIntellectual rigourKnowledge of a disciplineCultural competence
3assess 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 syllabusIntellectual rigourKnowledge of a discipline
4demonstrate 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 engagementIntellectual rigourKnowledge of a discipline
5design 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 capabilitiesIntellectual rigourKnowledge of a disciplineCultural competence
6discuss 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 outcomesIntellectual rigourKnowledge of a discipline
7demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.Intellectual rigourKnowledge of a discipline

On completion of this unit, students should be able to:

  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
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
    • GA7: 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
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
    • GA7: 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
    • GA1: Intellectual rigour
    • GA4: 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
    • GA1: Intellectual rigour
    • GA4: 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
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
    • GA7: 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
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
  7. demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline

Prescribed texts

  • Marsh, C & Hart, C, 2011, Teaching the Social Sciences and Humanities in an Australian Curriculum, 6th edn, Pearson Education, Frenchs Forest.
Prescribed texts may change in future study periods.

Teaching and assessment

Teaching method
Tutorial online 1 hour (10 weeks)
Structured online learning Self paced (Self paced)
Assessment
Module Engagement Tasks10%
Resource Evaluation40%
Lesson Design50%
Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 Commonwealth Supported only. Student contribution band: 1

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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