Focuses on planning, implementing and evaluating strategies regarding the Stages 4, 5 and 6 Human Society and its Environment (HSIE) syllabi. An examination of teaching skills and development of values and perspectives, which are intrinsic to HSIE, will occur along with a focus on the professional requirements of the teachers.
- Role of history, geography and related subjects in the broader school curriculum; contemporary perspectives and issues in the teaching of HSIE in secondary school.
- Relating syllabus requirements to various pedagogical models for teaching and learning (including the NSW Quality Teaching Framework) to another educational jurisdiction.
- Planning and sequencing lessons, and developing teaching and learning activities in a curriculum area not covered in the unit CS HSIE I. Students must select an area related to their undergraduate degree in either History, Geography or Society and Culture.
- Principles of assessment for learning; modes and strategies for assessing student achievement learning outcomes in HSIE; planning and devising assessment activities for speaking, listening, viewing and representing; fitting assessment activities into teaching and learning sequences.
- Planning and preparing for teaching and learning: (a) setting teaching and learning goals; (b) selecting and organising content; (c) selecting, developing and using materials and resources; (d) linking assessment to learning; (e) providing feedback to students; (f) monitoring students' progress and record keeping.
- Planning and preparing for practical classes, demonstrations and fieldwork.
- Strategies for teaching to meet the needs of a diversity of learners and cultural backgrounds, including Indigenous students, non-English speaking background students, and students with challenging behaviours.
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 working knowledge of the concepts and curriculum of History (Ancient and Modern), Geography, Society and Culture, or a related syllabus from an educational jurisdiction other than NSW|
|2||Prepare detailed lesson plans relating to selected content and learning outcomes in one syllabus that reflect a well-developed ability to plan coherent lesson plans designed to address theoretical and practical elements of a syllabus and engage students|
|3||Develop a working knowledge of programming and designing units of work|
|4||Develop effective teaching and learning strategies, based on a range of current pedagogical theories designed to encourage the development of knowledge, understanding, skills, and student engagement|
|5||Develop effective teaching and learning activities to integrate literacy and numeracy strategies into lessons|
|6||Identify and critically examine assessment and reporting procedures and strategies, and devise assessment for learning activities|
|7||Demonstrate and apply knowledge of syllabus key competencies and cross curriculum content (including Indigenous perspectives, teaching students from non-English speaking backgrounds, and ICT), and Quality Teaching principles|
- Prescribed text information is not currently available.
Teaching and assessment
|Workshop on-site 3 (10 weeks)|
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.