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 HSIE in the broader school curriculum; contemporary perspectives and issues in the teaching of HSIE in secondary school
- Linking key syllabus elements and the NSW Quality Teaching Framework to another educational jurisdiction
- Planning and sequencing units of work, and developing teaching and learning activities in a curriculum area not covered in the unit CS HSIE 2. Students must select an area related to their undergraduate degree in either History, Geography or Society and Culture, or similar subject(s) from another educational jurisdiction
- Principles of assessment for learning in HSIE; modes and strategies for assessing student achievement learning outcomes in HSIE; planning and devising assessment activities for speaking, listening, viewing and representing; aligning assessment activities with teaching and learning sequences
- Planning and developing a unit of work: (a) teaching and learning goals; (b) selection and organization of content; (c) selection, development and use of materials and resources; (d) linking assessment design to learning outcomes; (e) providing feedback to students; (f) monitoring students' progress and record keeping
- Planning and developing detailed lesson plans
- Strategies for teaching HSIE to meet the needs of students with special education needs, 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 senior curriculum from an educational jurisdiction other than NSW in the subject areas of Senior History, Geography, or Society and Culture and demonstrate a familiarity with the concepts and content||Intellectual rigour||Knowledge of a discipline||Cultural competence|
|2||prepare and present a unit of work based around a case study in one of the above syllabus areas that reflects a well-developed ability to plan, assess and report for effective learning and that demonstrates knowledge and understanding of specific strategies for teaching students with diverse needs and abilities.||Intellectual rigour||Knowledge of a discipline|
|3||prepare and present two (2) detailed lesson plans based around a teaching resource and develop a unit of work in one of the curriculum areas that reflect a well-developed ability to engage students and address learning outcomes.||Intellectual rigour||Knowledge of a discipline|
|4||demonstrate a well-developed ability to utilise a range of strategies to assess student achievement of learning outcomes, and to report the achievement of learning outcomes.||Intellectual rigour||Knowledge of a discipline|
|5||demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.||Knowledge of a discipline|
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.