Social and Environmental Education 2 (7985.3)
|Level:||Undergraduate Third Year Level|
|HECS Bands:||1, 4|
|Faculty:||Faculty of Education, Science, Technology & Maths|
|Discipline:||Academic Program Area - Education|
UC - Canberra, Bruce
Year Teaching Period Convener Mode of Delivery 2017 Winter Term DR Maya GUNAWARDENA (Ph: +61 2 62015174 ) INTENSIVE 2017 Semester 2 DR Maya GUNAWARDENA (Ph: +61 2 62015174 ) ON-CAMPUS
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- Semester 2, 2017, ON-CAMPUS, BRUCE (166369) - View
- Winter Term, 2017, INTENSIVE, BRUCE (166170) - View
- Winter Term, 2016, INTENSIVE, BRUCE (152377) - View
- Semester 2, 2015, ON-CAMPUS, BRUCE (140858) - View
- Winter Term, 2015, INTENSIVE, BRUCE (141112) - View
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This unit will build upon student understandings from Social and Environmental Education 1. Students shall continue to examine the disciplinary foundations of social and environmental education and begin to develop specialist educational knowledge in at least one of the contributing disciplinary areas. This unit will also enable students to utilise current curriculum, resources, and frameworks for design in the creation of integrated inquiry social and environmental units of work appropriate for primary and/or early childhood learning contexts. Throughout the unit students will be required to reflect upon their own perceptions and experiences of social and environmental education, and be asked to constantly question the basis of their judgements so that, ultimately, they will be able to present a socially, democratically and environmentally just curriculum in primary and early childhood contexts.
On successful completion of this unit, students will be able to:
1. Display a deep understanding of the unique characteristics and content of social and environmental education as defined by national, state and territory curricula;
2. Create and evaluate quality learning experiences for primary and/or early childhood children utilising the principles of integrated inquiry and specialist educational knowledge from social and environmental education disciplinary areas; and
3. Critically appraise and utilise appropriate social and environmental education resources (including ICT).
UC - Canberra, Bruce
Semester 2, 2017
On-Campus Attendance (Expected) and Online Content (ON-CAMPUS)
- 1.Moodle Quizzes 40% The multiple choice section of the quiz will be based on recalling characteristics of social and environmental education according to required readings and workshop topics; and on analysing the Australian Curriculum (identify the concepts and/or skills taught at particular grade levels). The short answer section of the quiz will be based on personalised readings prepared for, and utilised during workshops. One attempt allowed. Feedback will be provided. Assessment Criteria: Knowledge of unique characteristics of social and environmental education according to approved curriculum Identifies components for quality learning experiences for early childhood/primary students in social and environmental education Quiz 1: week 4 (Opens 31.08.17 closes on 01.09.17) Quiz 2: week 8 (opens 25- 09.17 closes 02. 10.17) 3.Humanities and Social Sciences Unit of Work (60%) Part A: Unit of work (30%) Part B: in-depth Lesson plan (30%) 2A: Unit of Work (30%) To design the stages of an integrated inquiry HaSS unit plan for a nominated K-6 year level (up to 3 x A4 pages for directions and outcomes & performance task, assessment and assessment for learning) The aim is to apply backward design principles in the creation of quality HaSS learning experiences for K-6 students. Units of work are expected to: identify relevant curriculum concepts and outcomes; provide authentic and engaging learning and assessment opportunities that promote deep understanding; and are internally consistent in terms of alignment between outcomes, assessment and lesson plans. Through this assignment Pre-service teachers shall display what they believe about HaSS teaching and learning. Assessment Criteria: Utilises relevant national curricula to design directions for integrated inquiry-based learning experiences that may facilitate deep understanding for students in relation to the characteristics and content of social and environmental education as defined by HaSS curricula (directions and outcomes (10%) Utilises relevant national curricula to design quality assessment for and of student learning in relation to the characteristics and content of social and environmental education as defined by HaSS curricula (rich task, assessment and assessment for learning (10%) Designs integrated inquiry-based learning experiences to facilitate deep understanding for students in relation to the characteristics and content of social and environmental education as defined by HaSS curricula (5%) Uses literacy skills and referencing (5%) Details on submission will be provided during workshops and on Moodle. 2b In-depth Lesson plan (30%) You are an educator tasked with designing a Humanities and Social Sciences learning experience sequence, specifically one in-depth lesson plan from the unit you have designed using the UBD framework. Your learning experience sequence must: connect learners through the teaching of deep understanding around one Humanities and Social Sciences concept and/or skill align with the Australian Curriculum build the sense of a learning community through inquiry and social activity engage learners through exploration of content that meets student interests, learning needs and aptitudes incorporate the use of primary and secondary resources draw on relationships to research and learning theory in the Humanities and Social Sciences and to quality teaching Assessment Criteria: critically interrogates curriculum documents and research studies to design directions for a Humanities and Social Sciences learning sequence, specifically one in-depth lesson plan, that may facilitate deep disciplinary thinking and/or discipline specific inquiry dispositions for K-6 students (15) utilises knowledge of local/global issues to design a quality Humanities and Social Sciences learning experience for K-6 students that encourages active and informed citizenship (10) Demonstrated innovation; personal literacy skills, written, visual, digital and appropriate referencing (5) ()
- On-Campus Attendance (Expected) and Online Content (ON-CAMPUS)
- Winter Term, 2017
- Winter Term, 2016
- Semester 2, 2015
- Winter Term, 2015
- Semester 2, 2017
Three hours per week.
Students must have completed 48 credit points AND 7988 Social and Environmental Education 1