Teaching Secondary Humanities and Social Sciences PG (11365.2)
Available teaching periods | Delivery mode | Location |
---|---|---|
View teaching periods | On-campus Placement |
Bruce, Canberra |
EFTSL | Credit points | Faculty |
0.25 | 6 | Faculty Of Education |
Discipline | Study level | HECS Bands |
Academic Program Area - Education | Post Graduate Level | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Important Note: Students should only enrol in this unit if it matches their designated discipline area at point of admission to the course. If in doubt, contact the Program Director or the Academic Programs Team at the Faculty of Education before enrolling.
Students should be aware that completing a disciplinary 'method' unit for which they do not meet NESA's Subject Content Knowledge Requirements may lead to problems when seeking to register as a teacher.
Learning outcomes
On successful completion of this unit students will be able to:1. Demonstrate an understanding of student development, how this affects student learning and implications for inclusive curriculum and teaching;
2. Display knowledge and understanding of the Australian Curriculum's cross-curriculum priorities and general capabilities;
3. Demonstrate a broad knowledge and understanding of the structure of the Australian Curriculum for The Humanities and Social Sciences (HASS) at secondary and senior secondary levels and its significance to teaching and learning in the HASS classroom;
4. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies needed in the secondary HASS classroom;
5. Adopt a reflective approach to teaching and the related ability to plan for and implement to teaching, learning and assessment strategies that inform and have a positive impact on HASS learners in the contemporary secondary classroom;
6. Display knowledge and understanding of literacy, numeracy and ICT teaching strategies and resources, and how these can be used to expand curriculum learning opportunities for all students;
7. Identify and implement strategies to support inclusive student participation and engagement in classroom activities;
8. Demonstrate an understanding and ability to implement assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess and report student learning;
9. Demonstrate the capacity to organise and manage classroom activities and behaviour, to provide clear directions, and to maintain a supportive and safe learning environment; and
10. Engage with professional colleagues, and professional learning, to maintain a productive working environment and to improve professional practice.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - evaluate and adopt new technology
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Prerequisites
11354 Using Data to Improve Learning AND 11351 Curriculum and Assessment in Secondary EducationCorequisites
This unit is only available to students in the Master of Secondary Teaching.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
---|---|---|---|---|---|
2024 | Bruce, Canberra | Semester 1 | 05 February 2024 | On-campus | Mr Chris Morrissey |
2024 | Bruce, Canberra | Semester 2 | 29 July 2024 | On-campus | Miss Emily Hills |
2025 | Bruce, Canberra | Semester 1 | 03 February 2025 | Placement | Mr Chris Morrissey |
2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | Placement | Mr Chris Morrissey |
Required texts
https://v9.australiancurriculum.edu.au/
ACT Board of Senior Secondary Studies Curriculum Frameworks http://www.bsss.act.edu.au
NSW syllabus
https://syllabus.nesa.nsw.edu.au/hsie/
Supplementary Reading:
Books:
Churchill, R., Ferguson, P., Godinho, S., Johnson, N. Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M., Nicholson, P. & Vick, M. (2013). Teaching: making a difference (2nd ed.). Milton, QLD: John Wiley & Sons .
Gilbert, R, Tudball, L., & Brett, P (2019). Teaching Humanities and Social Sciences, 7th edition. Cengage,
Hattie, J. & Yates, G. (2014). Visible Learning and the Science of How We Learn. NY Routledge
Killen, R. (2022). Effective Teaching Strategies. Lessons from Research and Practice (8th Ed.). Cengage Learning
McInerney, M. (2022). Teaching secondary geography. Cambridge University Press.
Marsh, C, Hart, C (2011). Teaching the Social Sciences and Humanities in an Australian Curriculum (6th ed.) Pearson
New South Wales Department of Education. (2006). Quality teaching in NSW public schools: assessment practice guide.
New South Wales Department of Education. (2003). Quality teaching in NSW public schools: discussion paper.
Sharp, H. (2022). Teaching secondary history. Cambridge University Press.
Tomlinson, C. (2005). The differentiated classroom: responding to the needs of all learners. Association for Supervision and Curriculum Development.
Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: connecting contents and kids. Association for Supervision and Curriculum Development.
Wiggins, G. P. & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. ASCD
Additional readings may be provided for workshops and can be found on the unit Canvas site
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.
Special assessment requirements
An aggregate mark of 50% is required to pass the unit as well as satisfactory completion of Professional Experience.
1. Provision of valid documentation 2. Student Expectations for Lesson Planning
1. Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
2. Student Expectations for Lesson Planning
When developing your lesson plans, it is encouraged that you are using your skills in lesson planning and design to create engaging and rich lesson resources. Using materials from commercial sites such as TPT, Twinkl, Sparkle Box etc. is not desirable in this unit. If you adapt resources from commercial sites and sources, please note this in your lesson planning and resource development.
Please note: the completion of weekly group lesson plans is a compulsory task that contributes to your final grade for the unit. Failure to submit lesson plans will result in an unsatisfactory grade for the unit.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Learner engagement
Workshops and online participation 60 hours
Reading and individual study 180 hours
Assessment tasks 60 hours
A professional experience practicum of 15 days is also a requirement of this unit.
Pre-workshop activities will be posted online weekly so that time within workshops can be utilised collaboratively and effectively. Active engagement with and completion of relevant online activities before each workshop is required in order to maximise learning in this unit.
Participation requirements
There is a strong correlation between participation and success in higher education. Your participation and engagement with all unit activities will enhance your understanding of this unit's content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.
Participation in ‘school based' tutorial classes is a compulsory condition of this unit, and attendance will be recorded. You must participate in 100% of the ‘school based' tutorial classes to pass this unit. In the event that you cannot attend your assigned session due to illness or extreme circumstances, you must provide appropriate documentation to the Unit Convener as soon as possible. In the case of sessions missed due to illness or extreme circumstances, both the academic content and the professional experience component are required to be made up. More than two documented absences may lead to failure of the unit due to non-completion.
Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.
Required IT skills
- its use is authorised by the unit convener as part of a specified assessment task, and
- it is used in the way allowed in the assessment instructions and/or unit outline, and
- its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.
In-unit costs
n/a
Work placement, internships or practicums
This unit involves school-based clinics and a professional practicum and, therefore, additional student responsibilities are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. Client confidentiality must always be maintained including for assessment items such as reports or essays. The professional nature of this unit also requires 100% participation at all learning activities for the successful completion of this unit (also see section 6c).
You are required to have a current Working with Vulnerable People card in order to participate in this unit. Note that the Working with Vulnerable People (Background Checking) Act only applies to the ACT. For students undertaking placements in other states or territories, it may be that an alternate Police Check or a Working with Children Check is required. Please refer to the professional experience section on the All Teacher Education Students (ATES) site for full information on the Professional Experience requirements.
Students who are in placement units or in school based units are also required to complete an Acceptable use of ICT resources form in order to access ICT resources in their placement school. A hardcopy of the form will be distributed and collected by your tutor early in your first Placement unit.
Students are required to complete and submit a 'UC Student Placement/ Internship Acknowledgement Form' before undertaking their first Professional Experience. A link to this form is available on your canvas site.
Additional information
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).
Provision of information to the group
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.
Research Led Education
This unit involves research-led education and/or work-integrated learning. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.
- Semester 2, 2024, On-campus, UC - Canberra, Bruce (218936)
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- Semester 2, 2023, On-campus, UC - Canberra, Bruce (214911)
- Semester 1, 2023, On-campus, UC - Canberra, Bruce (213276)
- Semester 2, 2022, On-campus, UC - Canberra, Bruce (210540)
- Semester 1, 2022, On-campus, UC - Canberra, Bruce (210539)