Teaching Secondary Humanities and Social Sciences PG (11365.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | 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 |
|---|---|---|---|---|---|
| 2025 | Bruce, Canberra | Semester 1 | 03 February 2025 | Placement | Miss Emily Hills |
| 2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | Placement | Miss Emily Hills |
| 2026 | Bruce, Canberra | Semester 1 | 16 February 2026 | Placement | Miss Emily Hills |
| 2026 | Bruce, Canberra | Semester 2 | 10 August 2026 | Placement | Miss Emily Hills |
Required texts
All readings will be provided via 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.
Student Use of Generative AI
Students may use generative artificial intelligence (GenAI) as indicated in the assessment instructions for this unit.
GenAI may only be used in authorised ways when completing assessments at UC. This means that GenAI can only be used for an assessment when:
- The Unit Convener has authorised its use for that assessment;
- The student uses it in the way that the assessment instructions allow for;
- The student fully acknowledges its use, with appropriate citations and references. Each referencing guide provided by the Library provides advice on how to appropriately reference the use of GenAI in-text.
Where the assessment instructions do not specifically state that GenAI may be used and how, then its use is not allowed for that assessment. If students are unsure, they should seek advice from the Unit Convener.
Students should be aware that the University of Canberra utilises GenAI detection software. Suspected instances of unauthorised GenAI use may lead to a Learning Validation Conversation' designed to provide assurance that a student is able to demonstrate relevant knowledge and skills to meet required learning outcomes. Students who are suspected of having misused GenAI in assessment may be required to attend a summary inquiry for suspected misconduct.
It is strongly recommended that students keep records of the development process for all works submitted for assessment, or drafts of work submitted for a work-in-progress review, in a learning portfolio or equivalent. Failure to provide evidence of the development process for assessment may influence a suspicion of GenAI misuse or other forms of academic misconduct.
Special assessment requirements
An aggregate mark of 50% is required to pass the unit as well as satisfactory completion of Professional Experience.
Provision of valid documentation & 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.
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.
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.
Additional information
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.
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