Teaching Secondary Humanities and Social Sciences UG (12040.1)

Required texts

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

Kennedy, K., Henderson, D., Marsh C. Becoming a Teacher, 7th edition. Pearson

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.

Teaching Performance Assessment (TPA) (Final Placement students only)

All preservice teachers are required to pass all four elements of the AfGT to demonstrate that the Australian Professional Standards for Graduate Teachers are met. Meeting the Graduate Teacher Standards enables the preservice teacher to graduate from the respective accredited programs of learning. The preservice teacher cannot graduate unless they have satisfactorily completed the AfGT and all other course assessment tasks.

It may be necessary for academics to make ‘on balance' judgements about whether each Element has been passed – that is, judgements about whether the preservice teacher has achieved below, at or above the Standard. To make on-balance judgements, assessors draw on assessment data to make defensible judgements about the preservice teacher's learning (Queensland Curriculum & Assessment Authority, 2019; Australian Curriculum Assessment & Reporting Authority, 2019; AITSL, 2017)

If, on balance, preservice teachers do not meet the Graduate Standard for any or all Elements of the TPA, following moderation, they will be given one chance to resubmit requested elements to demonstrate their achievement of the Standards required. After this, if the Graduate Standards have not been satisfactorily met on balance, preservice teachers will receive a ‘fail' grade for the TPA and be referred to the Program Director and/or the ADE for guidance as to next steps.

1. Assessment structure 2. Provision of valid documentation. 3. Student Expectations for Lesson Planning

1. Assessment Structure A: for Students undertaking an intermediate placement 

1. Teaching Clinic Activities and Reflections (A1)
2. Critical Reflections on becoming a HASS Teacher (A2)
3. Planning, Teaching and Reflecting (A3)
4. Professional Experience Placement (A4)

Assessment Structure B: for Students undertaking a final placement 

1. Element 4 of TPA – (B1)
2. Critical Reflections on Becoming a HASS Teacher (B2)
3. Elements 1, 2 & 3 of TPA (B3)
4. Professional Experience Placement (B4)

2. 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.

3. 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.

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 Acknowledgement Form' before undertaking their first Professional Experience. A link to this form is available on your canvas site.

• Semester 2, 2024, On-campus, UC - Canberra, Bruce (221635)
• Semester 1, 2024, On-campus, UC - Canberra, Bruce (221451)