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

Materials and equipment

Students will need an electronic device for all workshops

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, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.

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.

Academic integrity

Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.

To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.

Use of Text-Matching Software

The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.

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

1. Assessment Structure A: for Students undertaking a beginning or 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.

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

Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).

Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).

It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.'

Participation in ‘school based' tutorial classes is a compulsory condition of this unit, and attendance will be recorded. You must engage 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.

*Note: This unit commences with week 1 on campus (see timetable for rooms) and weeks 2-7 will be school-based to meet accreditation requirements of 3 days professional experience.

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

UC entry level

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:

• 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.

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). 

• Semester 1, 2024, On-Campus, UC - Canberra, Bruce (221451)