Secondary Humanities and Social Sciences PCK 2 (9907.3)

Required texts

Australian Curriculum Version 9: https://v9.australiancurriculum.edu.au/ 

Australian Curriculum Version 8.4: https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/

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:

Butler, J. et al., (2022) Teaching secondary geography, Cambridge University Press

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 Australia.

Gilbert, R, Tudball, L, Brett, P (2019).  Teaching Humanities and Social Sciences, 7th edition. Cengage, Australia

Hattie, J. & Yates, G. (2014). Visible Learning and the Science of How We Learn. Oxon New York, NY Routledge

Killen, R. (2013) Effective Teaching Strategies from Research and Practice (6th Ed.). South Melbourne, Vic. : Cengage Learning Australia

Marsh, C., Clarke, M, Pittaway, S (2014).   Marsh's Becoming a teacher (6th ed.) Pearson Australia

Marsh, C, Hart, C (2011) Teaching the Social Sciences and Humanities in an Australian Curriculum (6th ed.) Pearson Australia

New South Wales Department of Education. (2006). Quality teaching in NSW public schools: assessment practice guide. Sydney, Australia: NSW Department of Education.

New South Wales Department of Education. (2003). Quality teaching in NSW public schools: discussion paper. Sydney, Australia: NSW Department of Education.

Sharp,H (2022) Teaching Secondary History, Cambridge university Press

Tomlinson, C. (2005). The differentiated classroom: responding to the needs of all learners. Virginia, USA: Association for Supervision and Curriculum Development.

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: connecting contents and kids. Alexandria, USA: Association for Supervision and Curriculum Development.

Wiggins, G. P. & McTighe, J. (2011) The Understanding by Design Guide to Creating High-Quality Units. Alexandria, Va. : ASCD

Additional readings and resources will be provided for each workshop 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, 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.

Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment submitted over 7 days late will not be accepted.  Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

Special assessment requirements

You must achieve a total of 50% or greater for the assignments and the professional experience placement must be satisfactory to gain a pass in the unit.

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 structures 2. Provision of valid documentation 3. Student Expectations for Lesson Planning

1. Assessment Structure A: for Students undertaking a beginning or intermediate placement for PCK 2

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

Assessment Structure B: for Students undertaking a final placement for PCK 2

1. Element 4 of TPA – (B1)
2. Critical Reflections on Becoming a HASS Teacher (B2)
3. Elements 1, 2 & 3 of TPA –  Due 2 weeks after the scheduled end of professional placement (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.

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.

Learner engagement

Breakdown of workload for this unit

Workshop and online participation         50 hours

Reading and individual study                 50 hours

Assessment tasks                                  50 hours

A professional placement 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).

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.

*Note: This unit commences with week 1 on campus (see timetable for room) and weeks 2 to 7 will be school-based clinics.

Successful completion of the professional experience placement is critical to success in the whole unit. Students must make themselves familiar with the processes and policies of professional experience.

Required IT skills

UC entry-level skills

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). 

A successful professional placement is requisite for a Pass in this unit.

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

Please follow the following instructions to ensure your unit convenor remains informed of your progress in your negotiated placement.

1. Fill in the professional experience placement planner in collaboration with your school mentor. (This can be found on the Canvas site). Indicate on the planner when your interim and final reports will be completed.
2. Upload your planner, as a draft, to this unit site using the dropbox
3. If your proposed schedule for the completion of your interim and final reports changes, please upload a new planner with the new dates

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, 2023, On-Campus, UC - Canberra, Bruce (213391)
• Semester 2, 2022, On-Campus, UC - Canberra, Bruce (210505)