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Unit of Study EDU00412 - Human Society and its Environments Education II: Curriculum and Pedagogy (2018)

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Unit Snapshot

  • Unit type

    UG Coursework Unit

  • Credit points

    12

  • AQF level

    7

  • Level of learning

    Intermediate

  • Former School/College

    Former School of Education

  • Enrolment information

    Available to B Education (Primary) and (Early Childhood) students only.

Unit description

Examines the curriculum area of HSIE/SOSE at the pre- and primary school levels, as framed by a range of curriculum documents. Students develop skills in designing authentic and responsive learning experiences. Students engage with the content and process of Australian and world history, geography, participatory citizenship, values and ethics.

Unit content

1. What is HSIE?
      The nature of the learning area
2. Social Studies vs disciplines (history, geography).
      National and international curricula
      Human rights as a connective framework (UNDHR, UNCRoC)
3. Critical inquiry, problem-based learning and constructivism
4. Civics and active citizenship
      Empathy/apathy/cynicism/ignorance/passivity/duty
5. Indigenous perspectives
6. Change and continuity/chronology/cause and effect
7. Historical evidence/perspectives/significance
8. Geographical observation/description/location/direction/distance
9. Geographical plans/images/globes/fieldwork/graphing
10. Futurist teaching

Availabilities

Not currently available in 2018

Learning outcomes and graduate attributes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
Learning outcome count Learning outcome description GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 compare and evaluate the structures, principles and critical issues raised in the ACARA National Curriculum, the NSW Human Society and Its Environment (HSIE) K-6 Syllabus, the QSA Studies of Society and Environment (SOSE) 1-9 Syllabus, and other national and international curriculum documents in the HSIE/SOSE area; or compare and evaluate the structures, principles and critical issues raised in the Early Years Learning Framework for Australia, the NSW Department of Community Services Curriculum Framework for Children Services, the Queensland Studies Authority Early Years Curriculum Guidelines, the New Zealand Early Childhood Curriculum - Te Whàriki, and the UNESCO Early Childhood Values Framework
2 analyse the significance and role of Human Rights in the pre- and primary school curriculum
3 understand how the key concepts of: - place, environment, space - historical evidence, significance, perspectives, empathy, contestability - continuity and change - cause and effect - social systems and structures can be encountered in appropriate ways by employing different perspectives and pedagogical models
4 motivate children to engage as active citizens, asking questions and making responsible decisions about issues at the personal, local, national, and global level
5 plan integrated and developmentally appropriate learning sequences (and supporting ICT resources), which include: a. project, inquiry, problem-based, or service learning processes b. skills development in history and geography c. opportunities for participatory citizenship in a variety of social settings d. a variety of teaching and assessment strategies to cater for diverse learning needs.

On completion of this unit, students should be able to:

  1. compare and evaluate the structures, principles and critical issues raised in the ACARA National Curriculum, the NSW Human Society and Its Environment (HSIE) K-6 Syllabus, the QSA Studies of Society and Environment (SOSE) 1-9 Syllabus, and other national and international curriculum documents in the HSIE/SOSE area; or compare and evaluate the structures, principles and critical issues raised in the Early Years Learning Framework for Australia, the NSW Department of Community Services Curriculum Framework for Children Services, the Queensland Studies Authority Early Years Curriculum Guidelines, the New Zealand Early Childhood Curriculum - Te Whàriki, and the UNESCO Early Childhood Values Framework
    • GA1:
    • GA4:
  2. analyse the significance and role of Human Rights in the pre- and primary school curriculum
    • GA1:
  3. understand how the key concepts of: - place, environment, space - historical evidence, significance, perspectives, empathy, contestability - continuity and change - cause and effect - social systems and structures can be encountered in appropriate ways by employing different perspectives and pedagogical models
    • GA4:
  4. motivate children to engage as active citizens, asking questions and making responsible decisions about issues at the personal, local, national, and global level
    • GA2:
  5. plan integrated and developmentally appropriate learning sequences (and supporting ICT resources), which include: a. project, inquiry, problem-based, or service learning processes b. skills development in history and geography c. opportunities for participatory citizenship in a variety of social settings d. a variety of teaching and assessment strategies to cater for diverse learning needs.
    • GA1:
    • GA2:
    • GA4: