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Lismore Session 1 Session 1
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Unit Summary

Unit type

UG Coursework Unit

Credit points

12

AQF level

7

Level of learning

Intermediate

Former School/College

Former School of Education

Co-requisites

EDU10710 - Learners, Teachers and Pedagogies OR EDU81002 - The Learning Environment OR admitted to 3207311 - Bachelor of Arts/Bachelor of Education (Secondary) 192 credit points OR admitted to 3207312 - Bachelor of Arts/Bachelor of Education (Primary/Secondary) 288 credit points

Unit aim

Introduces students to teaching in the key learning area of Human Society and its Environment (HSIE) in secondary education. Students learn about syllabus requirements, the development of a unit of work, the development of detailed lesson plans and the selection of appropriate assessment strategies. There is also an opportunity to reflect critically on a range of contemporary pedagogical frameworks, perspectives and issues in the teaching of HSIE in secondary schools. The focus in this unit is on the Years 7-10 classroom.

Unit content

1. Knowledge of HSIE Years 7-10 syllabus documents and content 
2. Knowledge of pedagogy in relation to teaching HSIE 
3. Knowledge of curriculum requirements for teaching HSIE

Learning outcomes

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.

GA1: , GA2: , GA3: , GA4: , GA5: , GA6: , GA7:
On completion of this unit, students should be able to: GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 discuss the history of the development of the HSIE Years 7-10 curriculum and the K-12 continuum of learning in HSIE and critically engage with a range of issues in teaching HSIE
2 demonstrate a working knowledge of the concepts and content of the HSIE Years 7-10 curriculum documents, and apply an understanding of curriculum differentiation in order to meet the diverse needs and cultural backgrounds of learners
3 assess the appropriateness of resources, including ICT and prepare detailed, engaging, coherent and effective lesson plans and units of work that relate to selected content and learning outcomes and address theoretical and practical elements of a syllabus
4 demonstrate effective teaching and learning strategies, based on the NSW Quality Teaching Framework, and a range of other current pedagogical frameworks designed to encourage the development of knowledge, understanding, skills, and student engagement
5 design effective teaching and learning activities that engage students in active learning; integrate literacy and numeracy strategies; and apply the syllabus cross-curriculum priorities and general capabilities
6 discuss strategies to assess student achievement of learning outcomes, including assessment 'for' and 'of' learning, to recognise how learners use their current understanding to discover, develop and incorporate new skills, knowledge and understanding, and to report on the achievement of learning outcomes
7 demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.

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

  1. discuss the history of the development of the HSIE Years 7-10 curriculum and the K-12 continuum of learning in HSIE and critically engage with a range of issues in teaching HSIE
    • GA1:
    • GA4:
    • GA7:
  2. demonstrate a working knowledge of the concepts and content of the HSIE Years 7-10 curriculum documents, and apply an understanding of curriculum differentiation in order to meet the diverse needs and cultural backgrounds of learners
    • GA1:
    • GA4:
    • GA7:
  3. assess the appropriateness of resources, including ICT and prepare detailed, engaging, coherent and effective lesson plans and units of work that relate to selected content and learning outcomes and address theoretical and practical elements of a syllabus
    • GA1:
    • GA4:
  4. demonstrate effective teaching and learning strategies, based on the NSW Quality Teaching Framework, and a range of other current pedagogical frameworks designed to encourage the development of knowledge, understanding, skills, and student engagement
    • GA1:
    • GA4:
  5. design effective teaching and learning activities that engage students in active learning; integrate literacy and numeracy strategies; and apply the syllabus cross-curriculum priorities and general capabilities
    • GA1:
    • GA4:
    • GA7:
  6. discuss strategies to assess student achievement of learning outcomes, including assessment 'for' and 'of' learning, to recognise how learners use their current understanding to discover, develop and incorporate new skills, knowledge and understanding, and to report on the achievement of learning outcomes
    • GA1:
    • GA4:
  7. demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.
    • GA1:
    • GA4:

Prescribed texts

  • Marsh, C & Hart, C, 2011, Teaching the social sciences and humanities in an Australian curriculum, 6th edn, Pearson Education, Sydney.
  • Taylor, T, Fahey, C, Kriewaldt, J & Boon, D, 2012, Place and Time: Explorations in Teaching Geography and History, 1st edn, Pearson, Frenchs Forest, NSW. ISBN: 9781442532779.
Prescribed texts may change in future teaching periods.