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EDM8008 Inquiring through the Humanities

Semester 2, 2023 Online
Units : 1
School or Department : School of Education
Grading basis : Graded
Course fee schedule : /current-students/administration/fees/fee-schedules

Staffing

Course Coordinator:

Requisites

Pre-requisite: EDM5001

Overview

The Australian Curriculum requires F-6 students to engage in the subject of Humanities and Social Sciences (HASS) through inquiry pedagogy. In the Masters of Learning and Teaching program, pre-service teachers in this course are required to develop an understanding of the key ideas in relation to each sub-strand (History; Geography; Civics and Citizenship; and Economics and Business) by engaging in pedagogical strategies that articulate the interrelated strands (knowledge and understanding; inquiry and skills). This course builds on the foundation of previously studied courses in this program to develop informed, active citizens committed to shaping sustainable futures – a goal that is as relevant to future teachers as it is to school students. This will ensure that teachers have acquired the specialised knowledge and skills for research, an intellectual framework on which to develop their professional practice as educators, and for further learning (AQF 9). In addition, this course will provide a framework for teachers to inculcate in their students a strong sense of identity (EYLF 1), ensure that they are connected with and contribute to their world (EYLF 2), are confident and involved learners (EYLF 4), and that they are effective communicators (EYLF 5)

Investigating inquiry pedagogy, as the signature pedagogy associated with the Humanities and Social Sciences, is the focus of this course, both in theory and in practice. Preservice teachers in this course will develop an understanding of the sub-strands of Humanities and Social Sciences (History; Geography; Civics and Citizenship; and Economics and Business) that draw on students' growing experience of community and the wider world. Preservice teachers will also integrate the Australian curriculum Cross-Curriculum Priorities and General Capabilities in their planning and classroom delivery. In addition they will develop their knowledge and skill in the humanities consistent with the Australian curriculum and modern pedagogical approaches. To reflect on their teaching of the Humanities and Social Sciences, preservice teachers in this course will also identify and contribute to professional learning networks in order to improve practice.

Course learning outcomes

On successful completion of this course students should be able to:

  1. display knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of History, Geography, Civics and Citizenship, and Economics and Business (Australian Professional Standards for Teachers (APST) 2.1);
  2. know how to organise content into an effective learning and teaching sequence and to use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans for Foundation to Year 6 (APST 2.2, 2.3);
  3. plan, implement and justify effective teaching and learning by setting learning goals that provide achievable challenges for students of varying abilities and characteristics, planning lesson sequences through the planning of a sequence of teaching and learning for Foundation to Year 6 using knowledge of student learning, content, and a range of effective teaching strategies, within an inquiry learning framework (APST 3.1, 3.2, 3.3);
  4. demonstrate knowledge of teaching strategies that respond to the learning strengths and needs of all students, including those with diverse linguistic, cultural, religious and socioeconomic backgrounds and demonstrate a broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages and the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Island backgrounds (APST 1,3, 1.4, 2.4);
  5. understand the rationale for continued professional learning and the importance of reflecting on the knowledge of teaching, learning and assessment as part of improving professional practice and student learning and understand the relevant and appropriate sources of professional learning for teachers and the role of external professionals and community representative in broadening teachers’ professional knowledge and practice (APST 6.2, 6.4, 7.4);
  6. display expert cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.

Topics

Description Weighting(%)
1. Humanities and Social Sciences in the Australian Curriculum including reference to Australian curriculum, Alice Springs Declaration, and the Early Years Learning Framework, focusing on how children contribute to their world through the groups and communities to which they belong (Outcome 2) 20.00
2. Inquiry pedagogy for Humanities and Social Sciences including learning sequences (APST 2.2) that align with legislative requirements to support participation and learning of students with a different learning styles and/or different physical and intellectual needs. This will contribute to the maintenance of socially inclusive and safe learning environments which are informed by contemporary theory and practice and which meet specific student needs in Humanities and the Social Sciences 20.00
3. Planning for teaching and learning Humanities and Social Sciences sub-strands (History, Geography, Civics and Citizenship, and Economics and Business) 25.00
4. Integrating the Cross Curriculum Priorities and General Capabilities for learning into the Humanities and Social Sciences, demonstrating an understanding of the impact of culture, cultural identity and linguistic background on the education of the students from Aboriginal and Torres Strait Islander backgrounds 10.00
5. Critical reflection on practice: Teaching, learning and assessment within the Humanities and Social Sciences 20.00
6. Professional Educator 5.00

Text and materials required to be purchased or accessed

Pendergast, D & Main, K 2019, Teaching primary years: rethinking curriculum, pedagogy and assessment, Allen & Unwin, Crows Nest, New South Wales.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Approach Type Description Group
Assessment
Weighting (%) Course learning outcomes
Assignments Oral Presentation (ind, grp, mltmd) No 50
Assignments Written Planning document No 50 1,2,3,6
Date printed 9 February 2024