EMH441 Curriculum Method 1: HASS/HSIE (8)

This subject provides teacher education students with the professional knowledge and pedagogical practices that will enable them to be a teacher of secondary Human Society and its Environment (HSIE) / Humanities and Social Sciences (HASS). In this subject, students engage with conceptualisations of the HSIE/HASS curriculum teaching area, examine how these are represented in curriculum documents, and investigate the role and value of HSIE/HASS subjects in the context of the broader curriculum. Particular attention is given to History and Geography, together with electives, and an understanding of the teaching and assessment strategies and resources (including digital resources) appropriate to HSIE/HASS teaching and learning sequences to cater for the needs of diverse learners. Attention is also given to the literacy and numeracy demands of this curriculum area and application of cross-curricular priorities, general capabilities, and differentiation strategies in the teaching of HSIE/HASS subjects in Stages 4 and 5.

Availability

Session 1 (30)
Online
Bathurst Campus

Continuing students should consult the SAL for current offering details: EMH441. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System

HD/FL

Duration

One session

School

School of Teacher Education

Enrolment Restrictions

This subject is available to students entering into the following courses:

Bachelor of Teaching (Secondary)
Bachelor of Education (K - 12)
Bachelor of Outdoor Education
Bachelor of Education (Secondary) Industry Entry Program
Master of Teaching (Secondary)
Bachelor of Educational Studies

or as approved by the Course Director.

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to explain the knowledge base and models of pedagogy underpinning the principles and practices of HSIE/HASS teaching and learning and the role and value of HSIE/HASS (Stages 4-5) in the K-12 school curriculum;
  • be able to describe strategies, including literacy and numeracy strategies, for teaching, learning and assessment in HSIE/HASS, to meet the diverse needs of students (Stages 4 and 5);
  • be able to evaluate sample HSIE/HASS lessons in the light of authentic learning principles;
  • be able to identify appropriate historical and/or geographical issues and develop teaching and learning activities aligned with current pedagogical practices of HSIE/HASS and syllabus outcomes;
  • be able to develop effective HSIE/HASS teaching, learning, and assessment sequences (Stages 4 and 5) that incorporate cross-curriculum priorities / general capabilities and the vision, values, principles, and pedagogical practices of HSIE/HASS (Stages 4 and 5); and
  • be able to develop effective teaching resources for HSIE/HASS teaching and learning sequences (Stages 4 and 5).

Syllabus

This subject will cover the following topics:
  • HSIE/HASS - the place of secondary HSIE in the K-12 continuum of learning and the broader school curriculum; links to Stage 3 and Stage 4, future directions in the Australian Curriculum and state syllabus documents; current issues in the teaching of HSIE/HASS
  • Curriculum organisation - History K-10, Geography K-10, Aboriginal Studies, Commerce, Work Studies, including the use of case studies
  • The role and value of HSIE/HASS in the broader school curriculum including the development of students' literacy, digital literacy and numeracy capabilities
  • HSIE/HASS 7-10 syllabus knowledge and understandings
  • HSIE/HASS 7-10 syllabus skills, values and attitudes
  • Learning Across the Curriculum - cross-curriculum priorities and general capabilities in 7-10 HSIE/HASS, including literacy, digital literacy, and numeracy; Indigenous cultural competence, global citizenship, sustainable practices, ethics
  • Teaching and learning strategies in the HSIE/HASS curriculum area, including models of pedagogy, inquiry strategies, literacy and numeracy strategies, fieldwork, and differentiation strategies to support students with diverse needs and abilities
  • Planning for teaching and learning in HSIE/HASS - developing learning sequences and lessons
  • Assessment strategies in the HSIE/HASS subject disciplines, including NESA assessment requirement for the ROSA
  • Resources for effective teaching and assessment in HSIE/HASS subject disciplines that are culturally appropriate and inclusive, including the selection of digital resources and appropriate digital content, emerging technologies and ICT tools.

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EMH441 in Session 1 2019. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Title
Value %
1
Hsie teaching and learning principles
40
2
Hsie inquiry learning analysis and lesson plan dev
60

The information contained in the CSU Handbook was accurate at the date of publication: July 2020. The University reserves the right to vary the information at any time without notice.

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