EMH442 Curriculum Method 2: HASS/HSIE (8)

The subject builds upon the first curriculum method subject and incorporates an analysis of the major strands of Human Society and Its Environment (HSIE) / Humanities and Social Sciences (HASS) at a senior secondary level. Students learn to plan and evaluate teaching and learning sequences which draw upon principles of authentic pedagogy, and incorporate ICT. Students engage with conceptualisations of the Stage 6 HSIE/HASS curriculum teaching areas and examine how these are represented in curriculum documents.

This subject examines the wide-ranging nature of Stage 6 HSIE/HASS curriculum content and incorporates content from all NSW Stage 6 board developed courses. Students apply teaching and assessment strategies which are appropriate to Stage 6 HSIE/HASS, inclusive of the needs of diverse learners and address cross-curricular priorities / general capabilities.


Session 2 (60)
Bathurst Campus

Continuing students should consult the SAL for current offering details: EMH442. 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



One session


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 Education (Secondary) Industry Entry Program
Master of Teaching (Secondary)
Bachelor of Educational Studies

or as approved by the Course Director.

Assumed Knowledge

Student has completed subject EMH441 prior to undertaking this subject.

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to discuss the knowledge base and models of pedagogy underpinning the principles and practices of HSIE/HASS teaching and learning and the place of HSIE/HASS (Stage 6) in the K-12 school curriculum;
  • be able to analyse current issues, pedagogies and resources that relate to the teaching of stage 6 HSIE/HASS, and justify their use in HSIE/HASS teaching and learning (Stage 6);
  • be able to develop HSIE (Stage 6) teaching, learning, and assessment sequences that incorporate cross-curriculum priorities / general capabilities and justify their learning design with respect to the vision, values, principles, and pedagogical practices of HSIE and HASS;
  • be able to justify the selection of teaching resources for HSIE/HASS teaching and learning sequences (Stage 6) that are culturally appropriate and inclusive, including the selection of digital resources and tools with appropriate digital content to meet Stage 6 curriculum, assessment and reporting requirements; and
  • be able to apply strategies for differentiating teaching, learning and assessment in Stage 6 HSIE/HASS.


This subject will cover the following topics:
  • The role and value of Stage 6 HSIE/HASS subjects in the K-12 curriculum, including their place in the continuum of learning
  • Current environmental / community issues relating to the teaching of HSIE subjects (such as Indigeneity, global citizenship, sustainable practices, and ethics)
  • Stage 6 HSIE/HASS subject syllabuses: Aboriginal Studies, Ancient History, Business Studies, Economics, Geography, History Extension, Legal Studies, Modern History, Society and Culture, Studies of Religion
  • Models of pedagogy in Stage 6 HSIE/HASS subjects, including the knowledge base underpinning the principles and practices of teaching and learning in HSIE subjects
  • Assessment and reporting in Preliminary and HSC subjects, including NESA requirements for HSC
  • Programming in the Stage 6 HSIE/HASS Key Learning Area, including differentiating for diverse learning needs and supporting students with disabilities, investigating hypothetical and actual case studies in Business Studies, Economics, and Legal Studies, fieldwork in Geography and embedding Aboriginal and Torres Strait Islander histories and cultures
  • Resources in senior HSIE/HASS studies that are culturally appropriate and inclusive, including the selection of digital resources and tools with appropriate digital content to meet Stage 6 curriculum, assessment and reporting requirements
  • Cross curriculum priorities and general capabilities in Stage 6 HSIE/HASS subjects, including embedding Indigenous perspectives, literacy, digital literacy, and numeracy in HSIE/HASS teaching and learning

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EMH442 in Session 2 2020. 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
Value %
Professional reflection essay - the hsie teacher
Hsie stage 6 programme and justification

The information contained in the CSU Handbook was accurate at the date of publication: May 2021. The University reserves the right to vary the information at any time without notice.