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  2. Planning for Teaching Secondary Humanities and Social Sciences [HSS4210]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Planning for Teaching Secondary Humanities and Social Sciences

  • Unit Code

    HSS4210

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This introductory unit is designed to prepare students for teaching the Humanities and Social Sciences Learning Area to learners in the lower secondary years or the early adolescence phase of learning. Areas of emphasis will cover: the framework for the Humanities and Social Sciences Learning Area including Achievement Standards and outcomes; the K-10 Syllabus Curriculum Guides; concept teaching-learning, skills development and resources; planning learning experiences and long term forward planning techniques.

Equivalent Rule

Replaces SSE4210

Learning Outcomes

On completion of this unit students should be able to:

  1. Explain the rationale for the Humanities and Social Sciences Learning Area.
  2. Develop a range of pedagogical approaches for each of the subjects in the Humanities and Social Sciences Learning Area.
  3. Plan and evaluate short term learning experiences/lesson plans.
  4. Describe and justify the conceptual and methodological contributions of each of the Social Science subject disciplines to the Humanities and Social Sciences Learning Area.
  5. Locate, utilise and evaluate a range of resource materials.
  6. Design a forward planning document for Humanities and Social Sciences Learning Area.

Unit Content

  1. Learner and teacher perceptions of the Humanities and Social Sciences Learning Area.
  2. Planning short term learning experiences.
  3. Long term forward planning: strategies, processes and formats.
  4. Teaching social science skills in the learning area.
  5. Processes of backwards mapping in curriculum design.
  6. Resources for learners and for teachers.
  7. The structure of knowledge, concept teaching-learning.
  8. Western Australian School Curriculum and Standards Authority K-10 Humanities and Social Sciences Curriculum.

Additional Learning Experience Information

Lectures, workshops, e-learning, template learning, school based experiences.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ExerciseExercise50%
AssignmentAssignment50%

Text References

  • ^ Gilbert, R., & Hoepper, B. (2014) Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum. (5th ed.). South Melbourne, Australia: Cengage Australia.
  • Education Department of Western Australia. (various years). Teachers' guides: Social studies years 8, 9 and 10. Perth, Australia: Curriculum Branch, Education Department of Western Australia.
  • Becker, W.E., Watts, M.W., & Becker S.E. (2006). Teaching economics: More alternatives to chalk and talk. Northampton, MA: Edward Elgar Publishers.
  • Gersmehl, P. (2008). Teaching geography. (2nd ed.). New York, NY: The Guilford Press.
  • Marsh, C. (Ed.). (2005). Teaching studies of society and environment. (4th ed.). Australia: Pearson Education.
  • Ralph, B., & Stacey, M. (2004). The Longman Australian atlas for secondary schools. (5th ed.). Melbourne, Australia: Longman.
  • Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2006). Teaching challenges and dilemmas. Australia: Thompson Learning.
  • Gilbert, R. (Ed.). (2004). Studying society and environment: A guide for teachers. (3rd ed.). Australia: Thompson Social Science Press.
  • Davies, P., & Davies, R. (2012). Enlivening secondary history. 50 classroom activities for teachers and pupils. (2nd ed.). London, United Kingdom: Routledge.
  • Western Australia School Curriculum and Standards Authority (SCSA). K-10 curriculum guide. On line at www.scsa.wa.edu.au  
  • Chapin, J.R. (2007). A practical guide to middle and secondary social studies. (2nd ed.). USA: Pearson Education.
  • Banks, J.A., & McGee Banks, C.A. (1999). Teaching strategies for the social studies. (5th ed.). New York, NY: Longman.

Journal References

  • Moroz, W. (1999). When will social studies become more 'social' and less 'studies'? SET, Research Information for Teachers, Australian Council for Educational Research, 2/1999.
  • Banks, J.A. (1995). Transformative challenges to the social science disclipines: Implications for social studies teaching and learning, Theory and Research in Social Education, 23, 1, 2-20.
  • Du Plass, J.A. (1996) Charts, tables, graphs and diagrams: approach for social studies teachers, The Social Studies, 87,1,32-38.
  • Beck, I.L. McKeown, M.G. (2002) Questioning the author: Making sense of social studies, Educational Leadership 60,3,44-47.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HSS4210|1|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Planning for Teaching Secondary Humanities and Social Sciences

  • Unit Code

    HSS4210

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This introductory unit is designed to prepare students for teaching the Humanities and Social Sciences Learning Area to learners in the lower secondary years or the early adolescence phase of learning. Areas of emphasis will cover: the framework for the Humanities and Social Sciences Learning Area including Achievement Standards and outcomes; the K-10 Syllabus Curriculum Guides; concept teaching-learning, skills development and resources; planning learning experiences and long term forward planning techniques.

Equivalent Rule

Replaces SSE4210

Learning Outcomes

On completion of this unit students should be able to:

  1. Explain the rationale for the Humanities and Social Sciences Learning Area.
  2. Develop a range of pedagogical approaches for each of the subjects in the Humanities and Social Sciences Learning Area.
  3. Plan and evaluate short term learning experiences/lesson plans.
  4. Describe and justify the conceptual and methodological contributions of each of the Social Science subject disciplines to the Humanities and Social Sciences Learning Area.
  5. Locate, utilise and evaluate a range of resource materials.
  6. Design a forward planning document for Humanities and Social Sciences Learning Area.

Unit Content

  1. Learner and teacher perceptions of the Humanities and Social Sciences Learning Area.
  2. Planning short term learning experiences.
  3. Long term forward planning: strategies, processes and formats.
  4. Teaching social science skills in the learning area.
  5. Processes of backwards mapping in curriculum design.
  6. Resources for learners and for teachers.
  7. The structure of knowledge, concept teaching-learning.
  8. Western Australian School Curriculum and Standards Authority K-10 Humanities and Social Sciences Curriculum.

Additional Learning Experience Information

Lectures, workshops, e-learning, template learning, school based experiences.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ExerciseExercise50%
AssignmentAssignment50%

Text References

  • ^ Gilbert, R., & Hoepper, B. (2014) Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum. (5th ed.). South Melbourne, Australia: Cengage Australia.
  • Education Department of Western Australia. (various years). Teachers' guides: Social studies years 8, 9 and 10. Perth, Australia: Curriculum Branch, Education Department of Western Australia.
  • Becker, W.E., Watts, M.W., & Becker S.E. (2006). Teaching economics: More alternatives to chalk and talk. Northampton, MA: Edward Elgar Publishers.
  • Gersmehl, P. (2008). Teaching geography. (2nd ed.). New York, NY: The Guilford Press.
  • Marsh, C. (Ed.). (2005). Teaching studies of society and environment. (4th ed.). Australia: Pearson Education.
  • Ralph, B., & Stacey, M. (2004). The Longman Australian atlas for secondary schools. (5th ed.). Melbourne, Australia: Longman.
  • Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2006). Teaching challenges and dilemmas. Australia: Thompson Learning.
  • Gilbert, R. (Ed.). (2004). Studying society and environment: A guide for teachers. (3rd ed.). Australia: Thompson Social Science Press.
  • Davies, P., & Davies, R. (2012). Enlivening secondary history. 50 classroom activities for teachers and pupils. (2nd ed.). London, United Kingdom: Routledge.
  • Western Australia School Curriculum and Standards Authority (SCSA). K-10 curriculum guide. On line at www.scsa.wa.edu.au  
  • Chapin, J.R. (2007). A practical guide to middle and secondary social studies. (2nd ed.). USA: Pearson Education.
  • Banks, J.A., & McGee Banks, C.A. (1999). Teaching strategies for the social studies. (5th ed.). New York, NY: Longman.

Journal References

  • Moroz, W. (1999). When will social studies become more 'social' and less 'studies'? SET, Research Information for Teachers, Australian Council for Educational Research, 2/1999.
  • Banks, J.A. (1995). Transformative challenges to the social science disclipines: Implications for social studies teaching and learning, Theory and Research in Social Education, 23, 1, 2-20.
  • Du Plass, J.A. (1996) Charts, tables, graphs and diagrams: approach for social studies teachers, The Social Studies, 87,1,32-38.
  • Beck, I.L. McKeown, M.G. (2002) Questioning the author: Making sense of social studies, Educational Leadership 60,3,44-47.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HSS4210|1|2