Faculty of Education and Arts
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 Senior Secondary Society & EnvironmentUnit Code
SSE2230Year
2015Enrolment Period
1Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit examines processes for planning and teaching Senior School Society & Environment courses including the Australian Curriculum. Areas of focus include: an analysis of Year 11 and Year 12 course of study documents, teaching-learning strategies to achieve appropriate learning area outcomes, planning excursions, principles of assessment, and planning a teaching-learning program. Students will have the opportunity to specialise in one of the following: Economics, Geography, Modern History, Ancient History, or Politics and Law.
Equivalent Rule
Unit was previously coded SSE2213, SSE3303
Learning Outcomes
On completion of this unit students should be able to:
- Construct a functional teaching-learning programme for a WACE course of study.
- Demonstrate knowledge of the duty of care requirements when planning excursions.
- Describe and explain the principles of assessment and assessment requirements of courses of study.
- Explain the impact of curriculum developments on the implementation of senior secondary courses.
- Identify and describe the scope and sequence of senior secondary courses.
- Plan and implement investigative teaching-learning activities to achieve outcomes.
Unit Content
- A review of Curriculum Council's policy and procedures related to assessment, grading and moderation.
- An overview of curriculum developments and an analysis of their impact on teaching-learning processes.
- An overview of the philosophical and methodological contributions of various social science disciplines to secondary education at the national and state levels.
- Avenues for teacher professional self-development.
- Development of a model for long term planning of a senior secondary course.
- Integrating investigative activities into the learning programme.
- Policy issues, planning, implementing and integrating fieldwork.
- The structure, content and requirements of Senior School WACE courses of study.
Additional Learning Experience Information
Lectures, Workshops, Demonstrations, Multi-media presentations, Fieldwork, Independant and team learning, E-learning.
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| Type | Description | Value |
|---|
| Assignment | Assignment | 50% |
| Examination | Examination | 50% |
Text References
- ^ Marsh, C. (2008). (Ed.). Studies of society and environment exploring the possibilities. (5th ed.). Sydney: Pearson Education Australia.
- Clarke, S. (2001). Unlocking formative assessment. London: Hodder and Stoughton.
- Taylor, Tony, & Young, Carmel. (2003). Making history: A guide for teaching and learning of history in Australian schools. Melbourne: Curriculum Corporation.
- Balderstone, D. (Ed.). (2006). Secondary geography handbook. England: Geographical Association.
- Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2006). Teaching challenges & dilemmas. Victoria: Thompson Learning.
- Curriculum Council. (1998). Curriculum framework. Perth: Curriculum Council of Western Australia.
Journal References
- The History Teacher
- Journal of Economic Education
- McInerney, M. (2003). The next step with GIS in the curriculum: Approaching the question of GIS and classroom pedagogy, Geographical Education, 16, 4-17.
- Kennedy, K. (2003) Preparing young Australians for an uncertain future: new thinking about citizenship education, Teaching Education, 14,1,15-33.
- Charkins, J. (1999). The new approach to economics. Social Studies Review, 38 (2), 32-35.
- Banks, J.A. (1995). Transformative challenges to the social science disciplines: Implications for social studies teaching and learning, Theory and Research in Social Education, 23, 1, 2-20.
- Brookheart, S. (1993). Teachers' grading practises: Meaning and values, Journal of Educational Measurement, 30 (2), 123-142.
Website References
^ 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.
SSE2230|1|1
Faculty of Education and Arts
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 Senior Secondary Society & EnvironmentUnit Code
SSE2230Year
2015Enrolment Period
2Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit examines processes for planning and teaching Senior School Society & Environment courses including the Australian Curriculum. Areas of focus include: an analysis of Year 11 and Year 12 course of study documents, teaching-learning strategies to achieve appropriate learning area outcomes, planning excursions, principles of assessment, and planning a teaching-learning program. Students will have the opportunity to specialise in one of the following: Economics, Geography, Modern History, Ancient History, or Politics and Law.
Equivalent Rule
Unit was previously coded SSE2213, SSE3303
Learning Outcomes
On completion of this unit students should be able to:
- Construct a functional teaching-learning programme for a WACE course of study.
- Demonstrate knowledge of the duty of care requirements when planning excursions.
- Describe and explain the principles of assessment and assessment requirements of courses of study.
- Explain the impact of curriculum developments on the implementation of senior secondary courses.
- Identify and describe the scope and sequence of senior secondary courses.
- Plan and implement investigative teaching-learning activities to achieve outcomes.
Unit Content
- A review of Curriculum Council's policy and procedures related to assessment, grading and moderation.
- An overview of curriculum developments and an analysis of their impact on teaching-learning processes.
- An overview of the philosophical and methodological contributions of various social science disciplines to secondary education at the national and state levels.
- Avenues for teacher professional self-development.
- Development of a model for long term planning of a senior secondary course.
- Integrating investigative activities into the learning programme.
- Policy issues, planning, implementing and integrating fieldwork.
- The structure, content and requirements of Senior School WACE courses of study.
Additional Learning Experience Information
Lectures, Workshops, Demonstrations, Multi-media presentations, Fieldwork, Independant and team learning, E-learning.
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| Type | Description | Value |
|---|
| Assignment | Assignment | 50% |
| Examination | Examination | 50% |
Text References
- ^ Marsh, C. (2008). (Ed.). Studies of society and environment exploring the possibilities. (5th ed.). Sydney: Pearson Education Australia.
- Clarke, S. (2001). Unlocking formative assessment. London: Hodder and Stoughton.
- Taylor, Tony, & Young, Carmel. (2003). Making history: A guide for teaching and learning of history in Australian schools. Melbourne: Curriculum Corporation.
- Balderstone, D. (Ed.). (2006). Secondary geography handbook. England: Geographical Association.
- Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2006). Teaching challenges & dilemmas. Victoria: Thompson Learning.
- Curriculum Council. (1998). Curriculum framework. Perth: Curriculum Council of Western Australia.
Journal References
- The History Teacher
- Journal of Economic Education
- McInerney, M. (2003). The next step with GIS in the curriculum: Approaching the question of GIS and classroom pedagogy, Geographical Education, 16, 4-17.
- Kennedy, K. (2003) Preparing young Australians for an uncertain future: new thinking about citizenship education, Teaching Education, 14,1,15-33.
- Charkins, J. (1999). The new approach to economics. Social Studies Review, 38 (2), 32-35.
- Banks, J.A. (1995). Transformative challenges to the social science disciplines: Implications for social studies teaching and learning, Theory and Research in Social Education, 23, 1, 2-20.
- Brookheart, S. (1993). Teachers' grading practises: Meaning and values, Journal of Educational Measurement, 30 (2), 123-142.
Website References
^ 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.
SSE2230|1|2
