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 and Teaching Lower Secondary Society & EnvironmentUnit Code
SSE3110Year
2016Enrolment Period
1Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This introductory unit is designed to prepare students for teaching the Society and Environment Learning Area to learners in the lower secondary years/early adolescence phase. Areas of emphasis will include: the framework for the Society and Environment Learning Area, the K-10 Syllabus Curriculum Guides; the Australian Curriculum, concept teaching-learning, skills development, teaching resources. Students will learn to plan long term learning experiences that utilise investigative processes and conceptual outcomes.
Equivalent Rule
Unit was previously coded SSE2103
Learning Outcomes
On completion of this unit students should be able to:
- Apply investigative and skills development processes in their planning of learning experiences.
- Describe and justify the conceptual and methodological contributions of the Social Science disciplines to the Society and Environment Learning Area.
- Design a forward planning document for Society and Environment Learning Area.
- Formulate strategies to utilise the principles of concept development (DS2, DS3).
- Locate, utilise and evaluate a range of resource materials.
- Plan and evaluate short term learning experiences/lesson plans.
Unit Content
- Curriculum Framework, K-10 Syllabus Curriculum Guides, Learning Area Statement and the Australian Curriculum Guides.
- Learner and teacher perceptions of the Society and Environment Learning Area.
- Long term forward planning: strategies, processes and formats.
- Outcomes based education.
- Planning short term learning experiences.
- Resources for learners and for teachers.
- Teaching investigative and skills processes in the learning area.
- The structure of knowledge, concept teaching learning.
Additional Learning Experience Information
Lectures, workshops, e-learning, template learning, school based experiences, independent and group based 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: explopring the possibilities. (5th ed.). Sydney: Pearson Education.
- Curriculum Council. (1998). Curriculum framework. Perth: Curriculum Council of WA.
- Ralph, B., & Stacey, M. (2005). The Longman Australian Atlas for secondary schools. (5th ed.). Melbourne: Longman.
- Hodge, J. Field, S., Foster, S., & Nickell, P. (Eds). (2004). Real world investigation for social studies. Upper Saddle River, NJ., Pearson.
- Gilbert, R. (2004). Studying society and environment: A guide for teachers. Victoria: Thompson Social Science Press.
- Chapin, J.R., (2007). A practical guide to middle and secondary social studies. (2nd.ed.). USA: Pearson Education.
Journal References
- 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.
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.
SSE3110|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 and Teaching Lower Secondary Society & EnvironmentUnit Code
SSE3110Year
2016Enrolment Period
2Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This introductory unit is designed to prepare students for teaching the Society and Environment Learning Area to learners in the lower secondary years/early adolescence phase. Areas of emphasis will include: the framework for the Society and Environment Learning Area, the K-10 Syllabus Curriculum Guides; the Australian Curriculum, concept teaching-learning, skills development, teaching resources. Students will learn to plan long term learning experiences that utilise investigative processes and conceptual outcomes.
Equivalent Rule
Unit was previously coded SSE2103
Learning Outcomes
On completion of this unit students should be able to:
- Apply investigative and skills development processes in their planning of learning experiences.
- Describe and justify the conceptual and methodological contributions of the Social Science disciplines to the Society and Environment Learning Area.
- Design a forward planning document for Society and Environment Learning Area.
- Formulate strategies to utilise the principles of concept development (DS2, DS3).
- Locate, utilise and evaluate a range of resource materials.
- Plan and evaluate short term learning experiences/lesson plans.
Unit Content
- Curriculum Framework, K-10 Syllabus Curriculum Guides, Learning Area Statement and the Australian Curriculum Guides.
- Learner and teacher perceptions of the Society and Environment Learning Area.
- Long term forward planning: strategies, processes and formats.
- Outcomes based education.
- Planning short term learning experiences.
- Resources for learners and for teachers.
- Teaching investigative and skills processes in the learning area.
- The structure of knowledge, concept teaching learning.
Additional Learning Experience Information
Lectures, workshops, e-learning, template learning, school based experiences, independent and group based 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: explopring the possibilities. (5th ed.). Sydney: Pearson Education.
- Curriculum Council. (1998). Curriculum framework. Perth: Curriculum Council of WA.
- Ralph, B., & Stacey, M. (2005). The Longman Australian Atlas for secondary schools. (5th ed.). Melbourne: Longman.
- Hodge, J. Field, S., Foster, S., & Nickell, P. (Eds). (2004). Real world investigation for social studies. Upper Saddle River, NJ., Pearson.
- Gilbert, R. (2004). Studying society and environment: A guide for teachers. Victoria: Thompson Social Science Press.
- Chapin, J.R., (2007). A practical guide to middle and secondary social studies. (2nd.ed.). USA: Pearson Education.
Journal References
- 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.
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.
SSE3110|1|2
