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
Social Science Education in Early ChildhoodUnit Code
SSE3260Year
2016Enrolment Period
1Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Online
Description
This unit examines the Social Science learning area in early childhood education. Students use contemporary curriculum documents to develop skills in supporting the development of conceptual understandings, process skills and values in young children (0-8), with the intention of promoting active and informed citizenship. In particular, students will explore pedagogical frameworks and examine a range of differentiated teaching, learning and assessment strategies appropriate to inquiry-based learning in early childhood education. Students also have the opportunity to evaluate teaching resources that support the development of the mutli-literacies of social science inquiry.
Equivalent Rule
Unit was previously coded SSE2011
Learning Outcomes
On completion of this unit students should be able to:
- Apply the theory and practice of Inquiry-based teaching and learning to the planning and implementation of effective teaching and learning programs that reflect a student centred, differentiated curriculum in early childhood settings.
- Connect purposeful assessment methods to an inquiry-based framework to monitor and evaluate progress of Social Science education and Early Years Learning Framework outcomes.
- Describe the nature and purpose of the Social Science learning areas for the early childhood phase of schooling (K-3).
- Explain how young childrens explorations in Social Science experiences support the achievement of outcomes of the Early Years Learning Framework for children.
- Identify ways to promote active and informed citizenship in children.
- Plan for the integration of Indigenous History and Culture, Asia and Australias engagement with Asia and Sustainability in the Social Science learning experiences and programs.
Unit Content
- Active and informed citizenship and `taking action'.
- Assessment methods for monitoring concept development, skill development and values development in young children.
- Australian Curriculum, The National Quality Standard, The Early Years Learning Framework and other associated documents.
- Concepts of Indigenous History and culture, and social and environmental sustainability
- Constructivist learning theory and Inquiry models for teaching and learning the skills, concepts and values of the social sciences.
- ICT, print, web-based and context-based resources (people and places).
- Processes for planning and implementing inquiry-based pedagogies.
- Teaching and learning strategies including cooperative strategies.
Additional Learning Experience Information
May include: Lectures, Workshops, Inquiry based experiences, Online modules, Guest Speakers.
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 | Written assignment | 60% |
| Examination | Examination | 40% |
ONLINE| Type | Description | Value |
|---|
| Assignment | Written assignment | 60% |
| Examination | Examination | 40% |
Text References
- ^ TBA
- Browett, J., & Ashman, G. (2008). Thinking globally: Global perspectives in the early years classroom. Carlton South, Australia: Curriculum Corporation.
- Cooper, H. (2002). History in the early years. (2nd ed.). London, United Kingdom: Routledge Falmer.
- Curriculum Corporation. (2008). Global perspectives: A framework for global education in Australian schools. Carlton South, Australia: Curriculum Corporation.
- DEST. (2006). National statement for engaging young Australians with Asia in Australian schools. Carlton South, Australia: Curriculum Corporation.
- Department of Education, Employment and Workplace Relations (DEEWR). (2010). Civics & citizenship education: Professional learning package. Carlton, Australia: Education Services Australia.
- Australian Government Department of the Environment and Heritage. (2005). Educating for a sustainable future: A national environmental education statement for Australian schools. Canberra, Australia: Author.
- Tudball, L., & Forsyth, A. (2009). Effective practice in civics and citizenship education: A guide for pre-service teachers. Available from http://www.civicsandcitizenship.edu.au/cce/cce_for_new_and_pre-service_teachers,29944.html
- Sobel, D. (2005). Place-based education: Connecting classrooms and communities. Greater Barrington: Orion Society.
- Reynolds, R. (2011). Teaching studies of society and environment in the primary school. (2nd ed.). South Melbourne, Australia: Oxford.
- Palmer, J.A., & Birch, J.C. (2004). Geography in the early years. (2nd ed.). London, United Kindom: Routledge Falmer.
- Murdoch, K. (1997). Classroom connections. Prahan, Australia: Eleanor Curtin Publishing.
- Gilbert, R., & Hoepper, B. (Ed.). (2004). Teaching society and environment: A guide for teachers. (4th ed.). South Melbourne, Australia: Cengage.
Journal References
- Years 1-3:
- Journal of Social Studies Research
- Social Studies Review (`e' journal available)
- Australian Journal of Early Childhood
- Social Studies and the Young Learner
- Journal of Curriculum Studies
- Young Children
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.
SSE3260|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
Social Science Education in Early ChildhoodUnit Code
SSE3260Year
2016Enrolment Period
2Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Online
Description
This unit examines the Social Science learning area in early childhood education. Students use contemporary curriculum documents to develop skills in supporting the development of conceptual understandings, process skills and values in young children (0-8), with the intention of promoting active and informed citizenship. In particular, students will explore pedagogical frameworks and examine a range of differentiated teaching, learning and assessment strategies appropriate to inquiry-based learning in early childhood education. Students also have the opportunity to evaluate teaching resources that support the development of the mutli-literacies of social science inquiry.
Equivalent Rule
Unit was previously coded SSE2011
Learning Outcomes
On completion of this unit students should be able to:
- Apply the theory and practice of Inquiry-based teaching and learning to the planning and implementation of effective teaching and learning programs that reflect a student centred, differentiated curriculum in early childhood settings.
- Connect purposeful assessment methods to an inquiry-based framework to monitor and evaluate progress of Social Science education and Early Years Learning Framework outcomes.
- Describe the nature and purpose of the Social Science learning areas for the early childhood phase of schooling (K-3).
- Explain how young childrens explorations in Social Science experiences support the achievement of outcomes of the Early Years Learning Framework for children.
- Identify ways to promote active and informed citizenship in children.
- Plan for the integration of Indigenous History and Culture, Asia and Australias engagement with Asia and Sustainability in the Social Science learning experiences and programs.
Unit Content
- Active and informed citizenship and `taking action'.
- Assessment methods for monitoring concept development, skill development and values development in young children.
- Australian Curriculum, The National Quality Standard, The Early Years Learning Framework and other associated documents.
- Concepts of Indigenous History and culture, and social and environmental sustainability
- Constructivist learning theory and Inquiry models for teaching and learning the skills, concepts and values of the social sciences.
- ICT, print, web-based and context-based resources (people and places).
- Processes for planning and implementing inquiry-based pedagogies.
- Teaching and learning strategies including cooperative strategies.
Additional Learning Experience Information
May include: Lectures, Workshops, Inquiry based experiences, Online modules, Guest Speakers.
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 | Written assignment | 60% |
| Examination | Examination | 40% |
ONLINE| Type | Description | Value |
|---|
| Assignment | Written assignment | 60% |
| Examination | Examination | 40% |
Text References
- ^ TBA
- Cooper, H. (2002). History in the early years. (2nd ed.). London, United Kingdom: Routledge Falmer.
- Curriculum Corporation. (2008). Global perspectives: A framework for global education in Australian schools. Carlton South, Australia: Curriculum Corporation.
- DEST. (2006). National statement for engaging young Australians with Asia in Australian schools. Carlton South, Australia: Curriculum Corporation.
- Department of Education, Employment and Workplace Relations (DEEWR). (2010). Civics & citizenship education: Professional learning package. Carlton, Australia: Education Services Australia.
- Gilbert, R., & Hoepper, B. (Ed.). (2004). Teaching society and environment: A guide for teachers. (4th ed.). South Melbourne, Australia: Cengage.
- Browett, J., & Ashman, G. (2008). Thinking globally: Global perspectives in the early years classroom. Carlton South, Australia: Curriculum Corporation.
- Australian Government Department of the Environment and Heritage. (2005). Educating for a sustainable future: A national environmental education statement for Australian schools. Canberra, Australia: Author.
- Tudball, L., & Forsyth, A. (2009). Effective practice in civics and citizenship education: A guide for pre-service teachers. Available from http://www.civicsandcitizenship.edu.au/cce/cce_for_new_and_pre-service_teachers,29944.html
- Sobel, D. (2005). Place-based education: Connecting classrooms and communities. Greater Barrington: Orion Society.
- Reynolds, R. (2011). Teaching studies of society and environment in the primary school. (2nd ed.). South Melbourne, Australia: Oxford.
- Palmer, J.A., & Birch, J.C. (2004). Geography in the early years. (2nd ed.). London, United Kindom: Routledge Falmer.
- Murdoch, K. (1997). Classroom connections. Prahan, Australia: Eleanor Curtin Publishing.
Journal References
- Years 1-3:
- Journal of Curriculum Studies
- Journal of Social Studies Research
- Social Studies Review (`e' journal available)
- Australian Journal of Early Childhood
- Social Studies and the Young Learner
- Young Children
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.
SSE3260|1|2
