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 Teaching Secondary Society and EnvironmentUnit Code
SSE4210Year
2015Enrolment Period
1Version
1Credit Points
10Full 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 or the early adolescence phase of learning. Areas of emphasis will cover: the framework for the Society and Environment Learning Area including 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.
Non Standard Timetable Requirements
Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.
Learning Outcomes
On completion of this unit students should be able to:
- 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.
- Explain the rationale for the Society and Environment Learning Area.
- 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.
- 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 social science skills in the learning area.
- The structure of knowledge, concept teaching-learning.
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| Type | Description | Value |
|---|
| Assignment | Assignment | 40% |
| Assignment | ASSIGNMENT | 60% |
Text References
- ^ Pearson Atlas, (2006). Pearson atlas. Pearson Education, Australia.
- ^ Marsh, C. (Ed.). (2005). Teaching studies of society and environment. (4th ed.). Australia, Pearson Education, Australia.
- Gilbert, R. (Ed.) (2004). Studying society and environment: A guide for teachers (3rd ed.). Australia: Thompson Social Science Press.
- Curriculum Council. (1998). Curriculum Framework. Perth: Curriculum Council of Western 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.
- Banks, J.A. and McGee Banks, C.A. (1999). Teaching strategies for the social studies (5th ed.). New York: Longman.
- Chapin, J.R., (2007). A practical guide to middle and secondary social studies (2nd ed.). USA: Pearson Education.
- Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2006). Teaching challenges & dilemmas. Victoria: Thompson Learning.
- Ralph, B and Stacey, M. (2004). The Longman Australian atlas for secondary schools, (5th ed.). Melbourne: Longman.
Journal References
- Beck, I.L. McKeown, M.G. (2002) Questioning the author: Making sense of social studies, Educational Leadership 60,3,44-47.
- 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.
- Du Plass, J.A. (1996) Charts, tables, graphs and diagrams: approach for social studies teachers, The Social Studies, 87,1,32-38.
- 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.
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.
SSE4210|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 Teaching Secondary Society and EnvironmentUnit Code
SSE4210Year
2015Enrolment Period
2Version
1Credit Points
10Full 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 or the early adolescence phase of learning. Areas of emphasis will cover: the framework for the Society and Environment Learning Area including 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.
Non Standard Timetable Requirements
Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.
Learning Outcomes
On completion of this unit students should be able to:
- 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.
- Explain the rationale for the Society and Environment Learning Area.
- 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.
- 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 social science skills in the learning area.
- The structure of knowledge, concept teaching-learning.
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| Type | Description | Value |
|---|
| Assignment | Assignment | 40% |
| Assignment | ASSIGNMENT | 60% |
Text References
- ^ Marsh, C. (Ed.). (2005). Teaching studies of society and environment. (4th ed.). Australia, Pearson Education, Australia.
- ^ Pearson Atlas, (2006). Pearson atlas. Pearson Education, Australia.
- Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2006). Teaching challenges & dilemmas. Victoria: Thompson Learning.
- Gilbert, R. (Ed.) (2004). Studying society and environment: A guide for teachers (3rd ed.). Australia: Thompson Social Science Press.
- Curriculum Council. (1998). Curriculum Framework. Perth: Curriculum Council of Western Australia.
- Chapin, J.R., (2007). A practical guide to middle and secondary social studies (2nd ed.). USA: Pearson Education.
- Banks, J.A. and McGee Banks, C.A. (1999). Teaching strategies for the social studies (5th ed.). New York: Longman.
- Ralph, B and Stacey, M. (2004). The Longman Australian atlas for secondary schools, (5th ed.). Melbourne: Longman.
- 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.
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.
- Beck, I.L. McKeown, M.G. (2002) Questioning the author: Making sense of social studies, Educational Leadership 60,3,44-47.
- 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.
- Du Plass, J.A. (1996) Charts, tables, graphs and diagrams: approach for social studies teachers, The Social Studies, 87,1,32-38.
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.
SSE4210|1|2
