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
Preparation Processes for the Society and Environment Learning AreaUnit Code
SSE4233Year
2015Enrolment Period
1Version
1Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
Within the context of the principles of outcomes based learning this unit offers an in-depth study of various teacher preparation processes for teaching-learning in the Society and Environment learning area at the lower secondary level. Emphasis will be on planning excursions, skills, values, civics and citizenship learning, and various assessment, recording, reporting and monitoring systems suitable for use in the learning area. Participants will explore web based curriculum materials and utilise these in their preparation processes.
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:
- Apply reflective practise principles to analyse and refine short term learning plans.
- Critically examine recording and reporting techniques.
- Demonstrate competencies to generate learning units or tasks with a focus on skills, values and civics and citizenship education.
- Design and evaluate various monitoring and marking schema that will inform the learning process.
- Explain and utilise the framework and outcome statements of all lower secondary levels of the Society and Environment Learning area.
- Identify and utilise web based Society & Environment support materials and resources.
Unit Content
- Marking keys, rubrics and checklists: issues of transparent assessments, monitoring, reporting and recording.
- Planning for learning in Society and Environment, lesson plans for multi-level and single level classes.
- Planning processes for excursions, policies and issues for implementation.
- Preparation of teacher notes and teaching aids for lower secondary students.
- Principles of assessment and their implementation in the learning area.
- Processes for developing values based & Active Citizenship learning experiences.
- Resources - commercial and teacher made.
- Society and Environment curriculum update.
- Strategies for devising valid, comprehensive, educative, explicit and comprehensive assessments.
- Utilising the Learning Outcome Statements and Curriculum Guides for teacher preparation.
Additional Learning Experience Information
Lectures, workshops, school experience, e-learning and excursions may be used.
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
- ^ Pearson Education. (2006) Pearson atlas. Australia: Author
- ^ Marsh, C. (Ed.). (2005). Teaching studies of society and environment. (4th ed.). Australia: Merrill Prentice-Hall.
- Ralph, B., & Stacey, M. (2005). The Longman Australian atlas for secondary schools. (5th ed.). Melbourne, Australia: Longman.
- Gilbert, R. (Ed.) (2004). Studying society and environment: A guide for teachers. (3rd ed.). Australia: Thompson Social Science Press.
- Moroz, W. (1996). The student's atlas study - book one. Melbourne, Australia: Longman.
- Athanasou, J., & Lamprianou. I. (2002). Ateacher's guide to assessment. Australia: Social Science Press.
- Banks, J.A. and McGee Banks, C.A. (1999). Teaching strategies for the social studies. (5th ed.). New York: Longman.
- Berson, MJ., Cruz, B.C., Duplass, J.A., Johnston, J.H. (2007). Social studies on the internet. (3rd ed.). Ohio: Pearson Merrill Prentice Hall.
- Sedgwick, F. (1994). Personal, social and moral education. London: David Fulton.
- Western Australian Consortium for Citizenship Education. (1997). Active citizenship: A resource manual for teachers. Perth: WA Consortium for Citizenship Education.
Journal References
- Bennett, R.E. (2002) Inexorable and inevitable: The continuing story of technology and assessment. Journal of Technology Learning and Assessment. 1,1,2-23.
- Kennedy, K. (2003) Preparing young Australians for an uncertain future: new thinking about citizenship education, Teaching Education. 14,1,15-33.
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.
SSE4233|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
Preparation Processes for the Society and Environment Learning AreaUnit Code
SSE4233Year
2015Enrolment Period
2Version
1Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
Within the context of the principles of outcomes based learning this unit offers an in-depth study of various teacher preparation processes for teaching-learning in the Society and Environment learning area at the lower secondary level. Emphasis will be on planning excursions, skills, values, civics and citizenship learning, and various assessment, recording, reporting and monitoring systems suitable for use in the learning area. Participants will explore web based curriculum materials and utilise these in their preparation processes.
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:
- Apply reflective practise principles to analyse and refine short term learning plans.
- Critically examine recording and reporting techniques.
- Demonstrate competencies to generate learning units or tasks with a focus on skills, values and civics and citizenship education.
- Design and evaluate various monitoring and marking schema that will inform the learning process.
- Explain and utilise the framework and outcome statements of all lower secondary levels of the Society and Environment Learning area.
- Identify and utilise web based Society & Environment support materials and resources.
Unit Content
- Marking keys, rubrics and checklists: issues of transparent assessments, monitoring, reporting and recording.
- Planning for learning in Society and Environment, lesson plans for multi-level and single level classes.
- Planning processes for excursions, policies and issues for implementation.
- Preparation of teacher notes and teaching aids for lower secondary students.
- Principles of assessment and their implementation in the learning area.
- Processes for developing values based & Active Citizenship learning experiences.
- Resources - commercial and teacher made.
- Society and Environment curriculum update.
- Strategies for devising valid, comprehensive, educative, explicit and comprehensive assessments.
- Utilising the Learning Outcome Statements and Curriculum Guides for teacher preparation.
Additional Learning Experience Information
Lectures, workshops, school experience, e-learning and excursions may be used.
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
- ^ Pearson Education. (2006) Pearson atlas. Australia: Author
- ^ Marsh, C. (Ed.). (2005). Teaching studies of society and environment. (4th ed.). Australia: Merrill Prentice-Hall.
- Ralph, B., & Stacey, M. (2005). The Longman Australian atlas for secondary schools. (5th ed.). Melbourne, Australia: Longman.
- Gilbert, R. (Ed.) (2004). Studying society and environment: A guide for teachers. (3rd ed.). Australia: Thompson Social Science Press.
- Moroz, W. (1996). The student's atlas study - book one. Melbourne, Australia: Longman.
- Athanasou, J., & Lamprianou. I. (2002). Ateacher's guide to assessment. Australia: Social Science Press.
- Banks, J.A. and McGee Banks, C.A. (1999). Teaching strategies for the social studies. (5th ed.). New York: Longman.
- Berson, MJ., Cruz, B.C., Duplass, J.A., Johnston, J.H. (2007). Social studies on the internet. (3rd ed.). Ohio: Pearson Merrill Prentice Hall.
- Sedgwick, F. (1994). Personal, social and moral education. London: David Fulton.
- Western Australian Consortium for Citizenship Education. (1997). Active citizenship: A resource manual for teachers. Perth: WA Consortium for Citizenship Education.
Journal References
- Bennett, R.E. (2002) Inexorable and inevitable: The continuing story of technology and assessment. Journal of Technology Learning and Assessment. 1,1,2-23.
- Kennedy, K. (2003) Preparing young Australians for an uncertain future: new thinking about citizenship education, Teaching Education. 14,1,15-33.
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.
SSE4233|1|2
