EUB403 HASS Curriculum Studies 2: History and Civics
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB403 |
|---|---|
| Equivalent(s): | CRB003 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUB403 |
|---|---|
| Credit points: | 12 |
| Equivalent: | CRB003 |
| Coordinator: | Mallihai Tambyah | m.tambyah@qut.edu.au |
Overview
This unit further develops key foundational concepts, content and skills of history, civics and citzenship education in the prior-to-school and primary school years. This mastery level unit assumes professional familiarity with the structure and intent of the Australian Curriculum (F-6) HASS, the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. It distinguishes young children as competent, involved learners who develop and experience perspectives about the past. In prior-to-school and primary school contexts, learners investigate challenging topics to enable them to become critical thinkers and active and informed citizens. As such, educators in the early childhood and primary years engage with children, families and communities that help them understand the role of history, civics and citizenship in society. Such knowledge develops an informed and critical understanding of the past and allows better understandings of the present and the future.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate comprehensive, professional knowledge of HASS, specifically history and civics, of HASS learners and how they learn in these areas. (Relates to CLO 1; APST 1.1, 1.2, 2.1)
- Reflect critically on the ways in which educational theory and research informs and impacts on teaching practice in HASS, specifically history and civics. (Relates to CLO 2; APST 1.1, 1.2, 2.1)
- Demonstrate comprehensive knowledge of various assessment strategies including marking, providing feedback, making consistent, comparable judgements during moderation processes.(Relates to CLO 1; APST 5.1, 5.2, 5.3, 5.5)
- Engage ethically and respectfully with learners, coleagues and parents/carers and community from diverse backgrounds while fulfilling HASS assessment marking and quality assurances processes, as necessary as a teacher. (Relates to CLO 1, 8; APST 3.7, 4.1, 5.5, 7.3)
- Demonstrate wirtten and oral professional communication.(Relates to CLO9)
Content
In this unit, you will acquire:
- Knowledge of history and civics and citizenship discipline content taught in prior-to-school and primary school contexts in alignment with relevant learning frameworks and curriculum documents;
- Knowledge of appropriate teaching and learning strategies in history and civics and citizenship in prior-to-school and primary school contexts; and
- Development of skills and capabilities in assessment marking, collegiate marking quality assurance processes and effective communication with parents/caregivers and the community.
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable - Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
8. Ethical - Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
9. Communicative - Engage and communicate effectively and professionally.
Learning Approaches
In this unit, you will learn through engaging in lectures, tutorials, interactive workshops, and engagement with online materials. Online and blended learning and the use of technology and materials will both support and enhance overall learning in the unit. The teaching strategies modelled provide examples of teaching and learning strategies for developing knowledgeable, confident and enthusiastic learners in history and civics.
Feedback on Learning and Assessment
Assessment in this unit is both formative and summative. You will have multiple opportunities for reflection, discussion, and feedback in tutorials from peers and tutor following activities associated to summative assessment tasks. These discussions and feedback will support your completion of two summative assessment tasks. The first assessment piece will include peer feedback, as well as via marking rubrics. Feedback on the second assessment task will also be provided via marking rubrics.
Assessment
Overview
There are two assessment tasks in this unit:
1. Problem Solving Task
2. Presentation (group)
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Problem Solving Task
This assessment task is based around Marking and Quality Assurance.
You will be provided with work samples and a marking criteria. Individually, you will mark the work samples and provide extensive feedback to students about their learning. In addition, you will write a short progress statement aimed towards a parent on one child, outlining learning achieved and learning goals. As a group, you will undertake a quality assurance process similar to moderation practices that occur in schools, to ensure that you are making consistent judgements amongst your teaching peers. Peer assessment will be provided on your quality assurance exercise.
This task will assess your:
1. Knowledge of discipline content and teaching and learning practices.
2. Knowledge and skills in identifying students' learning and learning needs in HASS, as well as literacy and numeracy.
3. Written professional communication through feedback to students.
4. Skills in participating in collegiate quality assurance process with peers.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 8, 9
This is an assignment for the purposes of an extension.
Threshold Assessment:
You must achieve a passing grade (4) on each individual assessment task to successfully pass this unit.
Assessment: Presentation (Oral)
In small groups you will present a conference-styled presentation to your colleagues. Groups may choose to do a live presentation in person, through a pre-recorded video or via Zoom. Your presentation to the audience will outline the key details of a History / Civics and Citizenship unit of work, including key content, two teaching and learning strategies, summative assessment task, assessment moderation processes, and communication to parents. Audience members are required to provide constructive feedback to their teacher colleagues as part of their engagement. The presentation will be connected to relevant curriculum documents and supported by current literature in the form of a conference handout.
This task will assess your:
1. Knowledge of discipline content and teaching and learning practices.
2. Knowledge and skills in identifying students' learning and learning needs in HASS, as well as literacy and numeracy.
3. Knowledge and critical application of educational theory and research.
4. Written professional communication with parents/caregivers.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 8, 9
Threshold Assessment:
You must achieve a passing grade (4) on each individual assessment task to successfully pass this unit.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Recommended text(s)
Reynolds, R. (2019). Teaching Humanities and Social Sciences in the Primary School. (4th ed.). Docklands, Vic: Oxford University Press.
Other
QUT Readings as advised.
Australian Curriculum, Assessment and Reporting Authority (ACARA)
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Problem Solving Task, Presentation (Oral) - Understand how students learn
Relates to: Problem Solving Task, Presentation (Oral)
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Problem Solving Task, Presentation (Oral)
3 Professional Practice: Plan for and implement effective teaching and learning
- Engage parents/carers in the educative process
Relates to: Problem Solving Task, Presentation (Oral)
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Problem Solving Task, Presentation (Oral)
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Problem Solving Task - Provide feedback to students on their learning
Relates to: Problem Solving Task - Make consistent and comparable judgements
Relates to: Problem Solving Task - Report on student achievement
Relates to: Problem Solving Task, Presentation (Oral)
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Problem Solving Task, Presentation (Oral)
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO3, ULO4, Problem Solving Task, Presentation (Oral) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Presentation (Oral) - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO4, Problem Solving Task, Presentation (Oral) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Problem Solving Task, Presentation (Oral)
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO3, ULO4, Problem Solving Task, Presentation (Oral) - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Presentation (Oral) - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO4, Problem Solving Task, Presentation (Oral) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Problem Solving Task, Presentation (Oral)
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB403 |
|---|---|
| Credit points: | 12 |
| Equivalent: | CRB003 |
Overview
This unit further develops key foundational concepts, content and skills of history, civics and citzenship education in the prior-to-school and primary school years. This mastery level unit assumes professional familiarity with the structure and intent of the Australian Curriculum (F-6) HASS, the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. It distinguishes young children as competent, involved learners who develop and experience perspectives about the past. In prior-to-school and primary school contexts, learners investigate challenging topics to enable them to become critical thinkers and active and informed citizens. As such, educators in the early childhood and primary years engage with children, families and communities that help them understand the role of history, civics and citizenship in society. Such knowledge develops an informed and critical understanding of the past and allows better understandings of the present and the future.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate comprehensive, professional knowledge of HASS, specifically history and civics, of HASS learners and how they learn in these areas. (Relates to CLO 1; APST 1.1, 1.2, 2.1)
- Reflect critically on the ways in which educational theory and research informs and impacts on teaching practice in HASS, specifically history and civics. (Relates to CLO 2; APST 1.1, 1.2, 2.1)
- Demonstrate comprehensive knowledge of various assessment strategies including marking, providing feedback, making consistent, comparable judgements during moderation processes.(Relates to CLO 1; APST 5.1, 5.2, 5.3, 5.5)
- Engage ethically and respectfully with learners, coleagues and parents/carers and community from diverse backgrounds while fulfilling HASS assessment marking and quality assurances processes, as necessary as a teacher. (Relates to CLO 1, 8; APST 3.7, 4.1, 5.5, 7.3)
- Demonstrate wirtten and oral professional communication.(Relates to CLO9)
Content
In this unit, you will acquire:
- Knowledge of history and civics and citizenship discipline content taught in prior-to-school and primary school contexts in alignment with relevant learning frameworks and curriculum documents;
- Knowledge of appropriate teaching and learning strategies in history and civics and citizenship in prior-to-school and primary school contexts; and
- Development of skills and capabilities in assessment marking, collegiate marking quality assurance processes and effective communication with parents/caregivers and the community.
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable - Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
8. Ethical - Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
9. Communicative - Engage and communicate effectively and professionally.
Learning Approaches
In this unit, you will learn through engaging in lectures, tutorials, interactive workshops, and engagement with online materials. Online and blended learning and the use of technology and materials will both support and enhance overall learning in the unit. The teaching strategies modelled provide examples of teaching and learning strategies for developing knowledgeable, confident and enthusiastic learners in history and civics.
Feedback on Learning and Assessment
Assessment in this unit is both formative and summative. You will have multiple opportunities for reflection, discussion, and feedback in tutorials from peers and tutor following activities associated to summative assessment tasks. These discussions and feedback will support your completion of two summative assessment tasks. The first assessment piece will include peer feedback, as well as via marking rubrics. Feedback on the second assessment task will also be provided via marking rubrics.
Assessment
Overview
There are two assessment tasks in this unit:
1. Problem Solving Task
2. Presentation (group)
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Problem Solving Task
This assessment task is based around Marking and Quality Assurance.
You will be provided with work samples and a marking criteria. Individually, you will mark the work samples and provide extensive feedback to students about their learning. In addition, you will write a short progress statement aimed towards a parent on one child, outlining learning achieved and learning goals. As a group, you will undertake a quality assurance process similar to moderation practices that occur in schools, to ensure that you are making consistent judgements amongst your teaching peers. Peer assessment will be provided on your quality assurance exercise.
This task will assess your:
1. Knowledge of discipline content and teaching and learning practices.
2. Knowledge and skills in identifying students' learning and learning needs in HASS, as well as literacy and numeracy.
3. Written professional communication through feedback to students.
4. Skills in participating in collegiate quality assurance process with peers.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 8, 9
This is an assignment for the purposes of an extension.
Threshold Assessment:
You must achieve a passing grade (4) on each individual assessment task to successfully pass this unit.
Assessment: Presentation (Oral)
In small groups you will present a conference-styled presentation to your colleagues. Groups may choose to do a live presentation in person, through a pre-recorded video or via Zoom. Your presentation to the audience will outline the key details of a History / Civics and Citizenship unit of work, including key content, two teaching and learning strategies, summative assessment task, assessment moderation processes, and communication to parents. Audience members are required to provide constructive feedback to their teacher colleagues as part of their engagement. The presentation will be connected to relevant curriculum documents and supported by current literature in the form of a conference handout.
This task will assess your:
1. Knowledge of discipline content and teaching and learning practices.
2. Knowledge and skills in identifying students' learning and learning needs in HASS, as well as literacy and numeracy.
3. Knowledge and critical application of educational theory and research.
4. Written professional communication with parents/caregivers.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 8, 9
Threshold Assessment:
You must achieve a passing grade (4) on each individual assessment task to successfully pass this unit.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Recommended text(s)
Reynolds, R. (2019). Teaching Humanities and Social Sciences in the Primary School. (4th ed.). Docklands, Vic: Oxford University Press.
Other
QUT Readings as advised.
Australian Curriculum, Assessment and Reporting Authority (ACARA)
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Problem Solving Task, Presentation (Oral) - Understand how students learn
Relates to: Problem Solving Task, Presentation (Oral)
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Problem Solving Task, Presentation (Oral)
3 Professional Practice: Plan for and implement effective teaching and learning
- Engage parents/carers in the educative process
Relates to: Problem Solving Task, Presentation (Oral)
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Problem Solving Task, Presentation (Oral)
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Problem Solving Task - Provide feedback to students on their learning
Relates to: Problem Solving Task - Make consistent and comparable judgements
Relates to: Problem Solving Task - Report on student achievement
Relates to: Problem Solving Task, Presentation (Oral)
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Problem Solving Task, Presentation (Oral)
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO3, ULO4, Problem Solving Task, Presentation (Oral) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Presentation (Oral) - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO4, Problem Solving Task, Presentation (Oral) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Problem Solving Task, Presentation (Oral)
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO3, ULO4, Problem Solving Task, Presentation (Oral) - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Presentation (Oral) - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO4, Problem Solving Task, Presentation (Oral) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Problem Solving Task, Presentation (Oral)