EUN204 Humanities and Social Sciences Education
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: | EUN204 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUN204 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Mallihai Tambyah | m.tambyah@qut.edu.au |
Overview
This unit assumes familiarity with the structure and intent of the Early Years Learning Framework, the Queensland Kindergarten Learning Guideline and the Australian Curriculum (F-6). It focuses on teaching/learning approaches and curriculum documents associated with Humanities and Social Sciences (HASS). There is an emphasis on links between the theories informing history, geography, civics education, economics and business, and the disciplinary basis of such subjects. The unit will develop your knowledge of the relevant curriculum documents and pedagogy to teach key concepts, content and skills in Social Science disciplines in early childhood and primary school contexts. An integrated inquiry approach is used to develop students' critical and creative thinking skills to enable them to be proactive and informed citizens. You will participate in assessment marking and quality assurance processes and learn how to communicate with parents/carers about assessment.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain and express HASS (history, geography, civics and citizenship, economics and business) concepts (CLO1).
- Critically reflect on HASS education theory and research to inform and justify planning and practice (CLO2).
- Implement marking, quality assurance, reporting and student feedback practices to develop assessment literacy as a primary and/or early childhood teacher (CLO2)
- Reflect on effective ways to undertake collaborative decision-making with colleagues in relation to planning, assessment and quality assurance (CLO5).
- Plan ways to engage in an ethical, professional and effective way with parents/carers, informed by curriclum and policy relevant to HASS (CLO7).
Content
This unit will focus on the knowledge and skills of an effective teacher of HASS to implement the Early Years Learning framework, Queensland Kindergarten Learning guidelines and or the Australian Curriculum in the early childhood and primary school contexts. It will include topics such as:
- HASS (history, geography, civics and citizenship, economics and business) content knowledge relevant to early childhood and primary social science education
- theories, values, policy and pedagogical practices in HASS
- key concepts, content and skills in relevant curriculum documents
- authentic assessment practices in the humanities
- intercultural perspectives in HASS
- the role of critical thinking and inquiry-based learning in HASS education
- assessment literacy, specifically marking and moderation to support consistent and comparable judgements
- keeping accurate records and providing timely and appropriate feedback to students about their learning
- communicating/reporting to parents/carers on student achievement
- evaluation of teaching programs to ensure improved student learning
- strategies for involving parents/carers in the educative process and working effectively sensitively and confidentially with parents/carers.
The teaching strategies modeled provide examples of teaching and learning strategies for developing knowledgeable, confident and enthusiastic learners in HASS.
Learning Approaches
In this unit you will learn by engaging in blended learning approaches including workshops, discussions and self-directed, online learning activities where you will engage in collaborative activity with peers and tutors.
Feedback on Learning and Assessment
You will gain valuable feedback in this unit by participating in weekly face-to-face classes and / or scheduled online teaching sessions. There are opportunities for peer supported feedback. You will also receive written feedback on Assignment 1 which will support your work in Assignment 2.
Assessment
Overview
Formative activities such as in-class and/or online tasks will support and develop your understanding of key concepts and pedagogies to teach HASS and scaffold your learning in preparation for summative assessment.
You will complete two summative assessment items in this unit.
Assessment in this unit is both formative and summative. Feedback to you is provided through multiple opportunities for reflection, discussion, and feedback in tutorials and in on-line activities to the cohort via QUT Canvas. Feedback through written comments on a marking rubric is provided after summative assessment.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Marking and Quality Assurance
You will be provided with student work samples and a marking criteria. Individually, you will mark the work samples and provide extensive and appropriate feedback to students about their learning. As a group, you will undertake a quality assurance process similar to practices that occur in educational settings to ensure that you are making consistent and comparable judgements with your teaching colleagues. Following this, you will compose appropriate feedback to students about their learning.
You will reflect on your experience of working collaboratively to make professional judgements on assessment.
You will be provided with a difficult parent email which questions your marking and asking for justification of the grading you have recently given their child on a HASS assessment task. You will consider a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records on student achievement. You will provide a considered written response to the parent reflecting one of these strategies and a justification to your Head of Curriculum that demonstrates your ability to work confidentially and sensitively with parents/carers.
This assignment is eligible for the 48-hour late submission period and assignment extensions.'
Relates to learning outcomes
Course learning outcomes: 2, 5, 7
APST: 5.1, 5.2, 5.3, 5.4, 5.5, 7.3
Assessment: Program planning and evaluation
In this assessment you will critically examine and evaluate a HASS program. Your critique will include reference to current HASS education theory, pedagogy and policy in primary school and/or kindergarten contexts, and ways to involve and work with parents/carers sensitively and confidentially. You will:
- identify the strengths and weaknesses of the program with a theoretically sound justification
- design additional teaching materials to support the program
- compose communication with parents/carers about any potentially sensitive material in the program and invite parents/carers and the wider community to be involved in the educative process.
Your response will demonstrate your understanding of HASS curriculum, program evaluation, a broad range of ways to involve parents/carers and strategies for working effectively, sensitively and confidentially with parents/carers.
EU30 pre-service teachers are encouraged to focus this assessment task in prior-to-school early childhood contexts.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 7
APST: 2.1, 2.2, 2.3, 3.6, 3.7, 7.3
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
The following resource materials will be used throughout this unit.
Resource Materials
Other
ACARA. The Australian Curriculum: Humanities and Social Sciences (F - 6 HASS) Latest version.
Commonwealth of Australia. (2010). Educators: Belonging, Being & Belonging. Educators' Guide to the Early Years Learning Framework for Australia.
http://www.deewr.gov.au/Earlychildhood/Policy_Agenda/Quality/Documents/EYLF_Ed_Guide.pdf
Commonwealth of Australia. (2010). The Early Years Learning Framework in Action. Educators' stories and models for practice. http://www.ais.wa.edu.au/eylf-in-action/
QUT Readings as advised.
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
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Program planning and evaluation - Content selection and organisation
Relates to: Program planning and evaluation - Curriculum, assessment and reporting
Relates to: Program planning and evaluation
3 Professional Practice: Plan for and implement effective teaching and learning
- Evaluate and improve teaching programs
Relates to: Program planning and evaluation - Engage parents/carers in the educative process
Relates to: Program planning and evaluation
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Marking and Quality Assurance - Provide feedback to students on their learning
Relates to: Marking and Quality Assurance - Make consistent and comparable judgements
Relates to: Marking and Quality Assurance - Interpret student data
Relates to: Marking and Quality Assurance - Report on student achievement
Relates to: Marking and Quality Assurance
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Marking and Quality Assurance, Program planning and evaluation
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Program planning and evaluation - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Marking and Quality Assurance, Program planning and evaluation - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Marking and Quality Assurance - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Marking and Quality Assurance, Program planning and evaluation
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Program planning and evaluation - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Marking and Quality Assurance, Program planning and evaluation - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Marking and Quality Assurance - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Marking and Quality Assurance, Program planning and evaluation
Unit Outline: Semester 1 2024, Online
| Unit code: | EUN204 |
|---|---|
| Credit points: | 12 |
Overview
This unit assumes familiarity with the structure and intent of the Early Years Learning Framework, the Queensland Kindergarten Learning Guideline and the Australian Curriculum (F-6). It focuses on teaching/learning approaches and curriculum documents associated with Humanities and Social Sciences (HASS). There is an emphasis on links between the theories informing history, geography, civics education, economics and business, and the disciplinary basis of such subjects. The unit will develop your knowledge of the relevant curriculum documents and pedagogy to teach key concepts, content and skills in Social Science disciplines in early childhood and primary school contexts. An integrated inquiry approach is used to develop students' critical and creative thinking skills to enable them to be proactive and informed citizens. You will participate in assessment marking and quality assurance processes and learn how to communicate with parents/carers about assessment.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain and express HASS (history, geography, civics and citizenship, economics and business) concepts (CLO1).
- Critically reflect on HASS education theory and research to inform and justify planning and practice (CLO2).
- Implement marking, quality assurance, reporting and student feedback practices to develop assessment literacy as a primary and/or early childhood teacher (CLO2)
- Reflect on effective ways to undertake collaborative decision-making with colleagues in relation to planning, assessment and quality assurance (CLO5).
- Plan ways to engage in an ethical, professional and effective way with parents/carers, informed by curriclum and policy relevant to HASS (CLO7).
Content
This unit will focus on the knowledge and skills of an effective teacher of HASS to implement the Early Years Learning framework, Queensland Kindergarten Learning guidelines and or the Australian Curriculum in the early childhood and primary school contexts. It will include topics such as:
- HASS (history, geography, civics and citizenship, economics and business) content knowledge relevant to early childhood and primary social science education
- theories, values, policy and pedagogical practices in HASS
- key concepts, content and skills in relevant curriculum documents
- authentic assessment practices in the humanities
- intercultural perspectives in HASS
- the role of critical thinking and inquiry-based learning in HASS education
- assessment literacy, specifically marking and moderation to support consistent and comparable judgements
- keeping accurate records and providing timely and appropriate feedback to students about their learning
- communicating/reporting to parents/carers on student achievement
- evaluation of teaching programs to ensure improved student learning
- strategies for involving parents/carers in the educative process and working effectively sensitively and confidentially with parents/carers.
The teaching strategies modeled provide examples of teaching and learning strategies for developing knowledgeable, confident and enthusiastic learners in HASS.
Learning Approaches
In this unit you will learn by engaging in blended learning approaches including workshops, discussions and self-directed, online learning activities where you will engage in collaborative activity with peers and tutors.
Feedback on Learning and Assessment
You will gain valuable feedback in this unit by participating in weekly face-to-face classes and / or scheduled online teaching sessions. There are opportunities for peer supported feedback. You will also receive written feedback on Assignment 1 which will support your work in Assignment 2.
Assessment
Overview
Formative activities such as in-class and/or online tasks will support and develop your understanding of key concepts and pedagogies to teach HASS and scaffold your learning in preparation for summative assessment.
You will complete two summative assessment items in this unit.
Assessment in this unit is both formative and summative. Feedback to you is provided through multiple opportunities for reflection, discussion, and feedback in tutorials and in on-line activities to the cohort via QUT Canvas. Feedback through written comments on a marking rubric is provided after summative assessment.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Marking and Quality Assurance
You will be provided with student work samples and a marking criteria. Individually, you will mark the work samples and provide extensive and appropriate feedback to students about their learning. As a group, you will undertake a quality assurance process similar to practices that occur in educational settings to ensure that you are making consistent and comparable judgements with your teaching colleagues. Following this, you will compose appropriate feedback to students about their learning.
You will reflect on your experience of working collaboratively to make professional judgements on assessment.
You will be provided with a difficult parent email which questions your marking and asking for justification of the grading you have recently given their child on a HASS assessment task. You will consider a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records on student achievement. You will provide a considered written response to the parent reflecting one of these strategies and a justification to your Head of Curriculum that demonstrates your ability to work confidentially and sensitively with parents/carers.
This assignment is eligible for the 48-hour late submission period and assignment extensions.'
Relates to learning outcomes
Course learning outcomes: 2, 5, 7
APST: 5.1, 5.2, 5.3, 5.4, 5.5, 7.3
Assessment: Program planning and evaluation
In this assessment you will critically examine and evaluate a HASS program. Your critique will include reference to current HASS education theory, pedagogy and policy in primary school and/or kindergarten contexts, and ways to involve and work with parents/carers sensitively and confidentially. You will:
- identify the strengths and weaknesses of the program with a theoretically sound justification
- design additional teaching materials to support the program
- compose communication with parents/carers about any potentially sensitive material in the program and invite parents/carers and the wider community to be involved in the educative process.
Your response will demonstrate your understanding of HASS curriculum, program evaluation, a broad range of ways to involve parents/carers and strategies for working effectively, sensitively and confidentially with parents/carers.
EU30 pre-service teachers are encouraged to focus this assessment task in prior-to-school early childhood contexts.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 7
APST: 2.1, 2.2, 2.3, 3.6, 3.7, 7.3
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
The following resource materials will be used throughout this unit.
Resource Materials
Other
ACARA. The Australian Curriculum: Humanities and Social Sciences (F - 6 HASS) Latest version.
Commonwealth of Australia. (2010). Educators: Belonging, Being & Belonging. Educators' Guide to the Early Years Learning Framework for Australia.
http://www.deewr.gov.au/Earlychildhood/Policy_Agenda/Quality/Documents/EYLF_Ed_Guide.pdf
Commonwealth of Australia. (2010). The Early Years Learning Framework in Action. Educators' stories and models for practice. http://www.ais.wa.edu.au/eylf-in-action/
QUT Readings as advised.
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
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Program planning and evaluation - Content selection and organisation
Relates to: Program planning and evaluation - Curriculum, assessment and reporting
Relates to: Program planning and evaluation
3 Professional Practice: Plan for and implement effective teaching and learning
- Evaluate and improve teaching programs
Relates to: Program planning and evaluation - Engage parents/carers in the educative process
Relates to: Program planning and evaluation
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Marking and Quality Assurance - Provide feedback to students on their learning
Relates to: Marking and Quality Assurance - Make consistent and comparable judgements
Relates to: Marking and Quality Assurance - Interpret student data
Relates to: Marking and Quality Assurance - Report on student achievement
Relates to: Marking and Quality Assurance
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Marking and Quality Assurance, Program planning and evaluation
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Program planning and evaluation - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Marking and Quality Assurance, Program planning and evaluation - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Marking and Quality Assurance - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Marking and Quality Assurance, Program planning and evaluation
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Program planning and evaluation - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Marking and Quality Assurance, Program planning and evaluation - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Marking and Quality Assurance - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Marking and Quality Assurance, Program planning and evaluation