EUB305 HASS: Geography and Civics 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: | EUB305 |
|---|---|
| Equivalent(s): | CRB004 |
| 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 2 2024, Kelvin Grove, Internal
| Unit code: | EUB305 |
|---|---|
| Credit points: | 12 |
| Equivalent: | CRB004 |
| Coordinator: | Sarah Adams | sarah.adams@qut.edu.au |
Overview
This unit introduces key concepts and skills foundational to geography and civics education in the early childhood and primary years. The unit distinguishes children as critical thinkers and active and informed citizens who can develop perspectives about global issues and sustainable futures. This unit will develop your knowledge of curriculum documents (Australian Curriculum (F-6), the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline) and prepare you with the pedagogies to teach geography and civics to diverse learners. In particular, the unit focuses on using ICT and embedding literacy and numeracy strategies, and using data to inform practice. This unit is the first HASS unit but further develops pedagogical and assessment practices from earlier units. The second HASS unit HASS Curriculum Studies 2: History and Civics builds on the knowledge and skills introduced in this unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret geography and civics curriculum documents to plan a lesson sequence and fieldwork and strategies for using ICT in the classroom.
- Apply inclusive and quality differentiated teaching practices to plan learning in the classroom and on fieldwork.
- Design geographical learning and teaching in response to data from student assessment.
- Engage the audience and communicate effectively in a presentation to colleagues.
Content
Content in this unit includes:
- The nature of Humanities and Social Science: Geography and Civics;
- Core knowledge, concepts and skills drawn from Geography and Civics curriculum documents (Australian Curriculum (F-6), the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline) or other jurisdictions as needed;
- Critical thinking and inquiry-based teaching and learning in Humanities and the Social Sciences: Geography and Civics (including fieldwork);
- Planning, teaching and learning sequences incorporating fieldwork in these Key Learning Areas (KLAs) including early childhood pedagogies where appropriate;
- Designing fieldwork experiences including considerations for learning, safety, risk and logistics;
- Incorporating the three Cross Curriculum Priorities - Sustainability, Aboriginal and Torres Strait Islander histories, cultures and languages, and Asia and Australia's engagement with Asia - in geography and civics learning;
- Embedding general capabilities such as ICT, literacy and numeracy to design activities for use in these KLAs; and
- The use of data from various assessment practices (formal/informal/diagnostic/formative/summative) to inform planning and pedagogic decisions, including differentiating learning experiences.
Learning Approaches
A range of blended learning approaches including:
- Workshops
- Pre-recorded materials;
- Group work;
- Outdoor and virtual field work;
- Presentations;
- Use of ICT;
- Research;
- Discussions; and
- Self-directed, online learning activities where you will engage in collaborative activity with peers and tutors.
Geographical teaching strategies are modelled in weekly workshops providing examples of teaching and learning strategies for developing knowledgeable, confident, and enthusiastic learners in geography and civics.
Feedback on Learning and Assessment
Assessment in this unit is both formative and summative. Overall feedback will be provided to the whole cohort. Formative activities such as in-class and/or online tasks, reflections, and discussions will support and develop your understanding of key concepts and pedagogies to teach HASS and scaffold your learning in preparation for summative assessment. Summative feedback is given via written comments on marking rubrics/criteria sheets.
Assessment
Overview
There are two assessment tasks in this unit:
- Lesson sequence - This assessment draws on HASS curriculum, pedagogy and assessment approaches covered in this unit to plan a learning sequence.
- Fieldwork Guide for Teachers - This assessment connects to assessment 1 and involves further investigation of the fieldwork skills required in HASS learning.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Lesson sequence
Consider the assessment data provided and develop a Geography sequence of lessons for a Primary or Early Childhood class. Drawing on your analysis of the assessment data, identify areas of weakness in relation to literacy and numeracy. Then, develop a Context Statement and Geography sequence of lessons (include fieldwork, ICTs) and differentiated pedagogies to cater to the diversity and full range of abilities of your class. Your Geography lesson sequence must show clearly organised content, your knowledge of reporting and achievement standards, and include Cross Curriculum Priorities (at least one), and may also include a Civics focus if appropriate.
ED39 pre-service teachers are encouraged to focus this assessment task in kindergarten or P-3 contexts.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Fieldwork Guide for Teachers
Recorded oral presentation
Building on Assessment Item One (1), this second piece will detail the fieldwork component of your lesson sequence. Choose which one you wish to present as a group.
You are to record where you would take your students and describe the activities you would get them to do. Your choice of activity must relate to the learning goals and success criteria from the Australian Curriculum mostly the underpinning concept of place. You will submit your presentation in a digital format with an accompanying written summary.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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.
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: Lesson sequence, Fieldwork Guide for Teachers - Understand how students learn
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Lesson sequence, Fieldwork Guide for Teachers
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Content selection and organisation
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Curriculum, assessment and reporting
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Lesson sequence - Literacy and numeracy strategies
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Information and Communication Technology (ICT)
Relates to: Lesson sequence, Fieldwork Guide for Teachers
3 Professional Practice: Plan for and implement effective teaching and learning
- Plan, structure and sequence learning programs
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Use teaching strategies
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Select and use resources
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Evaluate and improve teaching programs
Relates to: Lesson sequence
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Lesson sequence - Interpret student data
Relates to: Lesson sequence
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: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, Lesson sequence, Fieldwork Guide for Teachers - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Lesson sequence, Fieldwork Guide for Teachers - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO3, Lesson sequence - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Fieldwork Guide for Teachers
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Lesson sequence, Fieldwork Guide for Teachers - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Lesson sequence, Fieldwork Guide for Teachers - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO3, Lesson sequence - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Fieldwork Guide for Teachers
Unit Outline: Semester 2 2024, Online
| Unit code: | EUB305 |
|---|---|
| Credit points: | 12 |
| Equivalent: | CRB004 |
Overview
This unit introduces key concepts and skills foundational to geography and civics education in the early childhood and primary years. The unit distinguishes children as critical thinkers and active and informed citizens who can develop perspectives about global issues and sustainable futures. This unit will develop your knowledge of curriculum documents (Australian Curriculum (F-6), the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline) and prepare you with the pedagogies to teach geography and civics to diverse learners. In particular, the unit focuses on using ICT and embedding literacy and numeracy strategies, and using data to inform practice. This unit is the first HASS unit but further develops pedagogical and assessment practices from earlier units. The second HASS unit HASS Curriculum Studies 2: History and Civics builds on the knowledge and skills introduced in this unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret geography and civics curriculum documents to plan a lesson sequence and fieldwork and strategies for using ICT in the classroom.
- Apply inclusive and quality differentiated teaching practices to plan learning in the classroom and on fieldwork.
- Design geographical learning and teaching in response to data from student assessment.
- Engage the audience and communicate effectively in a presentation to colleagues.
Content
Content in this unit includes:
- The nature of Humanities and Social Science: Geography and Civics;
- Core knowledge, concepts and skills drawn from Geography and Civics curriculum documents (Australian Curriculum (F-6), the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline) or other jurisdictions as needed;
- Critical thinking and inquiry-based teaching and learning in Humanities and the Social Sciences: Geography and Civics (including fieldwork);
- Planning, teaching and learning sequences incorporating fieldwork in these Key Learning Areas (KLAs) including early childhood pedagogies where appropriate;
- Designing fieldwork experiences including considerations for learning, safety, risk and logistics;
- Incorporating the three Cross Curriculum Priorities - Sustainability, Aboriginal and Torres Strait Islander histories, cultures and languages, and Asia and Australia's engagement with Asia - in geography and civics learning;
- Embedding general capabilities such as ICT, literacy and numeracy to design activities for use in these KLAs; and
- The use of data from various assessment practices (formal/informal/diagnostic/formative/summative) to inform planning and pedagogic decisions, including differentiating learning experiences.
Learning Approaches
A range of blended learning approaches including:
- Workshops
- Pre-recorded materials;
- Group work;
- Outdoor and virtual field work;
- Presentations;
- Use of ICT;
- Research;
- Discussions; and
- Self-directed, online learning activities where you will engage in collaborative activity with peers and tutors.
Geographical teaching strategies are modelled in weekly workshops providing examples of teaching and learning strategies for developing knowledgeable, confident, and enthusiastic learners in geography and civics.
Feedback on Learning and Assessment
Assessment in this unit is both formative and summative. Overall feedback will be provided to the whole cohort. Formative activities such as in-class and/or online tasks, reflections, and discussions will support and develop your understanding of key concepts and pedagogies to teach HASS and scaffold your learning in preparation for summative assessment. Summative feedback is given via written comments on marking rubrics/criteria sheets.
Assessment
Overview
There are two assessment tasks in this unit:
- Lesson sequence - This assessment draws on HASS curriculum, pedagogy and assessment approaches covered in this unit to plan a learning sequence.
- Fieldwork Guide for Teachers - This assessment connects to assessment 1 and involves further investigation of the fieldwork skills required in HASS learning.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Lesson sequence
Consider the assessment data provided and develop a Geography sequence of lessons for a Primary or Early Childhood class. Drawing on your analysis of the assessment data, identify areas of weakness in relation to literacy and numeracy. Then, develop a Context Statement and Geography sequence of lessons (include fieldwork, ICTs) and differentiated pedagogies to cater to the diversity and full range of abilities of your class. Your Geography lesson sequence must show clearly organised content, your knowledge of reporting and achievement standards, and include Cross Curriculum Priorities (at least one), and may also include a Civics focus if appropriate.
ED39 pre-service teachers are encouraged to focus this assessment task in kindergarten or P-3 contexts.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Fieldwork Guide for Teachers
Recorded oral presentation
Building on Assessment Item One (1), this second piece will detail the fieldwork component of your lesson sequence. Choose which one you wish to present as a group.
You are to record where you would take your students and describe the activities you would get them to do. Your choice of activity must relate to the learning goals and success criteria from the Australian Curriculum mostly the underpinning concept of place. You will submit your presentation in a digital format with an accompanying written summary.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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.
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: Lesson sequence, Fieldwork Guide for Teachers - Understand how students learn
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Lesson sequence, Fieldwork Guide for Teachers
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Content selection and organisation
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Curriculum, assessment and reporting
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Lesson sequence - Literacy and numeracy strategies
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Information and Communication Technology (ICT)
Relates to: Lesson sequence, Fieldwork Guide for Teachers
3 Professional Practice: Plan for and implement effective teaching and learning
- Plan, structure and sequence learning programs
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Use teaching strategies
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Select and use resources
Relates to: Lesson sequence, Fieldwork Guide for Teachers - Evaluate and improve teaching programs
Relates to: Lesson sequence
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Lesson sequence - Interpret student data
Relates to: Lesson sequence
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: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, Lesson sequence, Fieldwork Guide for Teachers - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Lesson sequence, Fieldwork Guide for Teachers - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO3, Lesson sequence - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Fieldwork Guide for Teachers
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Lesson sequence, Fieldwork Guide for Teachers - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Lesson sequence, Fieldwork Guide for Teachers - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO3, Lesson sequence - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Fieldwork Guide for Teachers