EUB403 HASS: History 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: | EUB403 |
|---|---|
| Equivalent(s): | CRB003 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,528 |
| International unit fee | $4,572 |
Unit Outline: Semester 2 2025, 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 citizenship education in the HASS Curriculum in prior-to-school and primary school years. This 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. Applying these, educators in the early childhood and primary years engage with children, families and communities to 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 understanding of the present and the future. This unit will also build skills in designing assessment, marking and moderation, composing student feedback, and reporting progress to parents/carers who are involved in their child's education.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain and express HASS (history, civics and citizenship) content, concepts and skills, and align these with relevant year-level curriculum documents.
- Implement marking, quality assurance, reporting and student feedback practices to develop assessment literacy as a primary and/or early childhood teacher.
- Justify planning and assessment in HASS, specifically history and civics, based on educational theory and research.
- Reflect on professional feedback and effective ways to undertake collaborative decision-making with colleagues in relation to planning, assessment and quality assurance.
- Plan ways to engage ethically, professionally and effectively with parents/carers, and involve them in the educative process.
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 Guideline and or the Australian Curriculum in the early childhood and primary school contexts. It will include topics such as:
- HASS (history, civics and citizenship) content knowledge relevant to early childhood and primary social science education
- theories, 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, and
- strategies for involving parents/carers in the educative process and working effectively, sensitively and confidentially with them.
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 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:
- Problem Solving Task - This will require you to mark student work samples and provide extensive feedback, develop learning goals and write a progress report aimed at students' parents/carers. You will also participate in a simulated moderation exercise.
- Presentation (group) - Working in groups you will develop and present a History or Civics and Citizenship unit of work. You will present your designs in a conference style where you will give and receive feedback from others in your workshop.
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 History and/or Civics work samples and a marking criteria. Individually, you will mark the work samples and provide timely and appropriate feedback to students about their learning. In addition, you will write a short progress statement aimed towards a parent/carer of one child, outlining learning achieved, learning goals, suggestions for the parent/carer's support, and strategies you will enact to support their future learning. Your progress report will demonstrate effective, sensitive and confidential strategies for communicating with parents/carers.
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 and comparable judgements amongst your teaching peers. Your group will reflect on the process of marking and moderation, and the collaborative skills required.
This is an assignment for the purposes of an extension.
Assessment: Presentation (Oral)
In small groups you will design a History or Civics and Citizenship unit of work, including key content, two teaching and learning strategies, summative assessment task. This will be delivered as a conference-styled presentation to your colleagues. The presentation will be connected to relevant curriculum documents and supported by current literature in the form of a conference handout.
Audience members are required to provide constructive feedback to their teacher colleagues as part of their engagement. You will be required to reflect on the peer feedback received following your presentation.
Following peer feedback, you will submit a rationale for the design of your unit and assessment, the conference handout, summative task and rubric, and your group reflection on the peer feedback received.
In addition you will also include a letter to parents to explain the unit of work and invite their involvement in the educative process.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
Reynolds, R. (2019). Teaching Humanities and Social Sciences in the Primary School. (4th ed.). Docklands, Vic: Oxford University Press.
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: Problem Solving Task, Presentation (Oral) - Content selection and organisation
Relates to: Presentation (Oral) - Curriculum, assessment and reporting
Relates to: Presentation (Oral)
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Presentation (Oral) - Plan, structure and sequence learning programs
Relates to: Presentation (Oral) - Use teaching strategies
Relates to: Presentation (Oral) - 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, Presentation (Oral) - 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
6 Professional Engagement: Engage in professional learning
- Engage with colleagues and improve practice
Relates to: 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: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, ULO2, Problem Solving Task, Presentation (Oral) - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO3, Presentation (Oral) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Problem Solving Task, Presentation (Oral) - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
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, ULO2, Problem Solving Task, Presentation (Oral) - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO3, Presentation (Oral) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Problem Solving Task, Presentation (Oral) - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO5, Problem Solving Task, Presentation (Oral)
Unit Outline: Semester 2 2025, Online
| Unit code: | EUB403 |
|---|---|
| Credit points: | 12 |
| Equivalent: | CRB003 |
Overview
This unit further develops key foundational concepts, content and skills of history, civics and citizenship education in the HASS Curriculum in prior-to-school and primary school years. This 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. Applying these, educators in the early childhood and primary years engage with children, families and communities to 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 understanding of the present and the future. This unit will also build skills in designing assessment, marking and moderation, composing student feedback, and reporting progress to parents/carers who are involved in their child's education.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain and express HASS (history, civics and citizenship) content, concepts and skills, and align these with relevant year-level curriculum documents.
- Implement marking, quality assurance, reporting and student feedback practices to develop assessment literacy as a primary and/or early childhood teacher.
- Justify planning and assessment in HASS, specifically history and civics, based on educational theory and research.
- Reflect on professional feedback and effective ways to undertake collaborative decision-making with colleagues in relation to planning, assessment and quality assurance.
- Plan ways to engage ethically, professionally and effectively with parents/carers, and involve them in the educative process.
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 Guideline and or the Australian Curriculum in the early childhood and primary school contexts. It will include topics such as:
- HASS (history, civics and citizenship) content knowledge relevant to early childhood and primary social science education
- theories, 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, and
- strategies for involving parents/carers in the educative process and working effectively, sensitively and confidentially with them.
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 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:
- Problem Solving Task - This will require you to mark student work samples and provide extensive feedback, develop learning goals and write a progress report aimed at students' parents/carers. You will also participate in a simulated moderation exercise.
- Presentation (group) - Working in groups you will develop and present a History or Civics and Citizenship unit of work. You will present your designs in a conference style where you will give and receive feedback from others in your workshop.
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 History and/or Civics work samples and a marking criteria. Individually, you will mark the work samples and provide timely and appropriate feedback to students about their learning. In addition, you will write a short progress statement aimed towards a parent/carer of one child, outlining learning achieved, learning goals, suggestions for the parent/carer's support, and strategies you will enact to support their future learning. Your progress report will demonstrate effective, sensitive and confidential strategies for communicating with parents/carers.
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 and comparable judgements amongst your teaching peers. Your group will reflect on the process of marking and moderation, and the collaborative skills required.
This is an assignment for the purposes of an extension.
Assessment: Presentation (Oral)
In small groups you will design a History or Civics and Citizenship unit of work, including key content, two teaching and learning strategies, summative assessment task. This will be delivered as a conference-styled presentation to your colleagues. The presentation will be connected to relevant curriculum documents and supported by current literature in the form of a conference handout.
Audience members are required to provide constructive feedback to their teacher colleagues as part of their engagement. You will be required to reflect on the peer feedback received following your presentation.
Following peer feedback, you will submit a rationale for the design of your unit and assessment, the conference handout, summative task and rubric, and your group reflection on the peer feedback received.
In addition you will also include a letter to parents to explain the unit of work and invite their involvement in the educative process.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
Reynolds, R. (2019). Teaching Humanities and Social Sciences in the Primary School. (4th ed.). Docklands, Vic: Oxford University Press.
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: Problem Solving Task, Presentation (Oral) - Content selection and organisation
Relates to: Presentation (Oral) - Curriculum, assessment and reporting
Relates to: Presentation (Oral)
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Presentation (Oral) - Plan, structure and sequence learning programs
Relates to: Presentation (Oral) - Use teaching strategies
Relates to: Presentation (Oral) - 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, Presentation (Oral) - 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
6 Professional Engagement: Engage in professional learning
- Engage with colleagues and improve practice
Relates to: 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: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, ULO2, Problem Solving Task, Presentation (Oral) - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO3, Presentation (Oral) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Problem Solving Task, Presentation (Oral) - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
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, ULO2, Problem Solving Task, Presentation (Oral) - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO3, Presentation (Oral) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Problem Solving Task, Presentation (Oral) - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO5, Problem Solving Task, Presentation (Oral)