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The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDX2190 Humanities and Social Sciences: Evoking Curiosity

Semester 2, 2020 On-campus Springfield
Short Description: Humanities and Social Sciences
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : National Priority - Teaching
ASCED code : 070100 - Teacher Education
Grading basis : Graded
Version produced : 29 February 2020

Staffing

Examiner: Karen Peel

Requisites

Pre-requisite: Students must be enrolled in one of the following Programs: BEDU (Early Childhood) or BEDU (Primary) or BEDU (Primary + Special Education) or BEDU (Special Education) or BEDU (HPE Primary) or BEDU (SHPE Primary) or BECH or BEED or BPED

Other requisites

Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.

Rationale

The Australian Curriculum requires F-6 learners to engage in the subject of Humanities and Social Sciences (HASS), the study of human behaviour and interaction in social, cultural, environmental and political contexts. In the Bachelor of Education Primary program, pre-service teachers are required to develop an understanding of the key ideas in relation to each sub-strand (History; Geography; Civics and Citizenship; and Economics and Business) by engaging in learning experiences that articulate the interrelated strands (knowledge and understanding; inquiry and skills). The effective teaching and learning of HASS is aligned to the signature pedagogy of inquiry and the questions that are the foundation. This course builds on the pedagogical foundation of previously studied courses in this program to develop informed, active citizens committed to shaping sustainable futures; a goal that is as relevant to future teachers as it is to school learners.

Synopsis

The aim of this course is to explore the framework of the Humanities and Social Sciences Learning Area in the Australian Curriculum. Pre-service educators in this course will develop an understanding of the sub-strands of Humanities and Social Sciences (History; Geography; Civics and Citizenship; and Economics and Business) through an interdisciplinary approach. The key ideas and concepts of the sub-strands are central to understanding the curriculum scope and sequence. They also provide the contexts through which the particular knowledge and understanding, and inquiry and skills are developed. Complementing this curriculum framework, the pedagogy, encompassing inquiry learning, questioning and reflecting, is a focus of this course, both in theory and in practice. Pre-service educators will embed the Cross-Curriculum Priorities and General Capabilities, when designing from the Australian Curriculum, to integrate them into a teaching and learning sequence. HASS draws on learners' growing experience of community and the wider world.

Objectives

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

  1. apply a knowledge of the curriculum framework and an understanding of the interrelationships among the key ideas, concepts and key skills of the sub-strands of History, Geography, Civics and Citizenship, and Economics and Business (APST 2.1, 2.2, 2.3);
  2. design integrated teaching, learning and assessment from the curriculum utilising inquiry pedagogy (APST 2.3, 2.5, 3.1, 3.2);
  3. consider and embed, where relevant, the Cross-Curriculum Priorities, specifically an understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages, and the General Capabilities, specifically literacy and numeracy teaching strategies when designing an effective teaching and learning sequence within HASS (APST 1.4, 1.5, 2.4, 2.5, 2.6);
  4. create and justify a plan of a supportive learning environment that aligns to the demands of inquiry pedagogy (APST 1.2, 2.1, 2.6).

Topics

Description Weighting(%)
1. Humanities and Social Sciences in the Australian Curriculum 20.00
2. Inquiry pedagogy for Humanities and Social Sciences 25.00
3. Designing for teaching and learning Humanities and Social Sciences sub-strands (History, Geography, Civics and Citizenship, and Economics and Business) 25.00
4. Integrating the Cross-Curriculum Priorities and General Capabilities for learning into the Humanities and Social Sciences 20.00
5. Developing academic literacies and numeracies 10.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=02&subject1=EDX2190)

Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

Pendergast, D & Main, K 2019, Teaching primary years: rethinking curriculum, pedagogy and assessment, Allen & Unwin, Crows Nest, New South Wales.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
QUIZ 25 25 10 Aug 2020
ASSIGNMENT 1 25 25 17 Aug 2020
ASSIGNMENT 2 50 50 14 Sep 2020

Important assessment information

  1. Attendance requirements:
    It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.

Assessment notes

  1. Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at http://www.usq.edu.au/library/referencing.

  2. Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.

  3. Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:

  1. internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
  2. Queensland College of Teachers
  3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.

Date printed 29 February 2020