Edx2190 Assignments

Synopsis

This course engages students in a comprehensive, critical and evaluative analysis of key curriculum documents and pedagogical approaches to the teaching and learning of History and Geography in contemporary classroom settings. It will be conducted through a variety of workshops, discussions and related activities, independent inquiry, individual and small-group consultations and participation in 'interactive workshops'. All sessions are designed to further elaborate, consolidate and extend understanding through social-constructivist learning experiences. The course is web supplemented and has a web-site which includes an electronic noticeboard and forum. Students are required to engage independently with historical and geographical content as the focus is on the teaching of the key learning areas.

Objectives

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students should be able to:

  1. develop, through readings and discussions, an understanding of the conceptualisation, role and significance of history and geography within the Australian F - 10 curriculum and other national and international educational contexts as appropriate (Assignment 1; Professional Standards 1.2, 1.4, 2.1)
  2. critique and critically reflect upon official curriculum documents and supporting resources/materials for the teaching, learning and assessing/reporting of history and geography (Assignment 1; Professional Standards 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3)
  3. develop the skills and expertise for designing quality planning, teaching, learning and assessment/reporting of history and geography that is meaningful, value-based, challenging and active for students in F - 10 (Assignment 1; Professional Standards 1.3, 2.2, 2.3, 4.2)
  4. design appropriate learning experiences and outcomes for students in history and geography (Assignment 1; Professional Standards 1.3, 1.4, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.2)
  5. demonstrate understanding and application of historical and geographical inquiry (Assignments 1 and 2; Professional Standards 1.3, 1.4, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.2)
  6. demonstrate appropriate levels of literacy in the engagement of course activities, discussion, and assessment tasks. (Assignment 1)

Topics

DescriptionWeighting(%)
1. Reflecting upon and delineating core professional knowledge, skills, competencies and values for beginning teachers
  1. Introduction: what are the key purposes, expectations and requirements of this course?
  2. What key professional knowledge and understandings have you developed in other courses and how can these be demonstrated effectively?
  3. What role does history and geography play in the primary, middle and junior secondary years and what are its key conceptual bases?
10.00
2. Professional and curricular standards
  1. What are the key purposes, knowledge, skills and values in history and geography curriculum documents and supporting materials?
  2. How is learning in history and geography linked to the knowledge and skills learnt in other areas such as economics and business; and civics and citizenship?
5.00
3. Professional and curricular issues
  1. What are the key curricular and pedagogical issues in history and geography, and what perspectives are held in relation to these issues?
10.00
4. Presenting and positioning professional knowledge and experience
  1. What are the key characteristics of the content strand descriptors comprising the Australian curriculum: history and geography F - 10?
10.00
5. Demonstrating and reflecting on teaching and learning sequences60.00
6. Reflection and review5.00

Text and materials required to be purchased or accessed

  • Taylor, T, Fahey, C, Kriewaldt, J & Boon, D 2012, Place and time: explorations in teaching geography and history, Pearson, Australia.

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2017&sem=01&subject1=EDX2190)

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

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

ActivityHours
Directed Study80.00
Independent Study85.00

Assessment details

DescriptionMarks out ofWtg (%)Due DateNotes
ASSIGNMENT 1505026 Apr 2017
ASSIGNMENT 2505006 Jun 2017

Important assessment information

  1. Attendance requirements:
    On-campus: 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.

    Online: There are no attendance requirements for this course. However, it is the students' responsibility 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.

  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 assessment items in the course.

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

  7. Examination period when Deferred/Supplementary examinations will be held:
    Not applicable.

  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. APA style is the referencing system required in this course. Students should use APA style in their assignments 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 at http://www.usq.edu.au/library/referencing.

Other requirements

  1. Students will require access to e-mail and have Internet access to UConnect for this course.

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)

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

DescriptionWeighting(%)
1. Humanities and Social Sciences in the Australian Curriculum20.00
2. Inquiry pedagogy for Humanities and Social Sciences25.00
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 Sciences20.00
5. Developing academic literacies and numeracies10.00

Text and materials required to be purchased or accessed

  • There are no texts or materials required for this course.

Student workload expectations

ActivityHours
Directed Study80.00
Independent Study85.00

Assessment details

DescriptionMarks out ofWtg (%)Due DateNotes
QUIZ252513 Aug 2018
ASSIGNMENT 1252527 Aug 2018
ASSIGNMENT 2505022 Oct 2018

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.

  2. Low enrolment numbers: Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the ONLINE/EXTERNAL offering and advised of this change before semester commences.

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