Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course considers key ideas about teaching Humanities and Social Sciences (HASS) to young people in the primary schooling years. It explores the significance in this context of the understandings and inquiry processes of a range of discipline areas, including history, geography, civics and citizenship, and their connections with environmental studies, with particular reference to Australia and its place in the global system. It examines pedagogical approaches relevant to teaching the Australian HASS curriculum.
Introduction to Teaching Humanities and Social Sciencesﾠ(HASS) is an undergraduate course for pre-service teachers in the Bachelor of Education (Primary) program. The course curriculum intendsﾠto build foundational knowledge for future learning and teaching in HASSﾠas represented in the Australian Curriculum. In doing so, the areas of Civics and Citizenship, Geography, History, Global and Sustainability Education, and more will be explored. In examining the HASS curriculum in primary contexts, we will stay attentive toﾠthe overlap between what is taughtﾠ(curriculum) and how it is taught (pedagogy) from aﾠHASS way of seeing the world.ﾠ
EDUC2760 aligns with the Australian Professional Standards for Teachers:
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
2.1 Content and teaching strategies of the teaching area
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2 Content selection and organisation
Organise content into an effective learning and teaching sequence.
2.3 Curriculum, assessment and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.6 Information and communication technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1 Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2 Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
4.1 Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities.
5.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
6.3 Engage with colleagues and improve practice
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Course requirements
Assumed background
Successful completion of the first year of the Bachelor of Primary Education.
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC1708
Restrictions
Entry to the Bachelor of Education (Primary) program
Course contact
Lecturer
Mrs Glenys Oberg
Contact the course coordinator with all queries.
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
Introduction to Teaching Humanities and Social Sciences (HASS) intends to build foundational knowledge for future learning and teaching in HASS as represented in the Australian Curriculum. As such, we will explore the areas of Civics and Citizenship, Geography, History, Global and Sustainability Education, and more. In examining the HASS curriculum in primary school contexts, we will stay attentive to the overlap between what is taughtﾠ(curriculum) and how it is taughtﾠ(pedagogy) from a HASS way of seeing the world.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
identify, explain, apply and assess key concepts and inquiry processes as represented in the Australian HASS Curriculum including application of literacy and numeracy, and approaches to meet the needs of diverse learners;
LO2.
demonstrate substantive content knowledge linked to pedagogical content knowledge for learning and teaching HASS in primary schools;
LO3.
apply in practice, and argue for, the importance of active participation and informed citizenship based on collaborative and dialogic pedagogical praxis; and
LO4.
use language, media and/or digital literacies appropriate to the representation of key ideas and the conduct of inquiry in HASS.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution | Weekly Participation Activities | 20% |
24/02/2025 - 26/05/2025 |
| Reflection | Optional: Australian First Nation Peoples | Pass/Fail |
12/03/2025 2:00 pm |
| Presentation | Inquiry Sequence 1 | 40% 5-7 minutes |
16/04/2025 2:00 pm |
| Presentation | Inquiry Sequence 2 | 40% 8 minutes |
21/05/2025 2:00 pm |
Assessment details
Weekly Participation Activities
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 20%
- Due date
24/02/2025 - 26/05/2025
- Learning outcomes
- L01, L03, L04
Task description
Rationale: The importance of active participation and informed citizenship is clear in the HASS Curriculum. What you teach in HASS (the curriculum) about active participation and citizenship within a democratic mindset has to be considered alongside how you teach (pedagogy) and how you evaluate learning (assessment). To learn about participation and citizenship we will practice forms of democracy in action in EDUC2760. Collaborative and dialogic pedagogical praxis combined with feedback conversations amongst peers enables active participation and encourages academic citizenship via a learning community ethos.
Task: In EDUC2760 we will practice active participation and citizenship through self-directed learning linked to inquiry-based learning supported by Professional Learning Communities (PLC). Engagement in
- Weekly participation polls (completed online during workshop time) is one way all students can have a voice in the course while also gaining insights into the broader experiences, expectations, views, and standpoints of their classmates to encourage our EDUC2760 Learning Community ethos.
- Weekly discussion boards (completed via self-directed online learning before the workshops) is another form of active participation via reflection on weekly content.
Submission guidelines
Task: In EDUC2760 we will practice active participation and citizenship through self-directed learning linked to inquiry-based learning supported by Professional Learning Communities (PLC). Engagement in
- Weekly participation polls (completed online during workshop time) is one way all students can have a voice in the course while also gaining insights into the broader experiences, expectations, views, and standpoints of their classmates to encourage our EDUC2760 Learning Community ethos.
- Weekly discussion boards (completed via self-directed online learning before the workshops) is another form of active participation via reflection on weekly content.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Optional: Australian First Nation Peoples
- Mode
- Written
- Category
- Reflection
- Weight
- Pass/Fail
- Due date
12/03/2025 2:00 pm
Task description
Optional: RAP Reflective
Completion of this task is optional. Students complete it individually. Students who complete it satisfactorily (pass level) will get 1 grade added to the final grade on Inquiry Sequence 2 . For example, if a student gets a 4 on Inquiry Sequence 2, this will become a 5 if they get a pass level on the optional task. If a student passes the optional task and gets a 7 on Inquiry Sequence 2 (before the extra mark is added), then the extra mark will be applied to Inquiry Sequence 1. The extra mark will not be applied to the Participation grade.
Rationale: As an inclusive UQ, we aspire to acknowledge that the participation of Aboriginal and Torres Strait Islander peoples – and inclusion of Aboriginal and Torres Strait Islander knowledges and perspectives – in higher education is meaningful and important for all members of the University community.
UQ has a RAP or Reconciliation Action Plan. Read more at https://www.uq.edu.au/about/reconciliation/plan. As members of UQ, we all have a role to play in reconciliation. As future teachers, Aboriginal and Torres Strait Islander Histories and Cultures is a cross-curriculum priority in the national curriculum. In addition, teaching the HASS primary curriculum requires knowledge of Australian First Nation Peoples.
Part 1: Engage with resources from 'UQ RAP Student Cultural Learning' list
1. Read about the UQ RAP Network at https://indigenous-engagement.uq.edu.au/engage/rap-network
2. Choose at least 4 resources from the below list - watch the Redfern Speech and select 3 additional resources with 1 item per type of resource (e.g., 1 article or short story; 1 film, doco or video in addition to the Redfern Speech; 1 sheroes/heroes). The full resource list is:
Articles and Short Stories
- Indigenous issues can be daunting - here are 10 positive ways to engage (2019) Dodson, S. (ABC)
- Blackwords (published 2020) Growing Up Indigenous in Australia
Films, Documentaries and Videos
- Anita Heiss on Living Black – responsible media https://www.facebook.com/watch/?v=1055640421635456
- Mandatory: The Redfern Speech (10 December 1992) by former Prime Minister, Paul Keating
Submission guidelines
1. Upload to Blackboard following instructions provided.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Inquiry Sequence 1
- Mode
- Product/ Artefact/ Multimedia
- Category
- Presentation
- Weight
- 40% 5-7 minutes
- Due date
16/04/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Inquiry Sequence (History or Civics & Citizenship)
Each student can complete this task individually OR complete it with one other student (in a pair and earning the same mark).
Part 1: Concept Map
1. Choose one of the following HASS sub-strands: History or Civics and Citizenship.
2. Choose a primary school year level relevant to the sub-strand selected.
3. Identify 3 to 5 possible HASS concepts explicitly linked to the Australian HASS curriculum (v9).
4. Create a concept map to demonstrate your understanding of how the concepts can be related to each other.
Part 2: Presenting Inquiry Sequence
1. Select one concept from your concept map.
2. Create an inquiry sequence for the concept that exemplifies (i) active student participation, (ii) use of digital literacy (general capability) in the sequence, and (iii) assessment for learning specific to the selected sub-strand. You will explicitly link to year-level descriptions in the ACARA HASS Curriculum (v9) for both strands of 'skills' & 'knowledge and understanding' aligned to expected year-level achievement standards. Do not do an inquiry sequence on the First Fleet.
3. Include a list of 6 to 9 quality resources to support student learning of your selected concept (e.g., online resources, games, books, maps, videos, and/or research articles).
Part 3: Create an engaging video
1. Showing your digital creation and communication skills, make a video between 5 to 7 minutes long that both shows and explains your concept map and inquiry sequence along with the list of resources.
2. The audience for your video is your fellow pre-service teachers. Your intent is to both (a) demonstrate your content knowledge and your grasp of good HASS pedagogical practices, and (b) support peer learning via your Professional Learning Community (PLC).
Part 4: PLC feedback conversations
1. Present your video to your Professional Learning Community (PLC) and then engage in feedback conversations within your PLCs.
2. Summarise the key points of feedback given to you in the PLC conversation specific to enhance your video.
3. Revise your video based on the feedback and include a brief mention at the end of the video describing the changes you made as a result of the feedback.
4. Finalise your video that is no more than 8 minutes long (videos longer than 8 minutes will be marked down).
5. Complete a self-assessment of your task based on the task rubric that includes an indication of the standard of performance for each criteria and written feedback to yourself.
6. Upload your video and self-assessment as described in the submission section below.
Submission guidelines
1. Upload video to Blackboard using kaltura
2. Upload self-assessment to Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Inquiry Sequence 2
- Mode
- Product/ Artefact/ Multimedia
- Category
- Presentation
- Weight
- 40% 8 minutes
- Due date
21/05/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Inquiry Sequence 2 (connected to Literacy and Numeracy in HASS and inclusion)
Each student completes this task individually.
Part 1: Concept Map
1. Choose one of the four HASS sub-strands but a different sub-strand from the one you chose in Inquiry Sequence 1.
2. Choose a primary school year level relevant to that sub-strand but a different year level from the one you chose in Inquiry Sequence 1.
3. Identify 2 to 3 literacy sub-elements and 2 to 3 numeracy sub-elements from the Australian HASS curriculum (v9).
4. Create a concept map to demonstrate your understanding of how the concepts can be related to each other.
Part 2: Presenting Inquiry Sequence
1. Select one HASS concept and one 'sub-element' (either literacy or numeracy) from your concept map.
2. Create an inquiry sequence for the concept that exemplifies (i) active student participation, (ii) use of digital literacy (general capability) in the sequence, (iii) assessment for learning, (iv) integration of one literacy or numeracy sub-element (general capability), and (v) approaches to meet the needs of diverse learners. You will explicitly link to year-level descriptions in the ACARA HASS Curriculum (v9) for both strands of 'skills' & 'knowledge and understanding' aligned to expected year-level achievement standards. Do not do an inquiry sequence on the First Fleet.
3. Include a list of 6 to 9 quality resources to support student learning of your selected concept (e.g., online resources, games, books, maps, videos, and/or research articles).
Part 3: Create an engaging video
1. Showing your digital creation and communication skills, create a video that is around 8 minutes long that both shows and explains your concept map and inquiry sequence along with the list of resources.
2. The audience for your video is your fellow pre-service teachers. Your intent is to both (a) demonstrate your content knowledge and your grasp of good HASS pedagogical practices, and (b) support peer learning via your Professional Learning Community (PLC).
Part 4: PLC feedback conversations
1. Present your video to your Professional Learning Community (PLC) and then engage in feedback conversations within your PLCs.
2. Summarise the key points of feedback given to you in the PLC conversation specific to enhance your video.
3. Revise your video based on the feedback and include a brief mention at the end of the video describing the changes you m
Submission guidelines
1. Upload video to Blackboard as instructed in the workshop
2. Upload self-assessment to Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Some engagement with the assessment tasks; however no demonstrated evidence of understanding of the concepts in the field of study.ﾠ |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Deficiencies in understanding the fundamental concepts of the field of study.ﾠInability to apply knowledge and skills.ﾠ |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Superficial understanding of the fundamental concepts of the field of study.ﾠEmerging ability to apply knowledge and skills. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Adequate knowledge of fundamental concepts of the field of study.ﾠAcceptable application of knowledge and skills.ﾠ |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Good knowledge of fundamental concepts of the field of study.ﾠEffective application of knowledge and skills.ﾠ |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Substantial knowledge of fundamental concepts of the field of study.ﾠExtensive application of knowledge and skills.ﾠ |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Mastery of content.ﾠOriginal, novel and/or creative application of knowledge and skills. |
Additional course grading information
Determining final grades:
The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
An exemplar to show calculation of the final grade:
Three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Participation: grade of 7 at 20% weighting
Inquiry Sequence 1: grade of 5 at 40% weighting
Inquiry Sequence 2: grade of 6 at 40% weighting (noting this grade is increased by 1 if the student successful completedﾠthe Optional task)
The final grade for this student, considering the weighting of each task, would be: (0.20ﾠx 7) + (0.40ﾠx 5) + (0.40ﾠx 6) = 1.4ﾠ+ 2.0ﾠ+ 2.4ﾠ= 5.8
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Workshop |
Week 1: Introduction to EDUC2760 Lecture introducing students to the course Learning outcomes: L04 |
Week 2 (03 Mar - 09 Mar) |
Workshop |
Week 2: Introduction to HASS Workshop with Professional Learning Community (PLC) discussions Learning outcomes: L01, L02 |
Week 3 (10 Mar - 16 Mar) |
Workshop |
Week 3: Inquiry Pedagogy + ICT Workshop with Professional Learning Community (PLC) discussions Learning outcomes: L01, L02 |
Week 4 (17 Mar - 23 Mar) |
Workshop |
Week 4: Civics + Global & Sustainability Ed Workshop with Professional Learning Community (PLC) discussions Learning outcomes: L01, L02 |
Week 5 (24 Mar - 30 Mar) |
Workshop |
Week 5: Inquiry Sequence Video Discussion on the Inquiry Sequence Video assessment task linked to Ruth Reynolds Chapter 3 Learning outcomes: L02, L03, L04 |
Week 6 (31 Mar - 06 Apr) |
Workshop |
Week 6: History Workshop with Professional Learning Community (PLC) discussions Learning outcomes: L01, L02 |
Week 7 (07 Apr - 13 Apr) |
Workshop |
Week 7: Feedback Session for Inquiry Sequence Workshop time dedicated to formative feedback conversations as each student presents their assessment task within PLCs. Learning outcomes: L02, L03, L04 |
Week 8 (14 Apr - 20 Apr) |
Workshop |
Week 8: Geography Workshop with Professional Learning Community (PLC) discussions Learning outcomes: L01, L02 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-Semester Break Study week: No workshop |
Week 9 (28 Apr - 04 May) |
Workshop |
Week 9: Business and Economics Workshop with Professional Learning Community (PLC) discussions Learning outcomes: L01, L02 |
Week 10 (05 May - 11 May) |
Workshop |
Week 10: Literacy in HASS + Numeracy in HASS Workshop with Professional Learning Community (PLC) discussions Learning outcomes: L01, L02 |
Week 11 (12 May - 18 May) |
Workshop |
Week 11: Feedback Session for Inquiry Sequence Workshop time dedicated to formative feedback conversations as each student presents their assessment task within PLCs. Learning outcomes: L02, L03, L04 |
Week 12 (19 May - 25 May) |
Workshop |
Week 12: Interdisciplinary HASS Workshop with Professional Learning Community (PLC) discussions Learning outcomes: L01, L02 |
Week 13 (26 May - 01 Jun) |
Workshop |
Week 13: Reflecting on EDUC2760 Discussion wrapping up the course via a collective reflective activity Learning outcomes: L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.