Course coordinator
Mr Clayton Barry
Please contact�via email (anticipate a response within�48 hours, excluding weekends and holidays).
Course overview
- Study period
- Semester 1, 2025 (17/02/2025 - 14/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course prepares students to teach the Australian History, Geography and Civics and Citizenship curricula in Primary and Junior Secondary. It is also designed to give students the knowledge and skills to highlight the general capabilities of critical and creative thinking, ethical behaviour and intercultural understanding as well as the cross-curriculum priorities of sustainability and Australia's engagement with Asia.
This course prepares preservice teachers to become effective HaSS teachers through an intensive focus on the Australian Curriculum: Humanities and Social Sciences (HaSS) Learning Area, with a particular emphasis on curriculum development, effective pedagogy and assessment design. The course builds on the content, concepts, skills, and inquiry processes gained in EDUC2760. The course thus extends preservice teachers’ knowledge and understanding of the four sub-strands of the Australian Curriculum: HaSS: History, Geography, Economics and Business, and Civics and Citizenship. There is a particular emphasis on how to incorporate the Cross Curriculum priorities (Aboriginal and Torres Strait Islander Histories and Cultures; Asia and Australia's engagement with Asia; and Sustainability) into everyday teaching practice. This course also allows preservice teachers to actively consider some of the those General Capabilities that are particularly relevant for the teaching of HaSS, including critical and creative thinking, personal and social capability, ethical and intercultural understanding. The course is designed as a two hour lecture and one hour tutorial. Collaborative learning is emphasised throughout the course to replicate the importance of professional collaboration practice in schools.
Course requirements
Restrictions
Entry to the Bachelor of Education (Primary) program
Course contact
Tutor
Mr Clayton Barry
Please contact�via email (anticipate a response within�48 hours, excluding weekends and holidays).
Tutor
Mr Mathew Haugerud
Course staff
Lecturer
Mr Clayton Barry
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The aim of this course is to give preservice teachers practical experience in developing curriculum, pedagogy, and assessment related to HaSS. They will develop curriculum and design assessment by collaboratively planning a HaSS unit of work. They will also develop a suite of inquiry-based, constructivist HaSS pedagogical strategies by teaching a specific learning activity. Preservice teachers will reflect on various learning theories associated with teaching HaSS and consider the practical opportunities and limitations of these theories to primary classroom practice.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate substantive content knowledge and deep understanding of the concepts, dispositions, skills and inquiry processes required for effective contemporary learning and teaching of the Humanities and Social Sciences, Cross Curriculum Priorities (Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia's engagement with Asia, and Sustainability), and identified General Capabilities (Critical and Creative thinking, Personal and Social Capability, Ethical Understanding, and Intercultural Understanding) across the primary school years.
LO2.
Show broad knowledge and understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages in ways that evidence the ability to promote reconciliation between Indigenous and non-Indigenous Australians.
LO3.
Select and organise content, teaching strategies and resources including the use of Information and Communication Technology suitable for students with diverse linguistic, cultural, religious and socioeconomic backgrounds including Aboriginal and Torres Strait Islander students.
LO4.
Demonstrate the ability to individually and collaboratively set goals, plan, develop, deliver learning experiences (e.g., organise classroom activities and provide clear directions), employ different assessment strategies (e.g., diagnostic, observation, consultation, peer/self, focused analysis, formative and summative assessment), and reflect on and use feedback to improve learning and teaching sequences in the Humanities and Social Sciences Learning Area.
LO5.
Demonstrate knowledge and understanding of literacy and numeracy teaching strategies and their application in the Humanities and Social Sciences Learning Area.
LO6.
Describe a range of effective strategies to meaningfully engage parents in the Humanities and Social Sciences curriculum to maximise education outcomes for students, parents and teachers.
LO7.
Demonstrate clear, fluent and coherent communication skills consistent with personal, professional and academic conventions in traditional and digital texts.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Theory to Practice Essay | 30% 1500 words |
11/04/2025 2:00 pm |
| Project |
Co-Teaching Demonstration
|
30% 1500 words |
9/04/2025 - 28/05/2025
Weeks 7 - 13 as negotiated in Week 1. |
| Project |
Group Unit Plan
|
40% 2500 words |
9/06/2025 2:00 pm
Students have the opportunity to submit a DRAFT Unit Plan (Curriculum Alignment) in Week 10 in order to be provided feedback on their Unit Plan progress. |
Assessment details
Theory to Practice Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% 1500 words
- Due date
11/04/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L05, L07
Task description
Rationale
This assessment is designed to give preservice teachers the opportunity to thoughtfully and reflexively link their HaSS teaching with the range of evidence-based strategies and research, with a particular focus on ensuring the learning needs of Aboriginal and Torres Strait Islander students are met. The assessment allows pre-service teachers an opportunity to engage with HaSS teaching theory as established in the set readings and contribute meaningfully to the question of how to turn theory into classroom practice.
Task
Preservice teachers must choose one (1) of the following sub-strands of the Australian Curriculum: HASS and associated set readings below:
- Teaching History in HaSS | Reynolds (2019). History (Chapter 7), pp. 256-303.
- Teaching Geography in HaSS | Reynolds (2019). Geography (Chapter 6), pp.198-255.
- Teaching Economics and Business in HaSS | Reynolds (2019). Economics and Business (Chapter 5), p. 172-197.
- Teaching Civics in HaSS | Reynolds (2019). Civics and Citizenship (Chapter 4), pp. 144-171.
Write a 1500-word essay of your chapter and discussion, being guided by the following questions:
Part A: Theory to Practice
- What are the key themes/learning theories present in your chosen chapter, how can teachers practically incorporate these into a primary school classroom, and what challenges might they face?
Part B: Aboriginal and Torres Strait Islander Students
- What postcolonial education strategies might primary teachers use for ensuring the learning needs of Aboriginal and Torres Strait Islander students in your sub-strand are met, and which allows for all students to deepen their knowledge of Aboriginal and Torres Strait Islander Histories and Cultures?
The task is considered the equivalent of a 1500 word written assignment.
Submission guidelines
The essay is to be individually submitted via Blackboard on the due date. Please ensure all submitted materials are clearly identified with preservice teacher name/s and number/s on each page.
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.
Co-Teaching Demonstration
- Team or group-based
- Mode
- Activity/ Performance
- Category
- Project
- Weight
- 30% 1500 words
- Due date
9/04/2025 - 28/05/2025
Weeks 7 - 13 as negotiated in Week 1.
- Learning outcomes
- L01, L02, L03, L04, L05, L07
Task description
Rationale
The aim of EDUC3707 is to develop the knowledge, dispositions and skills required to plan, teach and assess the Humanities and Social Sciences (HaSS) curriculum in primary school classrooms. To achieve this aim, preservice teachers are encouraged to improve their practice by building collaborative relationships with others while adopting a critically reflective attitude toward their work. By combining these aspects, this assessment is designed to give preservice teachers an authentic experience of using the Australian Curriculum to improve their pedagogy and meet the Australian Professional Standards for Teachers through planning, delivering and reflecting on an appropriate HaSS classroom activity.
Task
In groups of four, preservice teachers are required to collaborate to research, design, organise and ultimately co-teach a highly engaging 25-minute learning activity on a specified topic/concept that links directly to their group’s Group Unit Plan (Assessment Task 3). Note: this aspect of the assignment is not a presentation but a “hands-on” activity that matches the target year level as outlined in the Group Unit Plan. Preservice teacher peers will act as students of that year level throughout the activity. Each group is also required to produce a 1-page lesson plan using the supplied template found in the EDUC3707 Assessment Planning template to show how their classroom activity fits within the broader lesson focus.
During the classroom activity, individual preservice teachers are required to demonstrate their knowledge of the HaSS topic/concept, their advancement of relevant HaSS learning objectives, the use of inquiry-driven, constructivist pedagogy for teaching in HaSS, and appropriate classroom management strategies (e.g. clear instructions, questioning techniques, confidence and enthusiasm) to encourage inclusive participation and effectively engage their peers.
Following the classroom activity, preservice teachers are required to write a critical reflection of 500 words that analyses the benefits and challenges they experienced while working collaboratively on their co-teaching demonstration, and in light of the informal feedback they will receive from peers. This reflection must also draw on the literature surrounding collaborative teaching practice, including the Australian Professional Standards for Teachers (APST).
Groups must ensure technical issues (e.g. IT) are resolved prior to completing their co-teaching demonstration.
The task is considered the equivalent of a 1500 word written assignment.
Submission guidelines
Groups will be scheduled to complete their activity during tutorials between (and including) the above due dates. The one-page lesson plan (group) is due the same day and must be individually submitted by 2:00pm via Blackboard.
The individual critical reflection must be individually submitted via Blackboard by 2:00pm one week after the co-teaching demonstration.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Please contact the course coordinator/tutor directly in relation to possible extensions for this task.
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.
Group Unit Plan
- Team or group-based
- Mode
- Written
- Category
- Project
- Weight
- 40% 2500 words
- Due date
9/06/2025 2:00 pm
Students have the opportunity to submit a DRAFT Unit Plan (Curriculum Alignment) in Week 10 in order to be provided feedback on their Unit Plan progress.
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
Rationale
Critical and creative thinking, enhanced through professional collaboration, is an essential aspect of effective teaching and learning in the Humanities and Social Sciences Learning Area (HaSS). Nowhere is this aspect of teaching more important than when creating HaSS unit plans. The unit plan is the most important curriculum pivot upon which all teacher practice rests, providing an essential link between the intended curriculum (in this case, the official Australian Curriculum: HaSS) and the enacted curriculum (teaching in the classroom). This assessment task is designed to provide preservice teachers with practical opportunities to demonstrate how students’ conceptual understanding can be developed creating a unit of work for use by teachers in primary school HaSS classrooms.
Task
Using the relevant Australian Curriculum documents for HaSS, preservice teachers are required to work in groups of four to design and plan a well-sequenced HaSS unit (8 weeks). To encourage a deep and narrow approach to planning, preservice teachers will be asked to choose content descriptors for one particular year level (e.g. Year 5) and sub-strand (e.g. Geography). In developing the unit, preservice teachers are required to demonstrate knowledge of a range of effective inquiry-based, constructivist teaching and assessment strategies. These strategies need to incorporate ways to make purposeful connections with other curriculum priorities such as literacy and numeracy; cater for diversity including Aboriginal and Torres Strait Islander students; use a range of essential resources including ICTs; and encourage parent-school-community communication.
The DRAFT Unit Plan (1-page) will include:
A Curriculum Alignment of the unit. This is an overview that indicates how the unit plan will align with the Australian Curriculum: HaSS, including:
- Relevant sub-strand and year-level content descriptors (from the knowledge and understanding strand)
- Eight focus questions (based on the content descriptors)
- Summative assessment synopsis
- Field trip proposal.
The FINAL Unit Plan must be designed using the template provided on Blackboard, and will include:
1. Unit rationale (1-page) which briefly details:
- School context (the learner profile, community milieu, school culture and priorities)
- HaSS mandates, demonstrating fidelity to the Australian Curriculum (including content descriptors, achievement standard, General Capabilities, and Cross Curriculum Priorities
- Pedagogical approach which explains and justifies the application of inquiry-based, constructivist teaching strategies used in the unit.
Your unit rationale must be referenced using correct APA7 format. Your unit rationale must be completed as a GROUP.
2. Curriculum Alignment (1-page) which briefly details the school context, the community milieu, and the pedagogical approach that informs the unit. Note well, this section of your unit plan should be developed from the DRAFT curriculum alignment submitted earlier. Your curriculum alignment must be completed as a GROUP.
3. Summative assessment task (1-page) for the unit that includes student task sheet. Ensure the assessment task tests students’ knowledge of relevant HaSS content, aligns with learning objectives (based on the standards matrix) and which is suitable in scope and scale for the age-cohort in question. Your summative assessment task must be completed as a GROUP.
4. Standards Matrix (A-E criteria sheet) that aligns with Australian Curriculum: HaSS (Version 9.0) Achievement Standard for your relevant year level. Your standards matrix must be completed INDIVIDUALLY.
5. Teaching and learning sequence detailing the phases of the unit, including focus questions, learning objectives, key content to be taught, the application of General Capabilities and Cross Curriculum Priorities, essential resources (including ICTs) to assist teachers’ individual planning, and sample learning activities. The teaching and learning sequence must be completed as a GROUP.
6. A letter to parents/carers (1-page) designed to facilitate engagement by encouraging parental participation in their child’s HaSS learning, building effective parent-school-community relationships, and including information about, and a justification for, the proposed field trip. The parent letter must be completed as a GROUP.
The task is considered the equivalent of a 2500 word written assignment.
Submission guidelines
One group representative (as allocated in the tutorial) must submit the DRAFT Curriculum Alignment to Blackboard by 2:00pm on Friday of Week 10. Preservice teachers should each individually submit the FINAL Unit Plan to Blackboard by 2:00pm on the due date (Monday of Exam Week 1).
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.
Extensions for Draft Curriculum Alignment to be negotiated directly with the Course Coordinator. Extensions for Final Unit Plan must be submitted via myRequests at myUQ as per link.
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: Serious deficiencies in quality or performance in relation to learning objectives. Fails to satisfy most or all of the basic requirements of the course. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy some of the basic requirements of the course. Clear deficiencies in performance, but evidence that some basic requirements have been met. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Falls short of satisfying all basic requirements for pass but is close to satisfactory overall and has compensating strengths in some aspects. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all the basic learning requirements for the course, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in the course. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts and skills of the course, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of deeper and subtler aspects of the course, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining final grades:
All three assessments 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:
Example:
A student receives the following three grades
Assignment 1 (A1): grade of 6 at 30% weighting
Assignment 2 (A2): grade of 6ﾠat 30% weighting
Assignment 3 (A3): grade of 5ﾠat 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(A1: .30 x 6) + (A2: .30 x 6.) + (A3: .40 x 5) = 1.8 +ﾠ1.8 + 2.0 = 5.60
The final grade would be rounded up to the nearest whole number; in this case the grade would be 6.
In the case where the final grade is 0.5 ﾠor above, the grade will be rounded up to the nearest whole number (e.g. 5. 5ﾠwould 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).ﾠ
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
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Assessmentﾠ
All assessment tasks will beﾠwritten in fluent, clearly-expressedﾠStandard Australian English (http://www.australiancurriculum.edu.au/Glossary?a=E&t=Standard%20Australian%20English)ﾠemploying correct spelling, punctuation, grammar,ﾠacademic vocabulary andﾠ11 point double-spacedﾠArial font.
Referencing is to be in accord with theﾠThe Publication Manual of the American Psychological Association, 7th edition (https://www.library.uq.edu.au/_/help/referencing-style-guides#apa).
Each of the assessment tasks provides expansive opportunities for students to demonstrate development across the different Australian Professional Standards for Teachers (APST) - Graduate Level. These are identified on each task and may be viewed atﾠhttp://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list.
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) |
Lecture |
Week 01 | Intro to Humanities and Social Sciences This lecture invites students to revisit their own experiences as a student learning HaSS (or HSIE or SOSE or Social Science or Social Studies!). We will then complete a vivisection of the Australian Curriculum and consider its strengths and weaknesses in light of the criticisms and commentary that have been made about HaSS in Australia and abroad. APST: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2. Learning outcomes: L01, L02 |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Week 02 | Inquiry Teaching and Learning in HaSS This lecture will encourage preservice teachers to consider the deep-rooted place of inquiry learning and teaching in HaSS. We will consider some key phases of inquiry-based learning and teaching and explore how we as teachers can leverage off students' innate curiosity to make learning authentic and engaging. APST: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2. Learning outcomes: L01, L02, L03, L04, L06, L07 |
Week 3 (10 Mar - 16 Mar) |
Lecture |
WEEK 03 | Constructivist Learning in HaSS (Lecture) Constructivism is the bedfellow of inquiry-based learning. For many teachers, to teach through a constructivist lens means breaking with not only their own experiences at school, but with wide held and over-exposed traditional approaches to teaching. In this lecture we will consider constructivist strategies that build student capacity, while perhaps most importantly, showing them that learning can be an important path towards empowerment. APST: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2. Learning outcomes: L01, L02, L03, L04, L06 |
Week 4 (17 Mar - 23 Mar) |
Lecture |
WEEK 04 | Post-colonial Approach to HaSS HaSS is perhaps the one subject area that consistently, even stubbornly, requires students to look at the world beyond their local horizon. This lecture introduces a post-colonial approach to teaching that will help teachers align with the Cross Curriculum priorities of including Indigenous perspectives and engaging with Asia. APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.2, 6.2, 6.3. Learning outcomes: L01, L02 |
Week 5 (24 Mar - 30 Mar) |
Lecture |
Week 05 | Critical Pedagogy in HaSS Perhaps more than any other subject area, HaSS has been subject to the slings and arrows of various ideological pundits who would use HaSS to further their visions for society. Building on our Week 3 focus on post-colonialism, in this lecture we will consider how a teacher might take a 'critical turn' in their teaching to help students develop dispositions towards peace, sustainability, democracy and justice. Learning outcomes: L01, L02, L03, L04, L06, L07 |
Week 6 (31 Mar - 06 Apr) |
Lecture |
Week 06 | Teaching History in HaSS (Lecture) This lecture considers the place of History as a discrete sub-strand of the Australian Curriculum: HaSS with its own theory and tradition. The lecture looks at the place of sources and evidence in ensuring high quality inquiry learning. APST: 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2. Learning outcomes: L01, L02, L03, L04, L06 |
Week 8 (14 Apr - 20 Apr) |
Lecture |
WeeK 08 | Teaching Civics & Citizenship in HaSS This lecture explores the place of Civics and Citizenship in the Australian Curriculum: HaSS. We will consider how the teaching of civics and citizenship provides students' opportunities to explore their rights and responsibilities as citizens which are the foundation of our Australian democracy. APST: 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2, 6.3. |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-semester Break |
Week 9 (28 Apr - 04 May) |
Lecture |
Week 09 | Teaching Economics & Business in HaSS There is little doubt that we are "living in a material world" (Ciccone, 1984). In this lecture we will explore the Economics and Business sub-strand of the Australian Curriculum: HaSS and consider how students might become better equipped to navigate the sometimes predatory world of consumerism. APST: 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06 |
Week 10 (05 May - 11 May) |
Lecture |
Week 10 | Experiential Learning in HaSS This lecture explores an approach to teaching called experiential learning. Because HaSS has such a focus on personal and social capacity, empathy and intercultural understanding, an experiential approach gives students insight into considering real-life problems in real-life contexts using their lived experience as a catalyst for refection and change. APST: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.7, 4.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04 |
Week 11 (12 May - 18 May) |
Lecture |
Week 11 | Values Clarification in HaSS We continue our lecture series on the Australian Curriculum: HaSS with an exploration into the teaching of values. There will be a specific focus on teaching controversial issues, a dihcult and sometimes high-stakes activity which is central to effective HaSS teaching. APST: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.7, 5.1, 6.2, and 6.3. Learning outcomes: L01, L02, L03, L04 |
Week 12 (19 May - 25 May) |
Lecture |
Week 12 | Education for Sustainability in HaSS For most primary teachers, there will come a time when integrating the sub-strands of HaSS unit will make the most sense. Sustainability education is one way to integrate various sub-strands of HaSS while at the same time ensuring authentic engagement with another key Cross Curriculum Priority. Perhaps more than any other subject area, HaSS has a responsibility to work with students to consider how we might quickly move towards a sustainable future. APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.3, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04 |
Week 13 (26 May - 01 Jun) |
Lecture |
Week 13 | Futures Education in HaSS It is an inescapable truism that a study of the world is a sometimes frightening proposition for our young students. It is beholden on us as teachers to keep the spring of hope flowing in our young charges, despite the challenges that society unquestionably faces. Hope leads to action, and action leads to change. We will conclude our course with a concerted effort to consider how young people view their futures. We will explore how introducing a futures education, and tapping into the vein of utopia, are important ways we might "make hope practical, and despair unconvincing" (Aronowitz & Giroux, 1985). APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.3, 6.2, 6.3. Learning outcomes: L01, L02, L03, 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.