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013435 Human Society and its Environment Teaching Methods 1

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2020 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade, no marks

There are course requisites for this subject. See access conditions.

Description

This subject explores how Human Society and its Environment (HSIE) teaching and curriculum in years 7 to 12 can be organised and managed for effective learning. The subject combines theory with practice to provide students with the skills and understanding required to begin to teach HSIE in a secondary school. The subject includes study of secondary HSIE syllabuses, lesson planning, approaches to learning and teaching, and different forms and functions of practical work and its role in learning and teaching HSIE. This subject is a prerequisite for the other HSIE Teaching Methods subjects and Professional Experience subjects.

Subject learning objectives (SLOs)

a. Analyse the HSIE syllabus documents to ascertain the particular concepts and skills secondary students need to develop (GTS 2.1.1, 2.3.1; PA 4.10)
b. Plan, present and manage lessons (GTS 2.2.1)
c. Explain concepts and skills from the HSIE syllabus accurately and with clarity using suitable language, examples and models (GTS 2.1.1, 3.3.1, 3.4.1, 3.5.1; PA 4.1)
d. Use technology in teaching HSIE (GTS 2.6.1, 3.4.1; PA 3.6)
e. Evaluate and reflect on teaching and its effectiveness in promoting studentsí learning (GTS 3.6.1)
f. Compose scholarly written and oral responses, based on sound academic conventions, including accurate referencing (GTS 6.2.1).

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional readiness

1.1) Know students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners

1.2) Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery

1.3) Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems

1.6) Exhibit recent technological pedagogical and content knowledge with creativity and initiative

2. Critical and creative inquiry

2.1) Enquire into and research practice to improve educational experiences and outcomes

2.2) Critically analyse and reflect on and synthesise complex theories of learning and teaching

6. Effective communication

6.3) Are effective communicators, highly skilled in new literacies, able to justify and interpret professional decisions to specialist and non-specialist audiences

Teaching and learning strategies

The teaching and learning strategies employed in this subject will include lecture input, structured discussions, collaborative small group work and workshops, individual research and engagement in assignments that critically examine and apply current thinking in the area. The tutor will provide formal feedback on any work completed outside of tutorial times. Tutorials provide a forum for students to receive ongoing peer and tutor feedback.

Content (topics)

This is the first of the four HSIE Teaching Methods subjects. In this subject, students focus on:

  • HSIE teaching: principles, roles and approaches;
  • The NSW curriculum: HSIE as a key learning area (KLA); the Australian Curriculum and its relationship with NSW;
  • Developing familiarity with, and knowledge of, the HSIE syllabuses;
  • NSW HSIE courses: an overview and Australian Curriculum HSIE subjects;
  • Differentiation models and approaches to HSIE teaching;
  • Identifying, selecting and applying a range of approaches to classroom teaching;
  • Lesson plans, units of work: an introduction;
  • Creation of resources and interpretation of contemporary issues and their applicability to teaching and learning in social sciences
  • Student engagement with social science and commercial concepts;
  • Individual, pair work and group work.

Assessment

Assessment task 1: Micro-teaching and lesson planning

Objective(s):

a, b, c, d and f

Weight: 50%
Length:
  • 1 lesson plan using template (2 x A4 pages)
  • 500-word summary of the concept
  • Micro-teaching of 15 minutes (presentations will be stopped at 15-minutes)
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Identification of relevant teaching and learning activities to achieve the outcomes for stage of learning targeted in the micro-lesson and plan 20 a 1.1
Effective use of resources, including ICT, to supplement teaching and learning 20 d 1.6
Effective identification of a range of appropriate teaching strategies 20 b 1.3
Effective demonstration of understanding of allocated HSIE concept 20 c 1.2
Clear and scholarly written expression 20 f 6.3
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Unit of work in context

Objective(s):

a, b, c, d, e and f

Weight: 50%
Length:

Academic paper: 1,000 words, excluding the 6 Lesson plans using template (2xA4 pages) + all supplementary materials

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Justify a variety of teaching strategies used to enhance teaching and learning 15 a 1.1
Effective identification and use of appropriate technology 10 d 1.6
Plan and resource lesson sequences and materials, demonstrating understanding of identified student needs for effective teaching and learning 30 b 1.3
Provides comprehensive answers and marking guides to evaluate teaching 15 e 2.2
Explains concepts accurately and with clarity using suitable strategies 20 c 2.1
Clear and scholarly written expression 10 f 6.3
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

All assessment tasks in the subject must be passed in order to pass the subject because they critically assess key Graduate Teaching Standards that pre-service teachers must achieve.

Required texts

NSW Educational Standards Authority

Commerce 7-10 Syllabus (2003) and assessment documents from:

http://www.boardofstudies.nsw.edu.au/syllabus_sc/commerce.html

Other readings

http://www.boardofstudies.nsw.edu.au/syllabus_sc/hsie.html

http://www.boardofstudies.nsw.edu.au/australian-curriculum/k-12-HSIE-economics.html

References

NESA (2018)

https://syllabus.nesa.nsw.edu.au/hsie/

And relevant syllabus documents from:

http://www.australiancurriculum.edu.au/SeniorSecondary/Overview

Black, P., & Wiliam, D. (1998). Inside the black box. Raising standards through classroom assessment. London, UK: London University Press.

Deal, T.E., & Peterson, K.D. (1994). The leadership paradox: Balancing the logic and artistry in schools. San Francisco, USA: Jossey-Bass Publishers.

Dhall, M. (2011) The business of teaching. Sydney, Australia: Five Senses Publications.

Gardner, J. (Ed.) (2006). Assessment and learning, Oaks, California, USA: Sage Publications.

Newman, FM (Ed.) (1996). Authentic pedagogy. Wisconsin, USA: University of Wisconsin-Madison.

NSW Department of Education and Training (2003) Quality teaching in NSW public schools. Discussion Paper. Sydney, Australia: NSWDET.

O’Toole, M (2003). Preparing for professional experience in education: Where the rubber hits the road, Sydney, Australia: Five Senses Publications.