University of Technology Sydney

013235 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 2024 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Grade, no marks

Requisite(s): 48 credit points of completed study in spk(s): C10405 Bachelor of Communication (Writing and Publishing) Master of Teaching Secondary Education OR 48 credit points of completed study in spk(s): C10449 Bachelor of Business Master of Teaching Secondary Education OR 48 credit points of completed study in spk(s): C10450 Bachelor of Economics Master of Teaching Secondary Education
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013435 Human Society and its Environment Teaching Methods 1 AND 028277 Social Sciences Teaching Methods 1

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. This subject is closely aligned to the Australian Professional Standards for Teachers (Graduate) descriptors. The subject therefore combines theory with practice to provide teacher-education students with the skills and understanding required to begin to teach HSIE in a secondary school. The subject includes an in-depth study of secondary Year 7-10 HSIE syllabuses, lesson planning, different forms and functions of teaching and learning activities for a successful HSIE classroom. This subject is a pre-requisite for the other HSIE Teaching Methods subjects and Professional Experience subjects.

Subject learning objectives (SLOs)

a. Analyse syllabus documents to ascertain expectations for adolescent learning in HSIE
b. Plan, present, manage and reflect on lessons
c. Explain HSIE syllabus ideas accurately, including the contribution of Indigenous Australian (Aboriginal and Torres Strait Islander) to understanding social sciences and curriculum
d. Evaluate and reflect on social science teaching and its effectiveness
e. Use knowledge and understanding of research into how students learn and the implications for teaching
f. Devise and deploy a range of teaching strategies
g. Identify and apply a range of resources, including ICT, that engage students in their learning
h. Compose scholarly written and oral responses, based on sound academic conventions, including accurate referencing

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

  • Know secondary school students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners (1.1)
  • 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 (1.2)
  • Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
  • Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices (2.1)
  • Research and plan ways to embed Indigenous Australian (includes both Aboriginal and Torres Strait Islander) knowledges in the curriculum and acknowledge histories of Indigenous Australian strength, disadvantage and dominant culture privilege (4.1)
  • Communicate effectively using diverse modes and technologies in academic, professional and community contexts (6.1)

Contribution to the development of graduate attributes

There are three APST graduate descriptors addressed in this subject and demonstrated in relation to taught, practised and assessed.

2.1.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

Standard 2.1.1 is taught in Week 2-9 lectures, practised in Week 2-9 tutorials, and assessed in Assessment task 1 criterion 1.

3.3.1 Include a range of teaching strategies

Standard 3.3.1 is taught in Week 3-9 lectures, practised in Week 3-9 tutorials, and assessed in Assessment task 2 criterion 1.

3.4.1 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning

Standard 3.4.1 is taught in Week 7 and 9 lectures, practised in Week 7 and 9 tutorials, and assessed in Assessment task 3 criterion 2.

Teaching and learning strategies

As for the Teaching Method subjects for the other Learning Areas (English, Maths, Science, TAS), there are components of this subject that are inter-disciplinary and others that are discipline-specific. In the inter-disciplinary components, teacher-education students experience plenary lecture activities but likely not in conventional, monologue form. Opportunities for exchange and discussion across the various teaching areas are provided in large workshop and online discussion forums. Other teaching and learning strategies employed in this subject include structured discussions, collaborative small group work and workshops, individual research and engagement in assignments that critically examine and apply current thinking in the area. Teacher-education students receive ongoing formative feedback throughout the session, in both synchronous and asynchronous activities and through questions posted in discussions and online forums.

Content (topics)

This is the first of the three Human Society in its Environment (HSIE) Teaching Methods subjects. In this subject, students focus on:

  • Social sciences teaching: principles, roles and responsibilities;
  • The NSW curriculum: HSIE as a key learning area; the Australian Curriculum and its relationship with NSW; Developing familiarity with and knowledge of the Year 7-10 HSIE syllabuses – Commerce, Geography (Mandatory and Elective), History (Mandatory and Elective) and Aboriginal Studies;
  • Physical, social and intellectual development and characteristics of pupils and how these affect learning;
  • Research into how pupils learn and the implications for teaching HSIE subjects;
  • An introduction to lesson plans, units of work, lesson sequences and how outcomes affect teaching and learning;
  • The role of fieldwork, incursions, excursions and risk management;
  • Working collaboratively and cooperatively;
  • A wide range of teaching strategies and introductory differentiation strategies;
  • Integrating literacy and numeracy strategies in HSIE teaching;
  • Collating, using and assessing a range of resources, including ICT, that engage learners in their learning;
  • Strategies to evaluate lessons and teaching programs to improve pupil learning.

Assessment

Assessment task 1: Exposition about difference between HSIE Stage 4 and 5

Objective(s):

a, b, e and h

Weight: 20%
Length:

1,000 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Identification and justification of relevant outcomes and a variety of teaching strategies used to enhance teaching and learning, clearly distinguishing between Stage 4 and Stage 5 25 a 1.1
Effective identification of a range of appropriate teaching strategies 25 b 1.3
Coherence of presentation about ideas relating to research into how students learn and the implications for teaching 25 e 2.1
Clarity of communication, including clarity of expression, accuracy and cohesiveness of academic text, and presentation, with APA referencing 25 h 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Lesson plan, written exposition and micro-teaching presentation

Objective(s):

a, b, f, g and h

Weight: 40%
Length:
  • One comprehensive 10-minute lesson plan (use template provided) and ALL supplementary resources
  • 500-word explanation of the concept or topic [This is NOT a statement about what was done in the lesson]
  • Filmed micro-teaching of 10 minutes
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Identification of relevant content 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 b 1.2
Suitability of selected range of teaching strategies 20 f 1.3
Depth of understanding of allocated HSIE concept 20 g 2.1
Clarity of expression, accuracy and cohesiveness of academic text, and presentation 20 h 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Written rationale for, unit of work or sequence of teaching and learning activities with supplementary materials

Objective(s):

a, b, c, d, g and h

Weight: 40%
Length:
  • Rationale: 800 words
  • Three lesson plans using template (use appendices)
  • ALL Supplementary materials: As required (use appendices)
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Logic and coherence of rationale for choice of teaching strategies used to enhance pedagogy 20 a 1.1
Appropriateness of technology (ICTs) deployed 10 g 1.2
Quality of lesson sequences and materials, demonstrating understanding of identified student needs for effective teaching and learning 30 b 1.3
Fidelity and authenticity of the marking guidelines for summative assessment, with consideration of requirements for reporting student achievement and evaluating teaching. 15 d 2.1
Relevance and coherence of plan to embed Indigenous Australian (includes both Aboriginal and Torres Strait Islander) knowledges in the curriculum 10 c 4.1
Clarity of communication, including clarity of expression, accuracy and cohesiveness of academic text and presentation, with APA referencing. 15 h 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

A pass on each assessment task is required to pass this subject in order to meet the NESA requirement that all subject learning objectives and APST graduate standards descriptors be achieved.

A significant amount of student learning in this subject occurs via workshopping in seminar activities where teacher-education students learn about the value of various forms of teacher learning by experiencing and reflecting on their experience of them. Teacher-education students are required to attend 8 of 9 seminars and to engage with the online learning materials, including recorded lectures. Attendance for on-campus activities will be recorded with a roll and learning analytics will be used to monitor engagement with online teaching and learning activities. Students who do not meet attendance requirements may receive a ‘Fail’ for the subject (Rule 3.8).

Required texts

Australian Curriculum Assessment and Reporting Authority (2014). F-10 Curriculum and Senior Secondary Curriculum Documents. Sydney. ACARA (available online).

New South Wales Education Standards Authority. (2020). Aboriginal Studies 7-10 Syllabus. Sydney. NESA. (available online)

New South Wales Education Standards Authority. (2019). Commerce 7-10 Syllabus. Sydney. NESA. (available online)

New South Wales Education Standards Authority. (2012). History K-10 Syllabus. Sydney. NESA. (available online)

New South Wales Education Standards Authority. (2019). History Elective 7-10 Syllabus. Sydney. NESA. (available online)

New South Wales Education Standards Authority. (2015). Geography K-10 Syllabus. Sydney. NESA. (available online)

New South Wales Education Standards Authority. (2019). Geography Elective 7-10 Syllabus. Sydney. NESA. (available online)

New South Wales Education Standards Authority. (2018). HSIE Syllabus Documents. Sydney. NESA. (available online)

References

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

Dhall, M. (2017). A Curriculum for a New World. Indian Link Media, Sydney (available online).

Dhall, M. (2019). The Business of Teaching. Sydney, Australia - chapters will be given to the class.

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

Gilbert, R & Hoepper, B (2017). Teaching Humanities and Social Science in Australian Curriculum, 7th ed. Cengage, Victoria.

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.