013436 Human Society and its Environment Teaching Methods 4

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 2025 is available in the Archives.

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

Requisite(s): 013435 Human Society and its Environment Teaching Methods 1
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.

Description

This subject focuses on preparing proficient beginning HSIE teachers and setting a foundation for continuing professional learning. On completion of this subject, students are able to apply their educational studies to teaching – to design, organise and evaluate methods and materials for teaching and use their own theoretical framework as a basis for their future HSIE teaching. Students are challenged to draw on their core subjects to think holistically about the impacts and influences on how the social sciences are taught, with a strong emphasis on using curriculum, assessment and reporting to organise content into effective learning and teaching sequences for units of work. The subject adopts an inquiry-based process in which real problems and questions are identified and explored in depth by teams to generate deep knowledge pertinent to students' professional learning needs.

Subject learning objectives (SLOs)

a.	Identify and investigate contentious and key issues and their implications for social science education
b.	Apply a theoretical framework grounded in education research, to teaching and learning in social sciences
c.	Analyse syllabus documents to ascertain expectations for adolescent learning in social sciences (GTS 2.1.1, 2.3.1; PA 4.10)
d.	Identify selected problems related to social science and apply educational innovations
e.	Organise content into an effective learning and teaching sequence (GTS 2.2.1)
f.	Apply curriculum, assessment and reporting knowledge to design learning sequences and lesson plans (GTS 2.3.1)
g.	Identify key aspects of assessment moderation and its application to support consistent and comparable judgements of student learning (GTS 5.3.1)
h.	Compose scholarly written and oral responses, based on sound academic conventions, including accurate referencing (GTS 6.2.1)

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 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)
Collaborate with learning designers, analysts and subject matter experts, using effective English communication skills, to design technology-intensive learning resources (6.2)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional readiness

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

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

6.2) Possess literacy and numeracy skills across a broad range of communication modes and technologies

Teaching and learning strategies

Students will critically examine and apply current thinking and practices in social sciences education. They will work in teams and individually to analyse curriculum and syllabuses to plan and teach lessons. The process will be supported by workshop activities and an online environment. Students will receive tutor and peer feedback on their lesson preparation and presentations. Students will undertake extended inquiry to investigate problems and issues in scenario-based and authentic settings. Students will engage in professional learning models designed for school settings. The subject includes taking on the role of social science teachers in an HSIE faculty in a virtual school.

Content (topics)

This is the fourth HSIE Teaching Methods subject. In this subject, students synthesise their prior learning about each of the following aspects of teaching:

Current issues and research that shape social science teaching and course design;
Researching, identifying and applying appropriate topics, themes and concepts as the basis of programming;
Reviewing content at Stages 4, 5 & 6 (including Commerce, Business Studies and Economics)
Creation of resources and interpretation of contemporary issues and their applicability to teaching and learning in social sciences
Investigate ways to use assessment moderation and its application to support consistent and comparable judgements of student learning
Designing units of work
Moderating work to identify strengths and weaknesses
Social science teaching as a profession, including accessing and utilising social science teaching networks
Scenario-based, problem-based, case study based and project-based learning
Initiatives in social science education: 21st century learning and assessment; contexts for teaching and learning social science; representational pedagogies; formatives practices; teaching controversial issues in the social sciences; student engagement; ICT and its innovative use; learning social science in informal settings; open-ended investigations; flipped classrooms; working with social awareness

Assessment

Assessment task 1: Extended Inquiry Project

Objective(s):

a, b, c, d and h

Weight:

50%

Length:

Twenty slides equivalent to 1,500 words, plus references + appendices

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Appropriateness of the initiative and context	10	a, d	1.2
Relevance of the rationale, purpose and aims	10	b	2.1
Relevance & appropriateness of action plan for implementation	50	c	1.3
Accuracy & appropriateness of action plan supported by relevant scholarly literature	20	b	.2
Accuracy & cohesiveness of scholarly written text	10	h	6.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Unit of work

Objective(s):

b, c, e, f, g and h

Weight:

50%

Length:

1,500 words, plus references + appendices

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Relevance & appropriateness of outcomes and content	10	c	1.2
Appropriateness & application of curriculum, assessment and reporting to design lesson plans and learning sequences	20	f	1.3
Appropriateness of content organised into an effective learning and teaching sequence	20	e	1.3
Appropriateness of assessment moderation to support consistent and comparable judgements of student learning	20	b	1.3
Accuracy & appropriateness of justification of the learning sequence with reference to relevant scholarly literature	20	b, g	.2
Accuracy & cohesiveness of scholarly written text	10	h	6.2

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

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/business-studies.html

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/business-studies.html#assessment-exam

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/economics.html

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/economics.html#assessment-exam

Recommended texts

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.