028244 Social and Environmental Education 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 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 012215 Social and Environmental Education 1
Description
This subject develops students' understanding of the NSW primary curriculum areas of History and Geography. Students acquire proficiency in planning, presenting, assessing and evaluating pupils' learning experiences at the K–6 levels, consistent with current syllabus approaches. Students are also encouraged to critically reflect on the wider challenges of preparing Australian school children to become community, national and global citizens. It is anticipated that through studying this subject, prospective teachers do more than inform themselves about the social sciences, but that they hone their skills as social scientists, formulating and expressing the views and questions that social scientists (and all of us) do.
Subject learning objectives (SLOs)
| a). | Explain the tenets that define the NSW K-6 subjects of History and Geography, particularly with regard to years K-2; (G.T.S 1.1, 3.1); |
|---|---|
| b). | Evaluate, in the context of Syllabus approaches, pupils’ learning experiences that are prepared, presented and assessed by the student ; (G.T.S 1.2, 2.1, 1.3, 6.2); |
| c). | Analyse teaching programs, policies, procedures and resources in the learning area. (G.T.S 1.2, 1.3). |
| d). | Produce accurate and cohesive academic texts. |
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.
- Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
- Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
- Respond critically to national and global changes that affect learners, learning and the creation of a well-informed society (GTS 3) (3.1)
- Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)
- Exhibit high-level numeracy and literacies (GTS 2) (6.2)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional Readiness
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)
3. International and Intercultural Engagement
3.1 Respond critically to national and global changes that affect learners, learning and the creation of a well-informed society (GTS 3)
6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)
6.2 Exhibit high level numeracy and literacies (GTS 2)
Teaching and learning strategies
Face-to-face workshops will incorporate a wide range of teaching and learning strategies including short presentations, videos, simulations, discussion of readings and issues, and student group work, according to the aims of the activities. These will be complemented by independent student reading and research, and participation in pre and post workshop online activities, including discussion, reflection and analysis. Early formative feedback will be provided before census date through a response to a text selected by the lecturer.
Content (topics)
The subject will address a range of content relevant to the syllabus, while also addressing a number of the key priority areas (PAs):
1) The nature and significance of social and environmental education within the context of the K-6 key learning areas of History and Geography
- their role in the development of the individual and citizen. (PA 1.1, 1.2, 1.3, 1.5, 1.6, 1.11);
2) Syllabus objectives and outcomes, in terms of content, skills, values and attitudes, concepts and tools, as well as the resources and teaching-learning strategies needed to achieve such outcomes and means of evaluating them. (PA 4.1, 4.2, 4.6, 4.11, 4.12);
3) Planning and implementing learning experiences according to the NSW DoE guidelines:
- selection and development of units based on achieving student outcomes;
- incorporation of key perspectives;
- effective learning sequences;
- integration with other subject areas;
- assessment, evaluation and reporting procedures. (PA 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 5.1, 5.2, 5.3, 5.4);
4) Consideration of differences in children’s learning needs, in terms of
- developing attitudes, literacy (including LOTE) and numeracy skills, social skills, cultural background, stage of concept development, etc., in the programming and teaching process, in light of Cross-curriculum priorities, General capabilities and Other learning across the curriculum areas.
- the contribution of children’s own perspectives and experiences to classroom knowledge and understandings. (PA 2.1, 6.1, 6.3, 6.4, 6.5, 6.9, 6.11);
5) Critical analysis of current Syllabus guidelines, associated policy statements, support documents and resources, for their relevance to the definition, documentation and practice of the subject areas. (PA 2.9, 6.2).
Assessment
Assessment task 1: History/Geography investigative report of an ancestor of yours – their time and place*
| Objective(s): | a), b), c) and d) | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||||||
| Length: | Part A: One A4 page of images – map and photo, and 350 words of prose Part B: 350 words Part C: 500 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Presentation of microteaching
| Objective(s): | a), b), c) and d) | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||||||||||||||
| Length: | 10 minutes per group member. Report: 1000 words (to be completed individually). | ||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Students must pass all assessment tasks in order to pass this subject. This is because key Graduate Teaching Standards are addressed in this subject and multiple evidence of achieving these is needed.
Attendance 2hrs x 9wks workshops, including one field trip is important because the subject takes a collaborative approach which involves essential interchange of ideas with other students and the lecturer. An attendance roll will be taken at each class. Where possible, students should advise the lecturer in a timely manner if they are unable to attend. If more than one session is missed, additional make-up work may be assigned. Students who are absent for more than 2 classes may be refused to have their final assessment marked (see UTS Rule 3.8).
Required texts
The NSW History K-10 Draft Syllabus, available to download from http://www.boardofstudies.nsw.edu.au/syllabus-draft-k10/version-2.html
NESA (n.d.). History K-10. Available from https://syllabus.nesa.nsw.edu.au/hsie/history-k10/
NESA (n.d.). Geography K-10. Available from https://syllabus.nesa.nsw.edu.au/hsie/geography-k10/
References
Buchanan, J. (2013). History, Geography and Civics education: Teaching and learning in the primary years.
Melbourne: Cambridge University Press.
Bull, G. & Anstey, M. (2013). Uncovering history using multimodal literacies.: An inquiry process. Carlton South, Vic:
Education Services Australia Ltd.
Davis, J. (Ed.). (2010). Young children and the environment: Early education for sustainability. Port Melbourne:
Cambridge University Press.
Gilbert, R. & Hoepper, B. (2011). Teaching Society and Environment. (4th Ed.). South Melbourne: Cengage Learning.
Hudson, P. (Ed.). (2013). Learning to teach in the primary school. Port Melbourne: Cambridge.
Hunt, D. (2013). Girt: the unauthorised history of Australia. Collingwood, Vic: Black Inc.
Hyde, M., Carpenter, L., & D. (2017). Diversity, inclusion & engagement (3rd Ed.). South Melbourne: Oxford University
Press.
Littledyke, M., Taylor, N. & Eames, C. (2009). Education for sustainability in the primary curriculum: A guide for
teachers. South Yarra, Vic: Palgrave Macmillan.
Marsh, C. & Hart, C. (2011). Teaching the social sciences and humanities in an Australian curriculum, (6th Ed.).
Frenchs Forest, NSW: Pearson.
Purdie, N., Milgate, N., & Bell, H. (2011). Two way teaching and learning. Camberwell, Vic: ACER Press.
Reynolds, R. (2014). Teaching humanities and social sciences in the primary school. (3rd Ed.). South Melbourne:
Oxford University Press.
Taylor, T., Fahey, C., Kriewaldt, J., & Boon, D. (2012). Place and time: Explorations in teaching Geography and
History. Frenchs Forest: Pearson Education Australia.
Wadham, B., Pudsey, J., & Boyd, R. (2007). Culture and education. Frenchs Forest, NSW: Pearson Education
Australia.
Other resources
http://www.hsiensw.com/uploads/4/7/7/1/47718841/guide_to_picture_bks_in_history_k-10sm.pdf
A guide to picture books in history teaching – an excellent, thorough resource
what happens at Parliament House A link to a comprehensive, multimedia resource on how the Federal parliament works.
https://twitter.com/hashtag/hsie The NESA’s HSIE Twitter account. Good for getting the latest updates on history, geography and related developments.
http://www.hsiensw.com/ This site is set up and maintained by the curriculum advisers for History and Geography for the Department of Education. An excellent resource.
https://www.coolaustralia.org/curriculum-materials/?gclid=EAIaIQobChMI14GvwrWK1gIVmAcqCh2YrQmUEAAYASAAEgJPsvD_BwE#body-wrapper Cool Australia – contains teaching and learning ideas according to subject areas
https://bth.humanrights.gov.au/sites/default/files/documents/BTH%202017_Year%206%20HASS_0.pdf A series of lessons linked to the Stolen Generations/Bringing them Home Report. I’d be interested in your views if you review/use these lessons.
http://ourasianstories.edu.au/ Our Asian Stories – a wealth of Asia-related ideas linked to syllabus outcomes. Free to use.
http://www.geogspace.edu.au/ GeogSpace. Run by the Australian Geography Teachers Association. K-6 teaching ideas, free to use.
http://splash.abc.net.au/primary/history The ABC is building up a set of resources for all Australian Curriculum subjects.
http://www.peelweb.org/ The Project for Enhancing Effective Learning. A wide range of teaching/learning ideas. Requires subscription.
http://www.un.org/en/documents/udhr/index.shtml The UN Declaration of Human Rights.
http://www.environment.nsw.gov.au/NationalParks/parkHome.aspx?ID=N0083 The Lane Cove National Park website. Useful reading prior to and after our visit.
http://www.bosnsw-k6.nsw.edu.au/hsie/hsie_index.htm Not just for downloading the syllabus – has useful support material. The broader State government site (http://www.nsw.gov.au/) is also useful.
http://www.plan.org.au/ some good information and lesson ideas on children’s rights (downloadable copy available)
http://www.globaleducation.edna.edu.au/globaled/page1.html AusAID’s Global Education website. Hundreds of good ideas and resources here.
http://former.asiaeducation.edu.au/network/index.htm Asia Ednet - a useful site for studies of Asian cultures and languages
http://www.curriculumsupport.nsw.edu.au/index.cfm The Curriculum Support division of DET. Good teaching ideas.
http://www.environment.gov.au/water/education/ Some great ideas about water conservation.
www.aec.gov.au (Australian Electoral Commission).
http://www.tale.edu.au/tale/live/ The DET’s resource site (so it’s linked to Syllabus outcomes). Some parts can only be accessed by practising teachers.
http://www.abs.gov.au/ The Australian bureau of Statistics. Visit it via the UTS Library ‘Journal Databases’ under ‘Finding Information’ on the homepage. Click on ‘A’, then ‘ABS’. This should give you information that others have to pay for. Also http://www.abs.gov.au/teachers Also, www.abs.gov.au/censusatschool
www.curriculum.edu.au/democracy Government etc. The entire curriculum corporation site is worth visiting).
http://www.landcareonline.com/ The Landcare Australia site
http://ozeteacher.wikispaces.com/ Teachers' Guide to the World of e-Learning: A Bridge to Possibilities in K-12 Education. And more specifically, with regard to social and environmental issues http://ozeteacher.wikispaces.com/improvetheplanet
www.primaryschool.com.au Lots of lesson ideas
http://www.afairerworld.org/_Current_projects/rumad.html “Are You Mad?” Part of a Tasmanian Centre for Global Learning. Some great ideas for learning and world-changing projects.
http://ptc.nsw.edu.au Professional Teachers’ Association. Some good teaching ideas and other links.
http://www.hreoc.gov.au/education/index.html The Australian Human Rights Commission.
http://www.liac.sl.nsw.gov.au/ Legal Information Access Centre
http://www.lothian.com.au/ a commercial site, but some good teaching ideas
http://www.hyperhistory.org/ The National Centre for History Education – has lesson ideas
http://www.ed-dev.uts.edu.au/teachered/hsie/hsiehome.html UTS’ HSIE teaching site. You can contribute to this!
http://www.lpi.nsw.gov.au/airview/ the aerial view page of the Land and property Information site – good for aerial photos and maps of your area – worth checking the whole site
http://www.epa.nsw.gov.au/home.htm (Department of Environment and Conservation).
www.nla.gov.au/oz/histsite.html (National Library history site - detailed. The site itself has a broad range of information). The ‘Pictures Australia’ http://www.pictureaustralia.org/nla.html site may be of special interest.
http://www.cia.gov/cia/publications/factbook/ The CIA site (They know everything!)
http://www.historywiz.com/ A good general history site
www.ausemb.org/history.htm (The Australian Embassy in Washington (history) – a good, general site; useful for kids, too).
www.fed.gov.au (Federal Government site).
www.ciolek.com/WWWVL-Aboriginal.htmlA virtual library on Aboriginal issues. Not a bad starting point.
http://www.npws.nsw.gov.au/ National Parks site.
http://www.ausaid.gov.au/ Federal Government aid site
You may wish to bring to the class’ attention other useful and interesting sites you discover.
http://globaled.ausaid.gov.au The Federal Government’s aid site
http://amol.org.au/ Australian Museums Online
http://www.un.org/ The United Nations site. Could be useful for discussing ‘rights declarations’ etc.
www.whatworks.gov.au A very useful site on working with Indigenous students and communities.
www.globaleducation.edna.edu.au Many useful resources and ideas about global education and perspectives.
http://www.aeta.org.au/ The Asia Education Teachers’ Association.
https://education.nsw.gov.au/teaching-and-learning/curriculum/key-learning-areas/hsie/HSIE-early-stage-13/history/resources#History3 NSW DoE K-6 History unit starters.
https://education.nsw.gov.au/teaching-and-learning/curriculum/key-learning-areas/hsie/HSIE-early-stage-13/geography/programming NSW DoE K-6 Geography unit starters.