028278 Social Sciences Teaching Methods 2
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.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): (028277 Social Sciences Teaching Methods 1 AND (48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 48 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies OR 48 credit points of completed study in spk(s): C10444 Bachelor of Education Bachelor of Languages and Cultures))
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): C10209 Bachelor of Educational Studies
Description
Students learn to understand the structure and content of a range of HSIE curriculum and how the syllabus content and general capabilities as well as organising principles relate to learning through the school years. They learn how teaching and curriculum 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 in schools and is associated with professional experience. The subject includes study of syllabuses and curriculum, lesson planning, approaches to differentiating in learning and teaching, the role and creation of types of assessment, and the use of ICTs and their role in learning and teaching. This subject is a prerequisite or corequisite for the other HSIE teaching methods and professional experience subjects.
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.
- Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
- 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)
- Make judgements about their own learning and identify and organise their continuing professional development (GTS 3, 6) (1.3)
- Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
- Make well-informed contributions to contemporary debates pertinent to education (GTS 3) (2.2)
- 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
1.1 Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2)
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)
1.4 Act as a developer of learning with colleagues and possess collaborative skills (GTS 7)
2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (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
Students will learn to understand the structure and content of a range of HSIE curriculum. They will learn to critically assess the role of content and outcomes and how they change through stages. Students will critically examine and apply current thinking and practices in social studies education and pedagogy. They will work in teams and individually to analyse curriculum and syllabuses to plan and teach lessons. The students will be exposed to a wide variety of teaching and learning strategies relevant to ages and stages. Students will use workshops activities supplemented by an online environment. They will receive tutor and peer feedback on their lesson preparation and micro-teaching presentations. Students will undertake individual inquiry to understand the framework and elements of HSIE curriculum. Students will trial, select and design a variety of teaching and learning activities exemplifying direct instruction, student centred and inquiry teaching approaches. Activity sequences will be analysed and criticised to ensure appropriate inclusion, use of ICT, literacy strategies.
Content (topics)
The subject addresses a range of NSW Priority Areas (PAs) that students will need to integrate into their demonstration of their lessons and units of work. The specific PAs that students will need to develop skills and knowledge around are:
- Yr 1 – 12 HSIE Australian curriculum (PA 2.1);
- Context;
- Structure;
- Sequences.
- Lesson planning (PA 6.4, 6.9);
- Varied approaches to contextualising preparation;
- Planning for differentiation;
- Planning and preparing around thinking strategies (critical and creative thinking).
- Scenario-based, inquiry-based and project-based learning.
- Teaching strategies and approaches:
- Why, what and how to teach HSIE;
- Thinking strategies;
- Direct instruction, inquiry and student centred;
- Co-teaching strategies.
- Selection and adaptation of resources (PA 3.5, 3.6);
- Books;
- Systemic materials;
- Multi-media;
- Fieldwork;
- Incursions and excursions;
- Selecting and using learning technologies:
- Using ICT in the classroom;
- Lesson planning with ICT activities;
- ICT teaching/learning practices.
- Literacy and inclusion in HSIE (PA 4.1, 4.9, 4.12, 4.13, 4.14, 4.15, 4.17):
- Integrating literacy and numeracy strategies in HSIE;
- Analysing literacy demands and work samples;
- Cultural inclusion;
- Indigenous Australian and global perspectives.
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: |
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: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Attendance at lectures/tutorial workshops is important in this subject because it is based on a collaborative approach, which involves essential workshopping and interchange of ideas with other students and the tutor.
Required texts
NSW Board of Studies. K-10 History Syllabus. http://syllabus.bos.nsw.edu.au/hsie/history-k10/
NSW Board of Studies. History Extension Syllabus http://www.boardofstudies.nsw.edu.au/syllabus_hsc/history-extension.html
NSW Board of Studies K-10 Geography Syllabus http://syllabus.bos.nsw.edu.au/hsie/geography-k10/
NSW Board of Studies K-10 Aboriginal Studies Syllabus
http://www.boardofstudies.nsw.edu.au/syllabus_sc/aboriginal-studies.html
NSW Board of Studies K-10 Commerce Syllabus
http://www.boardofstudies.nsw.edu.au/syllabus_sc/commerce.html
NSW Board of Studies K-10 Work Education Syllabus http://www.boardofstudies.nsw.edu.au/syllabus_sc/work-education.html
NSW Board of Studies Life Skills Syllabus http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/life-skills/hsie-st6-lifeskills-syl.pdf
References
ACARA (2010) The shape of the Australian Curriculum (2.0) Retrieved from: http://www.acara.edu.au/curriculum/curriculum.html
And relevant syllabus documents from: http://www.australiancurriculum.edu.au/SeniorSecondary/Overview
NSW Board of Studies (2001 - 2011) Stages 4, 5 and 6 HSIE Syllabuses, Sydney. Retrieved 7 July, 2011 from http://www.boardofstudies.nsw.edu.au/
Black, P and Wiliam, D (1998) Inside the Black Box. Raising Standards through Classroom Assessment, London, UK, London University Press
Deal, T.E and 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
Education Queensland: Productive Pedagogies (available at www.education.qld.gov.au/tal/pedagogy/html)
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, Mitch (2003) Preparing for Professional Experience in Education – Where the Rubber Hits the Road, Sydney, Australia, Five Senses Publications
Schmitz, C.C and Galbraith, J. (1991) Managing the social and emotional needs of the gifted. A Teacher’s Survival Guide, Sydney, Australia, Hawker Brownlow Education
Webb, J.T., Meckstroth, E.A. and Tolan, S.S. (1991) Guiding the Gifted Child – A practical Source for parents and Teachers, Sydney, Australia, Hawker Brownlow Education