Unit Outline
EMT540
Introduction to Secondary Humanities and Social Sciences Education
Semester 2, 2024
Bianca Coleman
Faculty of Education
College of Arts, Law and Education
CRICOS Provider Code: 00586B

Unit Coordinator
Bianca Coleman
Email: Bianca.Coleman@utas.edu.au
 

What is the Unit About?
Unit Description
This unit is designed to provide students with an understanding of the key subject disciplines, History and Geography, in the secondary school. Students will learn about key aspects of historical and geographical knowledge and understanding and skills and begin to understand how such discipline knowledge can be transformed into classroom practice. Emphasis will be given to learning about how to teach using primary sources and developing an understanding of the importance of fieldwork in History and Geography. Students learn how to examine Australian Curriculum: Humanities and Social Sciences for planning, teaching and evaluating History and Geography lessons. Students will improve their research skills and knowledge of available teaching and learning resources. Students will experience a variety of teacher- and student-centred teaching and learning strategies.
Intended Learning Outcomes
As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.
On completion of this unit, you will be able to:
1
Design effective teaching and learning activities for secondary students that are consistent with the Australian Curriculum: Humanities and Social Sciences
2
Create learning resources, which may include ICT resources, which support secondary students understanding of content and skills from the Australian Curriculum: Humanities and Social Sciences
3
Evaluate teaching resources and learning sequences based on an understanding of subject-specific pedagogies and methods for teaching
4
Incorporate theoretical and professional literature, and apply academic language and APA referencing conventions, to communicate ideas about teaching the Australian Curriculum: Humanities and Social Sciences in the secondary school
Requisites
REQUISITE TYPE
REQUISITES
Concurrent Pre-requisite
EMT502
Alterations as a result of student feedback
Additional learning opportunities have been added to the unit (i.e. place-based learning activities) to support learning about geography fieldwork and HASS fieldtrip/excursion planning.  
 
 

Teaching arrangements
ATTENDANCE MODE
TEACHING TYPE
LEARNING ACTIVITY
CONTACT HOURS
FREQUENCY
On Campus
Tutorial
On-campus tutorial
2
Weekly
Online
Lecture (Online)
Lecture
1
Weekly
Independent Learning
Learning activities
7
Weekly
Workshop (Online)
Geography teaching partnership (Zoom)
4
Once only (4 times)
Attendance / engagement expectations
If your unit is offered On campus, it is expected that you will attend all on-campus and onsite learning activities. This is to support your own learning and the development of a learning community within the unit. If you are unable to attend regularly, please discuss the situation with your course coordinator and/or our UConnect support team.

If your unit is offered Online or includes online activities, it is expected you will engage in all those activities as indicated in the Unit Outline or MyLO, including any self-directed learning.

If you miss a learning activity for a legitimate reason (e.g., illness, carer responsibilities) teaching staff will attempt to provide alternative activities (e.g., make up readings) where it is possible.
 
 
 
 

How will I be Assessed?
 
For more detailed assessment information please see MyLO.
Assessment schedule
ASSESSMENT TASK #
ASSESSMENT TASK NAME
DATE DUE
WEIGHT
LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:
Explanation of History and Geography
Week 3
20 %
LO4
Assessment Task 2:
History Lesson Sequence
Week 9
40 %
LO1, LO2, LO3, LO4
Assessment Task 3:
Geography Lesson Sequence
Week 14
40 %
LO1, LO2, LO3, LO4
 
Assessment details
Assessment Task 1: Explanation of History and Geography
Task Description:
To teach history and geography in the secondary school, you will need to have a strong grasp of the knowledge and skills related to each discipline.

Produce written responses (approximately 250 words per response) to the following questions:

1. What is history?
2. What is geography?

In responding to these questions, draw on the Australian Curriculum: Humanities and Social Sciences and relevant professional and theoretical literature about teaching history and geography.

You are permitted to write from either the first- or third-person perspective. Academic writing (including full sentences and paragraphs) and adherence to APA referencing conventions is also required.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1
Task Length:
500 words
Due Date:
Week 3 (09/Aug/2024)
Weight:
20 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Demonstrate understanding of the disciplines of History and Geography within the Australian Curriculum: Humanities and Social Sciences (7-10) (40%)
LO4
2
Justify arguments with reference to theoretical and professional literature related to history, geography and Humanities and Social Sciences education (40%)
LO4
3
Communicate ideas through appropriate use of academic writing conventions (academic language and APA referencing) (20%)
LO4
 
Assessment Task 2: History Lesson Sequence
Task Description:
Design a learning sequence (approximately FOUR (4) lessons) based on the secondary (Years 7-12) Australian Curriculum: Humanities and Social Sciences (History).

Your lesson sequence must make use of the historical inquiry approach and history-specific pedagogies. Your lessons sequence must make appropriate and genuine links to the General Capabilities and Cross-Curriculum Priorities, where applicable.

You will need to include in your submission ONE (1) of the teaching/learning resources used in your learning sequence.

Produce a written justification for your learning sequence based on your understanding of the curriculum requirements, historical inquiry, and history-specific pedagogies.

Your rationale must be supported by references to relevant theoretical and professional literature. Academic writing (including full sentences and paragraphs) and adherence to APA referencing conventions is also required. In the rationale, you are permitted to write from either the first- or third-person perspective.

Your submission, therefore, will include: a learning sequence, a written justification, and one teaching/learning resource that you have created.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4
Task Length:
1750 words (excluding teaching resource)
Due Date:
Week 9 (27/Sep/2024)
Weight:
40 %
 
 

CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Design teaching and learning activities that are consistent with the Australian Curriculum: Humanities and Social Sciences (20%)
LO1
2
Create learning resources that support student learning (20%)
LO2
3
Evaluate teaching resources and/or learning sequences based on an understanding of subject-specific pedagogies and technology methodologies (20%)
LO3
4
Communicate ideas through the appropriate use of academic writing conventions and justify arguments with reference to theoretical and professional literature (20%)
LO4
 
Assessment Task 3: Geography Lesson Sequence
Task Description:
Design a learning sequence (approximately FOUR (4) lessons) based on the secondary (Years 7-12) Australian Curriculum: Humanities and Social Sciences (Geography).

Your lesson sequence must use the geographical inquiry approach and geography-specific pedagogies, including one fieldwork lesson. Your lesson sequence must make appropriate and genuine links to the General Capabilities and Cross-Curriculum Priorities, where applicable.

You will need to include in your submission ONE (1) of the teaching/learning resources included in your learning sequence.

Produce a written justification for your learning sequence based on your understanding of the curriculum requirements,

geography inquiry and geography-specific pedagogies, including fieldwork.

Your rationale must be supported by references to relevant theoretical and professional literature. Academic writing (including full sentences and paragraphs) and adherence to APA referencing conventions is also required. In the rationale, you are permitted to write from either the first- or third-person perspective.

Your submission, therefore, will include: a teaching/learning sequence (including a fieldwork lesson), a written justification and one learning resource that you have created.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4
Task Length:
1750 words
Due Date:
Week 14 (01/Nov/2024)
Weight:
40 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Design teaching and learning activities that are consistent with the Australian Curriculum: Humanities and Social Sciences (20%)
LO1
2
Create learning resources that support student learning (20%)
LO2
3
Evaluate teaching resources and/or learning sequences based on an understanding of subject-specific pedagogies and technology methodologies (20%)
LO3
4
Communicate ideas through the appropriate use of academic writing conventions and justify arguments with reference to theoretical and professional literature (20%)
LO4
 
 
 

How your final result is determined
To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.
Submission of assignments
Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.
Academic integrity
Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see
Important Guidelines & Support.
Requests for extensions
If you are unable to submit an assessment task by the due date, you should apply for an extension.
 
A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.
 
The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.
Late penalties
Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.
Review of results and appeals
You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.
 
 

 
 

Required Resources
Required reading materials
McInerney, M., Caldis, S., Cranby, S., Butler, J., Maude, A., Jones, S., … Nicholas, R. (2021). Teaching secondary geography. Cambridge University Press. 
Sharp, H., Dallimore, J., Bedford, A., Kerby, M., Goulding, J., Heath, T. C., … Zarmati, L. (2021). Teaching secondary history. Cambridge University Press. 
Note: The unit textbooks are available from the University Library as eBooks.
Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website. 
 
Recommended reading materials
 
 
Other required resources