Unit Outline

This unit extends students' understanding of teaching and learning in Humanities and Social Sciences in the secondary school years, building on content from EMT540. The unit develops students’ pedagogical content knowledge for teaching the Civics and Citizenship and Business and Economics learning areas within the Australian Curriculum: Humanities and Social Sciences. Further emphasis will be given to the Australian Curriculum Cross-Curriculum Priorities and General Capabilities as well as inquiry-based learning and teaching for conceptual understanding. Students will also learn about ICT for teaching and learning in the Humanities and Social Sciences.

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 and evaluate lesson plans and sequences for secondary (years 7-10) that are consistent with the Australian Curriculum: humanities and social sciences
2	Create multimedia/ICT resource(s) that support secondary students' understanding of concepts from the Australian Curriculum: humanities and social sciences
3	Reflect on and evaluate the pedagogical and disciplinary knowledge required for teaching the Australian Curriculum: humanities and social sciences in the secondary classroom
4	Use 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 secondary school

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	EMT540

Alterations as a result of student feedback

An additional online tutorial offering has been added in response to student feedback.

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:	Civics and Citizenship and Economics and Business in the Australian Curriculum	Week 3	20 %	LO4
Assessment Task 2:	Civics and Citizenship Learning Sequence	Week 8	40 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Economics and Business Learning Sequence	Week 13	40 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Civics and Citizenship and Economics and Business in the Australian Curriculum

Task Description:

EMT640 is designed to prepare you for teaching civics and citizenship and economics and business within the Australian Curriculum: Humanities and Social Sciences (Version 9, Years 7–10).

For this task, you are required to:
1. Explain the distinguishing features of civics and citizenship and economics and business as disciplines within the Australian Curriculum: Humanities and Social Sciences. Consider their unique concepts, skills, and approaches to knowledge.
2. Describe the aims and purposes of each subject as outlined in the curriculum and support your explanation with reference to relevant professional and theoretical literature on teaching these disciplines.

You may write in either the first-person or third-person voice, depending on your preferred academic style. Your response must be written in academic prose, using full sentences and structured paragraphs, and must adhere to APA 7 referencing conventions and formatting (including double line spacing)

Task Length:

500 words

Due Date:

Week 3 (18/Mar/2026)

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Explain the key features of the curriculum disciplines of Civics and Citizenship and Economics and Business within the Australian Curriculum: Humanities and Social Sciences (7-10) (25%)	LO4
2	Describe the aims and purposes of Civics and Citizenship and Economics and Business within the Australian Curriculum: Humanities and Social Sciences (7-10) (25%)	LO4
3	Justify arguments with reference to relevant scholarly and professional literature (25%)	LO4
4	Communicate ideas through the appropriate use of academic writing conventions (academic language and APA referencing) (25%)	LO4

Assessment Task 2: Civics and Citizenship Learning Sequence

Task Description:

Part A:
Design a learning sequence of approximately four (4) lessons based on the Years 7–12 Australian Curriculum: Humanities and Social Sciences (Civics and Citizenship).
Your learning sequence must:
• Demonstrate an understanding of explicit teaching practices, including modelling, scaffolding, and guided practice, as well as strategies for teaching civics and citizenship.
• Incorporate strategies to reduce students’ cognitive load, such as chunking and spacing learning, and using retrieval practice to strengthen memory and understanding.
• Make appropriate and authentic links to the General Capabilities and Cross-Curriculum Priorities, where relevant.
• Include at least one assessment strategy (formative or summative) that is aligned with the learning goals and supports student progress.
Additionally, you will need to create one (1) resource to be used in your lesson sequence as an appropriate scaffold for learning, such as a graphic organiser, a template, a modelled exemplar, or visual aid.

Part B:
Produce academic justification for your learning sequence. This justification should:
• Explain your pedagogical choices in relation to the curriculum requirements, explicit teaching practices, and strategies for teaching civics and citizenship.
• Reference relevant theoretical and professional literature on effective teaching practices.
• Be written in academic style, using full sentences and paragraphs, and follow APA referencing conventions.
• Be written in either the first-person or third-person voice, depending on your preferred academic style.

Task Length:

1750 words excluding learning resource

Due Date:

Week 8 (24/Apr/2026)

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Design a coherent and developmentally appropriate learning sequence that aligns with the Australian Curriculum: Humanities and Social Sciences (Civics and Citizenship), explicit teaching practices, and other relevant teaching strategies (30%)	LO1
2	Develop a relevant assessment task that aligns with student learning goals and achievement standards, and uses evidence-based strategies to monitor progress, guide instruction, and support learning (20%)	LO1
3	Create a learning resource that scaffolds students’ acquisition of knowledge and skills in civics and citizenship (20%)	LO2
4	Critically evaluate the designed learning sequence with reference to current research on effective teaching (20%)	LO3
5	Effectively communicate ideas using academic writing conventions and APA 7th edition referencing style (10%)	LO4

Assessment Task 3: Economics and Business Learning Sequence

Task Description:

Part A:
Design a learning sequence of approximately four (4) lessons based on the Years 7–12 Australian Curriculum: Humanities and Social Sciences (Economics and Business).
Your learning sequence must:
• Demonstrate an understanding of explicit teaching practices, including modelling, scaffolding, and guided practice, as well as strategies for teaching economics and business
• Incorporate strategies to reduce students’ cognitive load, such as chunking and spacing learning, and using retrieval practice to strengthen memory and understanding.
• Make appropriate and authentic links to the General Capabilities and Cross-Curriculum Priorities, where relevant.
• Include at least one assessment strategy (formative or summative) that is aligned with the learning goals and supports student progress.
Additionally, you will need to create one (1) resource to be used in your lesson sequence as an appropriate scaffold for learning, such as a graphic organiser, a template, a modelled exemplar, or visual aid.

Part B:
Produce academic justification for your learning sequence. This justification should:
• Explain your pedagogical choices in relation to the curriculum requirements, explicit teaching practices, and economics and business teaching strategies.
• Reference relevant theoretical and professional literature on effective teaching practices.
• Be written in academic style, using full sentences and paragraphs, and follow APA referencing conventions.
• Be written in either the first-person or third-person voice, depending on your preferred academic style.

Task Length:

1750 words excluding learning resource

Due Date:

Week 13 (25/May/2026)

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Design a coherent and developmentally appropriate learning sequence that aligns with the Australian Curriculum: Humanities and Social Sciences (Economics and Business), explicit teaching practices, and other relevant teaching strategies (30%)	LO1
2	Develop a relevant assessment task that aligns with student learning goals and achievement standards, and uses evidence-based strategies to monitor progress, guide instruction, and support learning (20%)	LO2
3	Create a learning resource that scaffolds students’ acquisition of knowledge and skills in economics and business (20%)	LO3
4	Critically evaluate the designed learning sequence with reference to current research on effective teaching (20%)	LO4
5	Effectively communicate ideas using academic writing conventions and APA 7th edition referencing style (10%)	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.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

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.