Units
Teaching Primary SOSE
Unit code: CLB008
Contact hours:
Credit points: 12
Information about fees and unit costs
This unit focuses on recent developments within the social education curriculum area with particular reference to Studies of Society and Environment (SOSE), a national key learning area and explores teaching and learning approaches in SOSE. Understanding the processes of curriculum development and being able to interpret curriculum documents and their implications for classroom practice are essential professional skills. Students will investigate SOSE as a curriculum area and to consider ways of translating syllabus requirements into worthwhile teaching and learning activities. Students will critically reflect upon both the theory and the practical suggestions throughout the unit and to consider how effective teaching can be achieved.
Availability
| Semester | Available |
|---|---|
| 2013 Semester 2 | Yes |
Sample subject outline - Semester 2 2013
Note: Subject outlines often change before the semester begins. Below is a sample outline.
Rationale
The unit focuses on recent developments within social education. It refers to the Queensland syllabus for the Studies of Society and Environment (SOSE) key learning area and to the Queensland Curriculum, Assessment and Reporting Framework (QCAR) Essential Learnings but more specifically to recent developments around the Australian Curriculum (History and Geography). The Social Education utilises an inquiry approach to investigate controversial and challenging issues with the aim of developing future students' critical thinking capacities and skills to enable them to be active and informed citizens.
The unit explores teaching and learning approaches in History and Geography and places an emphasis on the links between the theories underpinning and informing social education and the practice of teaching social education. The unit is situated in second year to enable students to capitalise on recent knowledge and skills accrued in the unit CLB005.
Aims
The aim of this unit is to enhance your understanding of the nature of History and Geography as compatible curriculum areas, and their related curriculum documents. Such an understanding will enable you to translate the core learning outcomes, values, processes, perspectives and concepts that underpin the History and Geography curriculum area into innovative teaching units that reflect a critical, inquiry-based, and learner-centred approach to teaching.
Objectives
On completion of this unit, you should be able to:
1. demonstrate understanding of the content, processes, and skills of History and Geography as curriculum areas within Social Education. [QCT Standard One]
2. utilise concepts, processes, skills models of inquiry, and identify the language, literacy, and numeracy demands and opportunities of social education, in designing a variety of teaching and learning activities which promote higher order thinking and actively involve learners and provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit. [QCT Standard One; QCT Standard Two; QCT Standard Three]
3. identify and utilise different assessment modes, their strengths and weaknesses, and a range of ways in which to gather evidence of progress in Social Education. [QCT Standard Five]
4. identify, evaluate, and select teaching, learning, and assessment resources and technologies that establish learning environments in which diversity, individual and group differences are valued and respected and where all students are treated equitably [QCT Standard Four; QCT Standard One; QCT Standard Five]
Content
This unit will focus on the essential knowledge and skills required of an effective teacher of Social Education. The unit will cover the following topics:
- The nature of Social Education and an introduction to related curriculum documents;
- The place of critical thinking and inquiry-based teaching and learning in Social Education;
- Planning, teaching and assessment in this key learning area;
- The utilisation of relevant ICT competencies to design activities for use in the Social Education classroom; and
- An introduction to Social Education initiatives and resources.
- Core knowledge drawn from the History and Geography curriculums.
Approaches to Teaching and Learning
You will experience a range of teaching strategies such as lectures, tutorials, seminars, group work, cooperative learning, community engagement, ICTs, discussions and self-directed learning. Many of the teaching strategies used in tutorials provide examples of appropriate teaching and learning strategies for use in developing Social Education teaching units.
Assessment
There are three assessment items in this unit and you will be both formatively and summatively assessed. The group presentation is both a formative and summative assessment item. The teaching unit plan, where you integrate all you have learnt throughout the semester, is summatively assessed as is the multiple choice examination.Assessment in this unit is both formative and summative. Formative assessment will be provided through multiple opportunities for reflection, discussion, and feedback in tutorials.
Assessment name:
Presentation (Oral Group)
Description:
Oral presentation.
Lenght: 1000 words
Relates to objectives:
1 - 4
Weight:
20%
Internal or external:
Both
Group or individual:
Group
Due date:
Throughout-Sem
Assessment name:
Professional Plan
Description:
You will develop a detailed overview table for a 15-hour Social Education teaching unit. The teaching unit plan will utilise approaches and strategies addressed throughout the semester. This item is summative and assesses how well you are able to draw together your knowledge and conceptual understanding of Social Education and begin to apply it to the development of a teaching unit.
Length: 2500 words
Relates to objectives:
1 - 4
Weight:
50%
Internal or external:
Both
Group or individual:
Individual
Due date:
Late-Semester
Assessment name:
Examination (written)
Description:
Invigilated test.
Relates to objectives:
1 & 2
Weight:
30%
Internal or external:
Internal
Group or individual:
Individual
Due date:
Exam Block
Academic Honesty
QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.
A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.
Resource materials
Texts
Reynolds, R. (2011). Teaching Studies of History, Geography and Society & Environment in the Primary School, Oxford University Press, Australia and New Zealand.
Resource Materials
Gilbert, R. (Ed.). (2004). Studying Society and Environment: A guide for teachers. Southbank, VIC: Thomson/Social Sciences Press.
Marsh, C. (Ed.). (2005). Teaching Studies of Society and Environment. Sydney: Prentice Hall.
Course Materials Database (CMD)
Other relevant readings will be provided on the course materials database. You can download and print readings directly from the CMD or have them printed for you by Flexiprint.
Risk assessment statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will be applied.
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.
Last modified: 10-Jan-2013
