Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Teachers of social science require an understanding of the broad and complex field of learning that constitutes social education. Recent changes to the social science curriculum area highlight the need for teachers to be flexible and able to adapt to new educational contexts. Understanding the processes of curriculum development and being able to interpret curriculum documents and their implications for classroom practice are essential professional skills. This is the first of three complementary units in Social Education curriculum aimed at preparing students to teach social science subjects in the lower secondary school. This unit focuses on social education as a curriculum area, with particular reference to the national Key Learning Area of Studies of Society and Environment (SOSE).

Aims

The aim of this unit is to introduce you to (1) syllabus requirements, (2) inquiry-based learning, principles of lesson / unit planning and assessment in social education, and (3) critically reflect on your own teaching skills and sense of purpose for teaching social education.

Objectives

On completion of this unit, you should be able to:

1. Demonstrate personal and professional understanding of the subject knowledge, processes and skills, including central concepts, modes of inquiry and structures of the relevant discipline areas in social education. [QCT Standards 1 & 3]
2. Design and implement social education lessons and units that reflect effective teaching, learning and assessment strategies, resources and technology, particularly teaching strategies such as inquiry learning that promote the active construction of personal knowledge. [QCT Standards 1 & 3]
3. Develop and demonstrate cross-cultural awareness as a facet of social education, and be able to plan and implement individual and group learning activities that take account of the backgrounds, characteristics and learning styles of students. [QCT Standard 4]
4. Demonstrate knowledge of characteristics, uses, advantages and limitations of different assessment modes, techniques and criteria, and be able to develop assessment instruments relevant to a unit of work. [QCT Standard 5]
5. Critically reflect on your emerging teaching skills and demonstrate acceptable standards of communication. [QCT Standards10 & 2]

Content

This unit will cover the following topics and contribute to your developing Professional Learning Profile:

- This unit will introduce you to the importance and nature of social education.
- You will investigate the theoretical basis and features of the Queensland SOSE syllabus and associated curriculum documents.
- You will develop the skills and teaching strategies, including inquiry-based learning, necessary to plan and implement lessons and units of work, and design appropriate resources and assessment instruments.
- By engaging in peer teaching through micro-teaching you will develop skills in social science education. You willl critically reflect on the subject and curricular knowledge base for social education, your emerging teaching skills and ability to manage the learning environment, so that it conveys a strong understanding of social education concepts and provides students with optimal learning opportunities.
- You will position yourself as a beginning social science teacher and develop a personal philosophy and purpose for teaching social science.

Approaches to Teaching and Learning

The pedagogic approach is critical analysis conducted through a lecture/tutorial sequence. Internal students will experience a range of teaching strategies such as lectures, tutorials, workshops, seminars, group work, peer-teaching, discussions and self-directed learning, supported by the QUT Blackboard site. By participating in tutorials, engaging regularly in on-line forum discussions and preparing and presenting a short micro-teaching session to your peers in tutorials, you will develop core knowledge of key concepts and practices in social science education. You will become familiar with ICT tools to network with other pre-service teachers and offer professional support and critically reflect on your emerging teaching skills.

Internet students will have access to the materials on the Bb site for this unit and all the resources, including lecture slides, audio-recorded lectures and readings available to internet students. Tutorial activities for internal students are on Bb for the benefit of internet students. By engaging regularly in on-line forum discussions and preparing and presenting a short micro-teaching session to friends and/or family you will develop core knowledge of key concepts and practices in social science education. You will become familiar with ICT tools to network with other pre-service teachers and offer professional support and critically reflect on your emerging teaching skills.

Assessment

Assessment in the unit is both formative and summative and will be viewed in terms of the principle of 'assessment as learning'. Formative assessment is provided through verbal and online feedback, and through written comments on assignment work. The provision of peer feedback on micro-teaching (internal students) and on-line professional support (all students) is an essential component of the formative assessment in the unit. The unit is assessed through two written assignments. Satisfactory completion of both assessment tasks is required to achieve a pass in this unit.

Assessment name: Portfolio
Description: Portfolio incorporating on-line forum contributions including peer feedback, participation in on-line learning community and introduction to micro-teaching activity
Length: 2000 words
Relates to objectives: 1, 2, 3 & 5
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: Mid-late Semester

Assessment name: Professional Plans
Description: Unit overview incorporating context statement, two lesson plans and resources, one summative assessment task and self-evaluation of micro-teaching.
Length: 3000 words
Relates to objectives: 1 - 5
Weight: 60%
Internal or external: Both
Group or individual: Individual
Due date: End-Semester

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

Required Texts

Book of Readings for CLB054 & CLP414 (purchase from QUT, KG Bookshop)

Recommended text

Marsh, C. (2008). Teaching studies of society and environment: exploring the teaching possibilities. Frenchs Forest, NSW: Pearson Education Australia.


Other materials will be posted on Bb site for this unit.

Risk assessment statement

There are no out of the ordinary risks associated with the conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

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: 29-Oct-2012