| Effective Term: | 2024/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Humanities Curriculum 1 |
| Unit ID: | EDBED3035 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (Pass in 3 Humanities Courses) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDDDE3020) |
| ASCED: | 070301 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to enable pre-service teachers to develop teaching and learning strategies that are specific to the teaching of humanities and social sciences. Pre-service teachers develop their understandings of key concepts such as global understanding, historical knowledge and understanding, environmental awareness and the economy and enterprise skills. These concepts are explored in light of contemporary teaching approaches and pedagogies. This unit promotes the specific teaching of skills and the development of continuums based on curriculum documentation to ensure specific feedback and assessment. The unit investigates the content knowledge from years 7-10 of Geography, History, Economics and the connections with concepts of Civics and Citizenship |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Demonstrate knowledge and understandings of the concepts, substance, and structure of the humanities. |
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| K2. | Identify a range of resources and tools, including ICT, which can be developed and acquired to assist the effective teaching and student learning in humanities and expand learning opportunities for students. |
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| K3. | Apply curriculum frameworks for organising and sequencing lessons for student learning. |
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| K4. | Identify the way literacy and numeracy skills can be developed among students in the humanities. |
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| K5. | Apply knowledge of formative and assessment strategies as a means of monitoring student progress in the humanities. |
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| K6. | Understand ways to give feedback on student work and how assessment of work informs future teaching practice. |
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| K7. | Identify teaching strategies for differentiation that cater for the strengths and learning needs of diverse learners. |
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| Skills: |
| S1. | Demonstrate skills and strategies in planning for learning, teaching explicitly and evaluating Humanities curriculum. |
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| S2. | Apply subject curriculum frameworks to assist planning and skill development in Humanities that incorporates effective assessment methods. |
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| S3. | Apply effective teaching and learning strategies in Humanities. |
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| S4. | Make informed judgements about student work and how to provide feedback, and use this to modify teaching practice. |
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| S5. | Critically reflect on teaching practice, respond to feedback and learn in ongoing ways about the nature of effective teaching. |
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| Application of knowledge and skills: |
| A1. | Critically analyse and give feedback on a student work sample and write a response of implications for future teaching. |
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| A2. | Teach a lesson to peers demonstrating various pedagogical approaches and resources and include a written evaluation based on feedback. |
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| A3. | Design a sequence of lessons for teaching the Humanities that demonstrates an awareness of designing, implementing and evaluating curriculum, and that demonstrates understanding of effective teaching and assessment practices to support student learning. |
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| Unit Content: |
Topics to be covered
- Humanities content and concepts related to history, geography, economics, business, civics and citizenship, including the structure and content of the teaching area.
- The role of the Humanities in assisting students to learn about the world and about social and civic responsibilities.
- Teaching strategies and the selection of resources, including ICT, to support student learning in the Humanities.
- Teaching strategies to support literacy and numeracy teaching within Humanities.
- The exploration of the contested nature of the Humanities and an understanding of the discipline in contemporary teaching contexts.
- An examination of relevant curriculum planning frameworks and ways to use curriculum, assessment and reporting knowledge to design learning sequences and lessons.
- Approaches for differentiating teaching to meet the learning needs of students with a range of abilities.
- Strategies for assessment and strategic use of data to inform student learning in the Humanities.
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | Learning outcomes
(KSA) | Assessment task
(AT#) | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Not applicable | Not applicable | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Not applicable | Not applicable | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Not applicable | Not applicable | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Not applicable | Not applicable | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Not applicable | Not applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | | Critically analyse and give feedback on a student work sample and write a response of implications for future teaching. | Analysis of student work. | 15-25% | | 2. | | Teach a lesson , or component of a lesson, to peers demonstrating various pedagogical approaches and resources and include a written evaluation based on feedback. | Teaching Presentation and written self-evaluation. | 30-40% | | 3. | | Design a sequence of lessons for teaching the Humanities that demonstrates an awareness of designing, implementing and evaluating curriculum, and that demonstrates understanding of effective teaching and assessment practices to support student learning. | Curriculum design and accompanying lesson plans and resources | 40-50% |
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