| Effective Term: | 2025/05 |
| 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 years 7-10 Humanities and Social Sciences. Pre-service teachers develop their knowledge and understandings of the concepts, substance, structure and content of the Humanities. They learn to use relevant curriculum frameworks to organise content into effective learning and teaching sequences that support student learning. Pre-service teachers also consider issues and debates related to teaching and learning in the Humanities and formulate their own perspectives. Knowledge and skills in designing, implementing and evaluating lessons which support student learning are also developed. |
| 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. | Understand the importance of pedagogical content knowledge as secondary Humanities teachers. |
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| K2. | Understand and identify a range of resources and tools, including ICT, which can be developed to assist effective teaching and student learning in Humanities. |
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| K3. | Demonstrate understanding of core teaching practices and strategies, including explicit teaching, modelling and scaffolding learning activities. |
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| K4. | Understand and apply relevant curriculum frameworks for organizing and sequencing lessons to support student learning, including the capabilities. |
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| K5. | Understand the application of a range of strategies to assist the learning of literacy and numeracy in the Humanities. |
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| K6. | Demonstrate knowledge of teaching strategies for differentiation that cater for strengths and learning needs to support diverse learners. |
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| K7. | Demonstrate understanding of data collection, assessment and reporting strategies to assess student learning and progress in the Humanities. |
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| K8. | Provide specific, honest and constructive feedback on student work and use information collected to inform future .teaching |
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| K9. | Articulate the dispositions needed to be effective teachers of the Humanities. |
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| Skills: |
| S1. | Demonstrate skills and strategies in organizing Humanities content into effective learning and teaching sequences. |
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| S2. | Apply curriculum, assessment and reporting knowledge to design learning sequences and lesson plans that include evidence of assessment. |
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| S3. | Apply effective teaching strategies and core teaching practices, including those that cater for the needs of diverse learners. |
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| S4. | Inquire into a teaching and learning issue in the Humanities, drawing from research literature. |
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| S5. | Critically reflect on teaching practice, respond to feedback and engage in ongoing professional learning about the nature of effective teaching to support student learning. |
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| Application of knowledge and skills: |
| A1. | Inquire critically into an issue related to Humanities learning and teaching. |
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| A2. | Create a series of Humanities lessons for a year 7-10 Humanities cohort that demonstrates an awareness of designing, implementing and evaluating curriculum. |
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| Unit Content: |
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 to support and promote student participation and learning in the 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 | | Level | 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. | Level 1 - Students require directions and boundaries from mentor | 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 | Level 2 - Student demonstrates some independence within provided guidelines | 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. | Level 2 - Student demonstrates some independence within provided guidelines | 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. | Level 1 - Students require directions and boundaries from mentor | 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. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, S4, A1 | Critically synthesise information and research literature to inquire into an issue related to teaching and learning in the Humanities and present the implications for professional practice. | Essay | 30-40% | | 2. | K1, K2, K3, K4, K5, K6, K7, K8, K9, S1, S2, S3, S5, A2 | Design a sequence of lessons for teaching a specific Humanities discipline for a year 7-10 cohort of students that demonstrates an awareness of designing, implementing and evaluating curriculum and an understanding of effective teaching and assessment practices to support, include and engage students from diverse backgrounds in their learning. | Lesson planning | 60-70% |
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