FACULTY OF EDUCATION AND ARTS

School of EDUCATION

Strathfield (Mount St Mary)

SEMESTER 2, 2022

EDSS290: Humanities & Social Science CPA

UNIT OUTLINE

Credit points: 10
Incompatible: EDSS341 & EDSS468
National Lecturer in Charge: Dr Clint Sheehan
Office location: 613.1.23
Email: clint.sheehan@acu.edu.au
Telephone: (02) 9701 4514
Contact me: via email Monday – Thursday during business hours, will respond
within 48hrs of receipt.
Unit rationale, description and aim:
This unit will focus on development of pre-service teachers’ knowledge and skills related to
teaching of humanities in primary school educational contexts. Particular focus will be given to
the Australian Curriculum: Humanities and Social Sciences and other appropriate and relevant
curriculum documents/frameworks related to history, geography, civics and citizenship,
economics and business.

In this unit, emphasis is placed on particular strategies and techniques, such as inquiry learning
and the use of Information and Communications Technology (ICT) to support learning
opportunities. Pre-service teachers will develop an enhanced knowledge and broad range of
skills to plan, implement, assess and report on social science/humanities learning and teaching
in primary school settings. This will include an understanding of the importance of using
knowledge of students to evaluate their learning and implementing appropriate adjustments to
planning and teaching.

The aim of this unit is to provide pre-service teachers with opportunities to enhance their
capacity to make connections with prior learning and apply critical analysis to the various
elements of society that contribute to an informed humanities curriculum, such as environments,
time, change and continuity, culture, identity, and systems, resources and power.

Page 1 of 23 Version: 21 July 2020

Mode: Attendance mode (pre-recorded lecture workshops with face to face tutorials)
Attendance pattern: Tutorial Workshops (face to face)
Duration: 12-week semester. You should anticipate undertaking 150 of study for this unit, including class
attendance, readings and assignment preparation.
LEARNING OUTCOMES
On successful completion of this unit, students should be able to:

LO1 - Display an in-depth understanding of the conceptual knowledge and rationales of the Australian
Curriculum: Humanities and Social Sciences. and other relevant documents and resources at national
and state/territory levels (GA2; APST 2.1, 6.2, 6.4; ACECQA B1, B2, B6)

LO2 - Identify and evaluate a range of pedagogical approaches and teaching resources (including
inquiry-based learning and the ethical use of ICTs), and how these connect to the Australian Curriculum:
Humanities and Social Sciences and other relevant curricula (GA3, GA9; APST 2.1, 2.4, 2.6, 3.3, 3.4,
4.5; ACECQA B6, C4)

LO3 - Apply broad knowledge and skill to implement and modify content and teaching strategies, and
effectively and consistently assess and report on student learning (GA8, GA9; APST 1.3, 1.5, 2.1, 2.2,
2.3, 2.5, 3.3, 5.1, 5.4, 5.5; ACECQA B6, B9, C1, C4, C5, D4, D5)

LO4 - Plan well sequenced developmentally and culturally appropriate units of work which are inclusive
in the selection of content and resources and which take account of students’ different abilities, learning
styles and needs (GA3, GA8, GA9; APST 1.3, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2; ACECQA B6, B9, C4, C5)

GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which
you should demonstrate by the time you complete your course. All Australian universities have their expected
graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and
community responsibility than those of many other universities. All of your units will enable you to develop
some attributes.
GA2 - Recognise their responsibility to the common good, the environment and society
GA3 - Apply ethical perspectives in informed decision making
GA8 - Locate, organise, analyse, synthesise and evaluate information
GA9 - Demonstrate effective communication in oral and written English language and visual media

CONTENT
Topics will include:

• Core rationales for Social Science/Humanities education in the primary school within the context
of the Australian Goals for Schooling and Young Australians and the National Quality Framework
• Aboriginal and Torres Strait Islander perspectives about learning and content the Social
Sciences/Humanities curriculum
• Studies of Asia and Asian perspectives which examine concepts of global interdependence,
cultural identity and economic relationships
• Global education perspectives, identity, interdependence, equity and cultural understanding
• Civics and citizenship education and social justice in a democratic society
• Integrative curriculum approaches to teaching Social Science/Humanities (particularly) within
current and relevant curriculum documents and frameworks. This would include:
• History
• Geography
• Civics and Citizenship
• Economics and Business in the upper primary
• Sustainability – economic, environment and social
• Use of ICT pedagogies to support student learning

Page 2 of 23 Version: 21 July 2020

 • Planning, implementation, assessment, evaluation and reporting strategies
• The appropriate selection, usage and evaluation of resources and inquiry-based/ problem-based
models for teaching Social Science/Humanities education in primary school
• Strategies to access and effectively use community resources for authentic learning.

QUALITY ASSURANCE AND STUDENT FEEDBACK

This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online
surveys.
Assessment design has been altered to accommodate COVID modifications to teaching. The examination is
no longer offered at the conclusion of semester.
SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive
feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the
unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through
student representatives.

LEARNING AND TEACHING STRATEGY AND RATIONALE

Participants should anticipate undertaking 150 hours of study for this unit. This may involve a combination of
face-to-face, online and blended delivery, on a weekly basis across a 12-week semester or in intensive mode.
Pre-service teachers should expect to participate in a range of the following: online engagement, lectures,
tutorials, seminar presentations and group discussions, both online and face-to-face, self-directed study
activities and assessment tasks. Some participation in appropriate educational settings may be required.

LECTURE CAPTURE
In response to student feedback, lectures will be a combination of pre-recorded material, weekly readings and
engagement with online learning material via the LEO page. It is expected students will engage with and
complete the weekly work in order to remain current prior to tutorials each week.

SCHEDULE
For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and
tutoring staff for changes to this schedule.

Week Starting Lecture and tutorial content focus Additional weekly

information

1 25 July Leading with Concepts- “Big Ideas” and Essential: Reynolds,

how to teach them R. (2018) (4th Ed).
• Experiences & perceptions of Teaching Humanities
Humanities and Social Sciences and Social Sciences in
Education. the Primary School:
• Defining the Humanities & Social Chapter 1
Sciences
• Cross-Curricula Priorities and their
place in Social Sciences curriculum
• The value of the humanities and social
sciences in the primary years. The
purpose and key influences of
humanities teaching in primary school
• Making connections with social
teaching values.

2 1 Aug Humanities in the Australian Reynolds, R. (2018)

Curriculum: Chapter 1 & Chapter 2

Page 3 of 23 Version: 21 July 2020

 Week Starting Lecture and tutorial content focus Additional weekly
information

• National and state curriculum

documents
• Using community resources to teach
HaSS

3 8 Aug Pedagogical approaches in the Reynolds, R. (2018)

Humanities & Social Sciences Chapters 3
curriculum.
• Inquiry Learning
• Concept-based inquiry
• Problem based learning
• Place-based learning

4 15 Aug Effective HaSS pedagogy Reynolds, R. (2018)

• Planning and implementing an Chapters 3 & 8.
engaging unit in HSIE Wiggins & McTighe
• Integration options (2011).
• Emphasis on skills and concepts Understanding by
• Backwards by design Design:
https://www.cpet.ufl.ed
u/wp-
Concept focus- Perspectives and Empathic content/uploads/2016/0
Understanding 6/Underst

5 22 Aug Resourcing the HaSS curriculum. Reynolds, R. (2018).

Chapter 12
• The integration of technologies in
planning for the HASS curriculum.
• Socials, databases and virtual realities

Concept focus- A diverse and connected

world

6 29 Aug Assessment in the Humanities and Reynolds, R. (2018)

Social Sciences curriculum Chapter 3 pp. 130 -
• Assessment of, as and for learning 143
• Diagnostic, formative and summative
assessment
• Standards and reporting

Concept focus- Cause and Effect

7 5 Sep Teaching for values and Citizenship Reynolds, R. (2018).

education. Chapter 4: Civics and
Citizenship Education
• Active Citizenship
• Aboriginal & Torres Strait Islander
histories cultures and languages:
moving beyond just ‘NAIDOC’ week
• Teaching/learning strategies for civics
and citizenship

Concept focus- Contestability and

Significance

Page 4 of 23 Version: 21 July 2020

 Week Starting Lecture and tutorial content focus Additional weekly
information

8 12 Sep Place Based Learning Experience Place & Time: Taylor,

T., Fahey, C.,
• Student Engagement, connecting to
Kriewaldt, J., Boon, D.
country and experiential learning.
(2019) Chapter 17
• Site studies and the value of immersive
learning.

Concept focus- People and Places.

9 19 Sep Global Citizens Reynolds, R. (2018)

• Culturally responsive pedagogical Chapter 9
strategies
• “Taking action” in the Inquiry cycle
• Global perspectives and Intercultural
understanding
Concept focus- A diverse and connected
world

UA Vacation Week – No Classes

10 3 Oct Historical Inquiry: Case Study: Stories- I Reynolds, R. (2018)

am, you are, We are Australian; Chapter 7
• Examining Primary and Secondary
sources Pascoe, Bruce.
• Teaching History through a Social (2014) Dark Emu
Education lens.
Concept focus: Significance and
Contestability

11 10 Oct Geographical Inquiry- Case Study: Reynolds, R. (2018)

Torres Strait Islands- Who? What? Chapter 6
Where?
• Examine the Torres Strait Islands and
its peoples
• Teaching Geography and sustainability
through a Social Education lens.
• Bushfire: Disaster averted?

Concept focus- Perspectives and Empathic

Understanding

12 17 Oct What kind of citizens do you want your Nayler, J. (2014).

students to become? Enacting Australian
• Planning for Humanities and Social Curriculum: Making
Sciences in a multi-age classroom. connections for quality
• Unit review & final wrap up learning. Qld Studies
Authority. Retrieved
from:
https://www.qcaa.qld.e
du.au/downloads/p_10/
ac_enact_ac_paper.pd
f

Page 5 of 23 Version: 21 July 2020

ASSESSMENT STRATEGY AND RATIONALE
In order to pass this unit, you are required to submit and participate in all assessment tasks. The assessment
tasks for this unit are designed as critical inquiry tasks that will produce resource material you can use with
your future teaching career. They will assess your mastery of skills and concepts associated with teaching
HASS in NSW schools.
The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning
outcome.
All grades are subject to moderation of marks before release of final grades.

ELECTRONIC SUBMISSION, MARKING AND RETURN

All assessments for this unit will be submitted electronically via Turnitin on LEO.

Learning Graduate
Weighting
Assessment tasks Due date outcome(s) attribute(s)
(%)
assessed assessed

Assessment 1: Week 3
20% 1 GA2
Discussion Paper 14th Aug @8pm

Assessment 2A: Unit of Week 7 GA2, GA3,

30% 1,2,3,4
Work (Group). th
11 Sep @8pm GA8, GA9

Assessment 2B: Lesson Week 7 GA2, GA3,

20% 1,2,3,4
Plan (Individual) th
11 Sep @8pm GA8, GA9

Assessment 3:
Community Resource Week 12 GA3, GA8,
30% 1,2,3
and Digital Learning rd
23 Oct @8pm GA9
Resource

A note on curriculum references:

Throughout the course and in the assessment descriptions below. There will be constant referrals to the
Australian Curriculum or your State based curriculum authority. It is intended, that you will refer to and
apply the relevant curriculum or syllabus your jurisdiction uses. A guide is below for those of you
unsure:
• Australian Curriculum: HaSS – Queensland, ACT
• Victorian Curriculum and Assessment Authority: HaSS – Victoria
• NSW Education Standards Authority: History K-10 & Geography K-10 Syllabus – NSW

If in doubt, please confirm with your State based LIC.

Page 6 of 23 Version: 21 July 2020

ASSESSMENT 1: CRITICAL DISCUSSION PAPER (Individual)
Due date: Week 3, 14th Aug 2022, @8pm
Weighting: 20%
Length and/or format: 1200 words @ 12-point Arial/Times New Roman font.
Purpose: Critical discussion paper
Learning outcomes assessed: LO1
How to submit: Electronically, via Turnitin dropbox on LEO
Return of assignment: Electronically, 3 weeks post submission on LEO
Assessment criteria:
1. Extent & quality of research and depth of critical understanding about cultures education in the
HaSS discipline.
2. Effective use of evidence in the argument
3. Critical use of sources including national / state-based curricula, academic journals and texts
4. Organization & structure including introduction & conclusion
5. Clarity of written expression and coherence of the ideas presented
6. Grammar, punctuation, spelling, proof-reading.
Referencing to APA 7th Edition standards and style.

Task Instructions:

Create a written 1200-word (excluding reference list) essay in response to the following question:

Good neighbours learn to speak each other's languages. Good neighbours learn to respect each other's
religious and cultural beliefs. Good neighbours learn to allow for differences and to be inclusive. Good
neighbours spend time with each other.

Sir Peter Cosgrove, National Statement for Engaging Young Australians with Asia in Australian Schools
(2006).

Question:

Critically evaluate the effectiveness of cultures-based education in HaSS to enable students to be ‘good
neighbours’. In your response, refer to either the Australian Curriculum or your State based curriculum
authority.

Things to Consider:

• Your response is to be 1200 words in length not including references.

• You are engaging with appropriate literature including national/state curricula, academic journals and
texts to support your argument.
• You have a coherent and sustained argument throughout your response.
• Referencing format is APA 7th Ed

Page 7 of 23 Version: 21 July 2020

 ASSESSMENT 2A: Unit of Work (Group Task)
Due date: Week 7, 11th Sep 2022 @8pm
Weighting: 30%
Length and/or format: 5 A4 pages @ 12-point Arial/Times New Roman font.
Purpose: Designing a sequence of integrated learning.
Learning outcomes assessed: LO1, LO2, LO3, LO4
How to submit: Electronically, via Turnitin dropbox on LEO
Return of assignment: Electronically, 3 weeks post submission on LEO
Assessment criteria:
1. Demonstrates an ability to articulate within a program unit of work an understanding of the rationale and
underlying principles, knowledge and skills developed in the HaSS Curriculum/State based syllabi.
2. Demonstrates an ability to design and deliver a unit of work underpinned by sound educational research
that incorporates a range of inquiry based pedagogical approaches and engaging teacher resources.
3. Demonstrates an ability to plan a unit of work inclusive of diverse student abilities, learning styles and
needs including Aboriginal & Torres Strait Islander perspectives in the HaSS F-6 classroom.
4. Demonstrates an ability to plan and implement a consistent and effective assessment plan in order to
analyse student learning.

Task Instructions:

1. In groups of 3 or 4 student’s maximum (no pairs or solo), design an integrated (see below) Unit of
Work for a F-6 HaSS classroom equivalent to a 5 week unit in class. You may select your content
area from F-6 in any HaSS strand (or for NSW: either the History or Geography K-6 NSW Syllabi).

The unit of work can be created using a sample template provided on LEO, or you can modify an existing
template. It is to be a maximum of 5 A4 pages at 12pt Arial/Times New Roman font only, this
replaces a word count for this assessment. The final product, however, must contain at least the
following:

a. A context statement (50-100 words): Situate your unit of work in the larger context of a
sequence of learning, the intended audience, any prior knowledge or work completed, major
resources required, integration with other KLAs.
b. Required program information: this includes selected outcomes and indicators of learning,
skills/concepts to be developed, selected literacy/numeracy/ICT needs and focus, cross-
Formative and curricular priorities, overview of assessment strategies, key inquiry questions.
informative
assessment c. Demonstrate through selected strategies that the learning sequence can be implemented in a
safe, supportive learning environment that promotes acquiring, activating and applying
knowledge and skills;
d. Evidence for development of critical thinking/inquiry skills relevant to the Humanities and Social
Sciences;
e. Integrate technologies and ethical use of ICT’s throughout the unit. Make links to cross-
curriculum priorities as well as the general capabilities, particularly Aboriginal knowing,
literacy/numeracy.
f. Evidence of integration across at least two HaSS strands.

Please note: Whilst we ask you to diversify your pedagogical approaches, we do not expect you to
differentiate your learning for diverse learners such as ADHD, Asperger’s or students with learning
difficulties.
Every child who may need support, not just diagnosed

Page 8 of 23 Version: 21 July 2020

Things to consider:

• Create an engaging title for your Unit of Work this works for students and teachers.
• Your program should be engaging for students, inquiry focused, and the chosen strategies & activities
should adequately teach the chosen content area in the allotted 5 week time frame.
• There should be consistent evidence of informal & formal opportunities for assessment throughout the
unit of work.
• Demonstrate use of different pedagogical approaches to teaching HaSS studied in the course.

Additional Notes:
• You do not have to create resources for this unit of work, however it is expected you will consider
what you would like to use to support your activities and include these in the program.
• You are not required to provide a reference list with this task. It is a professional unit of work and
they typically do not have an academic reference list.
• You are creating a program, this uses program language and is different to writing lesson plans. Please
look at the available examples on LEO for how to structure and use of language in writing programs.
• Please ensure you are in a group by the end of Week 2 in semester. A Google form will be available for
you to upload your group names. It is the student’s responsibility to ensure they have a group and
communicate with the group.

Page 9 of 23 Version: 21 July 2020

 Assessment 2B: Lesson Plan (Individual)

Due Date: Week 7, 11th September, 2022 @ 8pm

Weighting: 20%

Length/and or format: 1 x lesson plan (maximum 3 A4 pages)

Learning outcomes assessed: LO1, LO2, LO3, LO4

How to Submit: Electronically, via Turnitin drop box on LEO

Return of Assignment: Electronically, 3 weeks post submission via Turnitin

Pedagogy & Content Knowledge:

1. demonstration and understanding of and the ability to implement the appropriate national, state and
territory curriculum documents
2. examination and evaluation of a wide range of programs, reference materials and resources to enable
appropriate and effective teaching and learning to occur
3. consolidation and extension of your basic knowledge and the skills required for effective teaching and
learning to occur
4. demonstration of planning relevant units of work which are inclusive in the selection of content and
resources and which take account of children’s different abilities, learning styles and needs
5. Development of an engaging teaching scenario appropriate to the chosen stage.
6. Demonstrated engagement with ICT throughout the teaching scenario.

Task Instructions:
Teaching 1. Continuing from Assignment 2A – individually, you will select and develop appropriate content,
strategies strategies and material into one HaSS Lesson (no more than 60 mins). Your lesson must come
Introductionfrom the unit of work developed by you in Assessment 1A.
2.You must create a lesson plan using an appropriate template (examples available on LEO) and
your lesson should have a clear introduction, development and conclusion. Your lesson should
demonstrate relevant pedagogical strategies, utilise a diverse range of resource and teaching material
incorporating literacy/numeracy & ICT.
3. Whilst you are not required to develop resources and include them in this assessment, you should
consider carefully and describe resources and activities to teach the lesson in a coherent and
engaging way to students. They will be included in the “resources” column. This should include a
variety of primary and secondary sources, written and visual - posters, cartoons, maps, poems,
statistical tables, podcasts, vodcasts, wikis, power points slides, clips, websites, film, documents,
extracts from texts etc with questions and activities for students. Each source should be labelled
(provenance, origin, author, citation) for easy use by the students.
4. The lesson plan is designed to be delivered in a real school; in your plan you should allow time for
the students to complete the required work. You are teaching this as you would in an appropriate F-6
HaSS classroom.

Things to consider:
1. Learning experiences should follow inquiry principles: acquire, activate, apply.
2. Sources and activities should develop historical and critical literacy, numeracy and ICT
competence in students.
3. Explicit evidence of Cross-Curriculum priority(ies) being integrated throughout the lesson.
4. Be creative! You have creative control over the learning space, setup, technology used.

Page 10 of 23 Version: 21 July 2020

ASSIGNMENT 3
Visit to Community Resource and Digital Learning Resource
Due date: Week 12, 23rd October, 2022 @ 8pm Like taking to an excursion

Weighting:
Length and/or format:
Learning outcomes assessed:
How to submit:
Return of assignment:
Assessment criteria:
30%
2000 words equivalent / Website design.
LO1, LO2, LO3
URL Link Electronically, via Assignment Box on LEO
Electronically, via Assignment Box on LEO 3 weeks post submission

• Rationale demonstrates conceptual knowledge and understanding of the HaSS curriculum with
connection to inquiry learning, pedagogical approaches applied to a community resource to strengthen
the teaching of Humanities in Primary school.

• Demonstrates knowledge and skill to modify content and use a range of teaching strategies and
assessment to communicate content with connections to a community resource and the HaSS curriculum

• Demonstrates pedagogical approaches to communicate content using a digital interface

• Demonstrates application of resources to support the learning of HaSS using a community resource

• Appropriate use of language: punctuation, tense, grammar, spelling. Accurate APA referencing

Purpose:

This task has two parts and will assist you to understand the importance of using authentic learning
experiences, such as community resources*, to support the teaching of History, Geography, Civic and
Citizenship, Economics and Business education in the primary classroom, which is key to creating active
and informed citizens. Through research, evaluation and critical analysis, as well as considering a range
of pedagogical approaches you will create a digital teaching resource that considers the following:

• Organize information into meaningful categories

• Learn terms, facts, and concepts of this subject
• Synthesize and integrate information, ideas and concepts
• Think about the "big picture" and see connections among concepts
• Think creatively about this subject
• Improve long-term memory skills for accessible knowledge
• Develop higher-level thinking skills, strategies, and habits
• Use technologies effectively

*Community Resources: are sites that enable place-based learning to occur. These can be historical,
geographical, cultural, societal, sporting, natural, built, memorials, museums, locations, physical, virtual.

Part A: Visit to Community Resource

You will need to arrange a visit to a community resource in your city or surrounding areas. Prior to going,
visit the website for your community resource and plan ahead what you want to achieve whilst there.
Read Cullen’s article (LEO Assessments Module) and relevant material in preparation for your visit.

Page 11 of 23 Version: 21 July 2020

 Organise a visit to a community resource for at least 2 hours. This replicates a 2 hour timeslot
schools generally have on site.

While you are to complete Part B individually, it would more convenient for the Community
Resource’s staff if students, who want to visit the same resource, visit together as a group.
Should this be the case, one student should organise the visit for the whole group. You must email or
phone the Educational Officer at the resource first. The community resources visit will be discussed in
the tutorial.

Please take a “selfie” in a clearly identifiable location at the community resource to substantiate your
attendance. Include with your assignment.

If you want to talk to the education officer at your community resource: ensure you contact the
education officer well before your visit. Please do not expect the staff to talk with you on a day when
you just turn up. Most of these community resources are busily involved in organising large groups of
school students. Meet with the Education Officer to discuss how and why this resource would be
valuable to visit to support the teaching of History, Geography, Civics and Citizenship or Economics
and Business with primary school-aged children.
See if there is Educational Pack e.g martime museume
Part B: Digital Learning Resource

Drawing on your visit, the recommended text and the references in this unit to create:

an original, relevant and informed Digital Learning Resource that teachers may use to
strengthen and support the Humanities and Social Science teaching and learning experiences of
primary aged students.

To complete this task:

1. Decide on a year level and topic of study from the Australian Curriculum: HaSS or State based
curriculum authority:
• You may select the same year level and content area you focused on for Assessment 1A,
or you can select a new area.
2. Visit a community resource in your city or surrounds either in person (Part A above)
3. Create a digital learning resource using one of the following tools (Wix, Weebly, Wordpress).
4. Critically reflect on how your chosen community resource serves the purpose of supporting the
teaching of the Humanities. Reference to research literature is required. Use the following to
guide your thinking:

The importance of using authentic learning experiences such as community resources to support the
teaching of History or Geography education in the primary classroom is key to creating active and
informed citizens.

Drawing upon your visit and using appropriate literature on place-based learning, site visits, museums
or community resources, prepare a critical discussion which clearly states how and why Primary
teachers might use a community resource as an authentic learning experience to strengthen the
History or Geography teaching and learning experiences for primary school aged students.

Page 12 of 23 Version: 21 July 2020

Design and develop your own Digital Learning Resource using one of the approved blog sites
listed above.

The site should contain the following separate pages:

• Introduction and purpose: The introduction should include your name, the title of this unit and the
name of your tutor and describe the purpose of the site and why you have created the content
being housed (100 words). Include your selfie attending the site. At the end of the introduction
students are expected to write the exact number of words used.

• Context: a brief description outlining the significance of the community resource, its location, its
purpose and your own photos of your community resource visit with any annotations (100 words).
At the end of the context students are expected to write the exact number of words used.

• Links to Conceptual Knowledge and Curriculum/Syllabus: provide details of the chosen

stage/year level and content area selected. Include relevant Cross Curriculum Priorities and
General Capabilities (100 words). At the end of the Links to Conceptual Knowledge and
Curricuylum/Syllabus students are expected to write the exact number of words used.

• Learning Experience & Supporting Resources: Create 2 x year/stage appropriate learning

experiences that can be used by teachers to promote authentic learning using your chosen
community resource (up to 300 words each). The learning experiences should be supported with
appropriate resources: 2 x website based / apps and 2 x text/visual based resources. These should
be annotated for their usefulness supporting the learning experience (100 words each resource).
Please note: these are not lesson plans and should not be written up as such.

• Critical Reflection: reflect and discuss how your chosen community resource serves the purpose
of supporting the conceptual understanding of the strands of the HaSS curriculum, the teaching of
HaSS and how it could be effective in engaging and deepening student learning. Reference to
research literature is required (500 words). At the end of the Critical Reflection students are
expected to write the exact number of words used.

Things to Consider:

• Your digital resource is to be used by teachers to promote authentic learning using your chosen
community resource.
• Have you engaged with graphics/images to decorate your page
• Effective use of hyperlinks to websites
• Quality of design and ease of navigation with your site
• Be visually appealing and engaging for teachers and students
• You have engaged with appropriate literature where relevant

Readings to assist you:

Cullen, M. (2005) Enhancing Multiple Intelligence through Museum Visits

Marsh, C. & Hart. C (Eds.) (2011) CHAPTER 3: Resources and Information Literacy, pp. 70-76.
Seligman, T. (2014). Learning Museum: A meeting place for pre-service teachers and museums. Journal
of Museum Education, 39(1), pp. 42–53.

Page 13 of 23 Version: 21 July 2020

REFERENCING
This unit requires you to use the APA 7th Edition referencing system.
See the ‘Academic referencing’ page of the Student Portal for more details.

ACU POLICIES AND REGULATIONS

It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations
on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These
are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the Student Portal.

Assessment policy and procedures

You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include
rules on deadlines; penalties for late submission; extensions; and special consideration. If you have any
queries on Assessment Policy, please see your Lecturer in Charge.
Please note that:
(1) any numerical marks returned to students are provisional and subject to moderation;
(2) students will not be given access to overall aggregated marks for a unit, or overall unit grade calculated by
Gradebook in LEO;
and,
(3) students will be given a final mark and grade for their units after moderation is concluded and official
grades are released after the end of semester.

Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges the
thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy and the
Academic Misconduct Procedures are available from the website. Please read them, and note in particular
that cheating, plagiarism, collusion, recycling of assignments and misrepresentation are not acceptable.
Penalties for academic misconduct can vary in severity and can include being excluded from the course.

Turnitin
The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
• students to improve their academic writing by identifying possible areas of poor citation and
referencing in their written work; and
• teaching staff to identify areas of possible plagiarism in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important.
Information on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the Assignment
submission details for each assessment task), you should submit your draft well in advance of the due date
(ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the
assignment due date, lecturers will have access to your final submission and the Turnitin Originality Report.
Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be used as a
means of submitting, marking and returning assessment tasks and so a text matching percentage will appear
on your submission automatically.

FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND TORRES STRAIT
ISLANDER STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students. Indigenous
Knowings are embedded in curricula for the benefit of all students at ACU.

Page 14 of 23 Version: 21 July 2020

STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in
Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit ACU Info section in the Student Portal.
• Academic Skills offers a variety of services, including workshops (on topics such as assignment
writing, time management, reading strategies, referencing), drop-in sessions, group appointments and
individual consultations. It has a 24-hour online booking system for individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved
with community projects.
• The Career Development Service can assist you with finding employment, preparing a resume and
employment application and preparing for interviews.
• The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all
students and staffed by qualified social workers or registered psychologists.
• Disability Services can assist you if you need educational adjustments because of a disability or
chronic medical condition; please contact them as early as possible.

ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS

The LEO page for this unit contains further readings/discussion forums.
You should note that it is your responsibility to monitor LEO activity to monitor if any messages have been
posted for you, including particularly messages that might not have been forwarded to you via email, and
especially to check for feedback after submission of assessment tasks.
In addition, for this unit you will be required to use the following technologies:
You will need a laptop or similar personal digital device, webcam, microphone and access to Zoom for
workshops.

TEXTS AND REFERENCES

Required text(s)
Reynolds, R. (2019). Teaching Humanities and Social Sciences in the Primary School. Oxford University
Press
Australian Curriculum: HaSS F-6 https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-
social-sciences/hass/

Victorian Curriculum and Assessment Authority

https://www.vcaa.vic.edu.au/curriculum/foundation-10/Pages/default.aspx

NESA (2012) NSW History K-10 Syllabus https://educationstandards.nsw.edu.au/wps/portal/nesa/k-

10/learning-areas/hsie/history-k-10

NESA (2015) NSW Geography K-10 Syllabus https://educationstandards.nsw.edu.au/wps/portal/nesa/k-

10/learning-areas/hsie/geography-k-10

Recommended references
Australian Curriculum: Humanities & Social Sciences https://www.australiancurriculum.edu.au/f-10-
curriculum/humanities-and-social-sciences/
Bowes, J. M., & Grace, R. (2012). Children, families and communities: Contexts and consequences (4th ed.).
South Melbourne, Vic: Oxford University Press.
Browett, J., & Ashman, G. (2008). Thinking globally: Global perspectives in the early years classroom.
Carlton South, Vic: Curriculum Corporation.
Gilbert, R. (Ed.). (2012). Studying society and environment. South Melbourne, Vic: Macmillan Education.

Page 15 of 23 Version: 21 July 2020

Gilbert, R., & Hoepper, B. (Eds) (2014). Teaching humanities and social sciences: History, geography,
economics and citizenship in the Australian curriculum (5th ed.). South Melbourne, Vic: Cengage
Learning.
Marsh, C., & Hart, C. (2011). Teaching the social sciences and humanities in an Australian curriculum (6th ed.).
Frenchs Forest, NSW: Pearson Australia.
Munn, K. (2005). Focus on Australian topics: Ages 8-10. South Yarra, Vic: Macmillan Education Australia.
Reynolds, R. (2014). Teaching history, geography & SOSE in the primary school (3rd ed.). South Melbourne,
Vic: Oxford University press.
Taylor, T., Fahey, C., Kriewalt, J., & Boon, D. (2012). Place and time: Explorations in teaching history and
Geography. Frenchs Forest, NSW: Pearson Australia.
Zajda, J. (2009). Society and the environment: Teaching SOSE. Albert Park, Vic: James Nicholas Publishers

Page 16 of 23 Version: 21 July 2020

Page 17 of 23 Version: 21 July 2020
Assessment 1: Critical Discussion Paper 20%
Criterion
Extent & quality of research and
depth of critical understanding
about the HaSS discipline
Effective use of evidence in the
argument
Critical use of sources including
national / state based curricula,
academic journals and texts
Organization & structure including
introduction & conclusion
Page 18 of 23
NN
Response demonstrates a limited
scope of research to the topic
chosen / lacks depth of response or
is largely ignored.
Does not demonstrate an
understanding of senior history
Non - submission or non-serious
attempt.
Response is largely narrative /
limited use of evidence in the text.
Limited use of source material /
largely absent from the response /
may be only sporadic quotes and
block quotes / narrative in style.
Limited diversity of source material
/ may be limited to course based
texts and lectures only.
No or limited organisation and
structure of the response is evident.
No clear introduction / may have
weak introduction. May have no
clear paragraphs / un-edited long
paragraphs or too brief paragraphs /
may not have a conclusion.
Satisfactory/Pass
Response demonstrates a depth of
research for the chosen topic
commensurate with the
expectations of the task / some
level of critical understanding is
achieved and demonstrated / may
be macro in some areas and need
more depth focus.
Response demonstrates an effective
use of evidence in text to support
the argument commensurate with
the requirements of the task. / may
be narrative in some spaces.
Evidence may be largely related to
the topic area / some evidence may
be off topic / some evidence may
be irrelevant to the question being
answered.
Response demonstrates use of
sources / may be critical most of
the time / may use sources largely
in narrative form or as direct
evidence in the response / narrative
in style.
A diverse array of source material /
may be limited in scope beyond the
set texts and lecture material / may
include some academic journals
and texts
Response demonstrates an
organised structure of intro /
development / concluding
paragraphs commensurate with the
requirements of the task.
Version: 21 July 2020
Sound
Response demonstrates a high level
of research and depth of
understanding for the topic chosen /
Critical understanding is
demonstrated through the
construction of a sound argument
that addresses the question and
provides a critical approach to
understanding HaSS.
Response demonstrates a highly
effective use of evidence in the text
to support the argument / may
include counter evidence at points
to confirm / disconfirm evidence
and or argument.
Evidence used will be related to the
topic area / evidence may be
slightly off topic and or slightly
irrelevant.
Response demonstrates a highly
critical use of sources / uses
sources to advance the argument /
uses sources as direct evidence.
Demonstrates a sound ability to
paraphrase and synthesise the
source material into own voice /
moves away from "assert / states"
Diverse cross section of source
material demonstrating a high level
of critical thought in choosing the
sources.
Response demonstrates a high level
of organisation and structure with
clearly linked intro / development /
conclusion paragraphs.
Response has consistency
throughout with argument closely
tied to structure / pacing is sound.
Substantial
Response demonstrates a
consistently high level of research
and depth of understanding of the
topic throughout the text / Critical
understanding demonstrates
awareness of HaSS discipline as
well as generating new questions
around the chosen topic via the
research
Response demonstrates a
consistently high approach to
effective use of evidence in the text
/ will advance and or counter
argument points effectively / can be
used to counter or support cited
evidence effectively
Evidence used will directly related
to the topic
Response demonstrates a sustained
critical use of sources / sources are
used to advance and counter
arguments effectively throughout
the response / may be used a direct
evidence.
Demonstrates an ability to
paraphrase and synthesise
consistently throughout the
response source material into their
own words / commensurate with
postgraduate level.
Demonstrates a high degree of
diversity and skilled source
selection through the material used
/ will engage with primary source
material / seminal works cited.
Response demonstrates a
consistently high level of
organisation and structure through
clearly linked intro / dev /
conclusion paragraphs / signposted
and pacing is to an advanced level
in line with postgraduate levels.
Sophisticated
Response demonstrates a
sophisticated level of research and
depth of understanding of the
chosen topic. This is demonstrated
in the high level argument devised /
demonstrated awareness of the
topic from relevant level / displays
a sophisticated understanding of the
nuances of the topic and the
discipline at large.
Response demonstrates a
sophisticated and seamless
approach to using evidence in the
text / used to advance and
counteract cited evidence or
arguments effectively.
Evidence will consist of an
international / national /scholarly
based approach if relevant to the
topic chosen / demonstrates a
command of the available evidence.
Response demonstrates a
sophisticated sustained critical use
of sources throughout the text /
sources are used as advancing and
counter points seamlessly in
arguments / effectively used to
demonstrate links / dis-confirm
theories / may be used as direct
evidence.
Demonstrates a seamless ability to
synthesise and paraphrase material
into argument commensurate with
professional journal publications
consistently throughout / seminal
works cited
Response demonstrates a highly
sophisticated organisation and
structure commensurate with a
professional publication throughout
the response / interwoven thesis
throughout the intro / dev / and
conclusion paragraphs / signposted
throughout the whole response /

Clarity of written expression and
coherence of the ideas presented
Grammar, punctuation, spelling,
proof-reading.
Referencing
Page 19 of 23
Word count is excessively under or
over the prescribed word count
limits for this task.
Response demonstrates no clarity
of written expression / argument is
largely absent / may have little or
no coherence of ideas presented.
Argument may be disjointed and
lacking a central theme / thesis
Significant errors in grammar /
punctuation & spelling.
No evidence of proof-reading /
submission is sub-standard to
relevant university undergraduate
level
No evidence of any formal
referencing convention / style.
May be plagiarised / largely copied
from text
Incorrect or large errors in
referencing despite using a
recognised style.
There may be some editing still
required as paragraphs might be too
long / short.
Intro and conclusion are
satisfactory / may need some
further tightening / signposting.
Word count is within the
acceptable limits +/- 10% of
prescribed word limit
Response demonstrates clarity in
the written expression
commensurate with the
requirements of the task / response
answers the question majority of
the time however there may be
some tangential arguments or off-
topic space.
Argument is largely coherent
throughout response / shows links
between the paragraphs / may have
some tangents and or non-relevant
areas of narrative or argument that
does not advance the response
Largely error free / no significant
errors in grammar, punctuation and
spelling.
Response has been proof read,
evidenced by grammatical
construction / punctuation and
spelling to a level commensurate
with the requirements of the task.
Response employs APA 7th
Edition Referencing style correctly.
May have some small errors in
referencing style / may not have all
figures & tables & block quotes
accurately displayed
May employ other styles MLA /
Harvard / Chicago
Version: 21 July 2020
Word count is within limits +/-
10% at all times.
Response demonstrates a high level
of clarity and coherence in the
written expression. Central theme /
thesis is well argued and presented
/ shows a clear line of thinking /
planning and execution of
response.
The response directly answers the
question and demonstrates an
awareness of the topic beyond the
minimum requirements of the task /
this may be through clarity of
written expression / coherence of
ideas.
Response demonstrates a high level
of grammar / punctuation and
spelling commensurate with post-
graduate level students.
No or minimal errors in grammar,
spelling & punctuation throughout
the response.
Clear evidence the response has
been proof-read and edited.
Response employs APA 7th
Edition Referencing style correctly.
No errors for in-text and list
references / has all figures & tables
& block quotes formatted and set to
APA 7th conventions.
Response shows sustained
consistency of pace / editing / use
of paragraphs to affect the
argument / active voice.
Word count is within tolerances +/-
10% at all times
Response demonstrates a sustained
high level of clarity and coherence
in the written expression. Central
theme / thesis is consistently well
argued throughout / demonstrates a
consistent clear line of thinking
throughout planning and execution
of response.
The response directly answers the
question / provides clear awareness
of the topic through combined use
of written expression and source
materials to advance the argument
may be cross referenced / pacing
and paragraph lengths in line with
professional publications in
academic journals.
Response shows sustained
consistency in pacing / editing / use
of paragraphs to effectively
advance the argument
Word count is within tolerances +/-
10% at all times.
Response demonstrates a
sophisticated sustained level of
clarity and coherence in written
expression / commensurate with a
professional publication and or
masters level. Central theme along
with highly relevant sub-themes /
theses may be included and
consistently well argued.
Demonstrates a clear sustained line
of thinking throughout the planning
and execution of response
Assessment 2A: Group Program Unit of Work Rubric 30%
DESCRIPTOR
Demonstrates an ability to articulate
within a program unit of work an
understanding of the rationale and
underlying principles, knowledge
and skills developed in the HaSS
Curriculum/State based syllabi.
NN / LIMITED PASS / SATISFACTORY
• Non-serious attempt / • Program demonstrates
largely incorrect through the chosen
information / limited use work an understanding
of diverse pedagogy / of the underlying
lacks depth and or principles, knowledge
coherency. and skills developed in
HaSS Curriculum
SOUND SUBSTANTIAL
• Program demonstrates • Program demonstrates
to a high standard a a substantial approach
sustained understanding to complex
of the underlying understandings of the
principles, knowledge underlying principles,
and skills developed in knowledge and skills
HaSS Curriculum developed in HaSS
Curriculum
SOPHISTICATED
• Program demonstrates a highly
sophisticated and seamless
approach to complex
understandings of the underlying
principles, knowledge & skills
developed in the HaSS
Curriculum

Demonstrates an ability to design
and deliver a unit of work
underpinned by sound educational
research that incorporates a range of
inquiry based pedagogical
approaches and engaging teacher
resources.
Demonstrates an ability to plan a unit
of work inclusive of diverse student
abilities, learning styles and needs
including Aboriginal & Torres Strait
Islander perspectives in the HaSS F-
6 classroom.
• As Above • Program demonstrates • Program demonstrates • Program demonstrates • Program demonstrates a
a range of pedagogical a diverse and engaging a highly diverse, sophisticated approach to
inquiry based teaching range of IBL teaching sustained engaging programming, IBL teaching &
and learning strategies / and learning strategies / range of IBL teaching & learning activities / student
may be some teacher largely or wholly student learning strategies / centric, promoting development /
led emphasis / engaging focus / promotes critical largely student focused / critical thinking / sophisticated
resources mapped to thinking / engaging promotes critical original resources mapped to
appropriate units resources mapped to thinking / diverse range units.
appropriate units of resources mapped to
appropriate units
• As Above • Program teaching and • Program teaching & • Program teaching & • Program teaching & learning
learning strategies are learning strategies offer learning strategies strategies are diversified in a
inclusive of diverse a sustained inclusivity / highly diversified / sophisticated & seamless
student abilities / diverse abilities and across inclusivity / manner / may have central unit
reflects differing needs / learner styles met via learning abilities & focus / Original resources and
ATSI perspectives diverse pedagogy and styles / unit focus & or diverse pedagogy linked / ATSI
included resources / ATSI met diverse pedagogy foreground.
included / ATSI

Demonstrates an ability to plan and
implement a consistent and effective
assessment plan in order to analyse
student learning.
• As Above • Program demonstrates • Program demonstrates
an approach to a consistent approach to
assessment throughout assessment throughout
the 5 weeks. May the 5 weeks. Will
include formal / informal include formal and
assessment design / informal design / a
diverse range of
assessment types
• Program demonstrates • Program demonstrates a
a sustained purposeful
approach to assessment
throughout the 5 weeks.
Will include formal and
informal design / diverse
range of assessment
types for different
learner styles /
reflexivity of teacher
sophisticated purposeful
approach to assessment
throughout the 5 weeks.
Sustained informal assessment
design across diverse strategies
/ reflexivity / formal / informal and
diverse learning styles evident.

Page 20 of 23 Version: 21 July 2020

Assessment 2B: Lesson Plan (Individual) 20%
Criteria
demonstration and understanding
of and the ability to implement the
appropriate national, state and
territory curriculum document
examination and evaluation of a
wide range of programs, reference
materials and resources to enable
appropriate and effective teaching
and learning to occur
consolidation and extension of your
basic knowledge and the skills
required for effective teaching and
learning to occur
demonstration of planning relevant
units of work which are inclusive in
the selection of content and
resources and which take account
of children’s different abilities,
learning styles and needs
Page 21 of 23
Sophisticated
The student designs and
successfully implements a highly
sophisticated inquiry History or
Geography lesson. Continuously
demonstrating a very high level of
understanding of the purpose,
nature, and pedagogical
underpinnings of the relevant state
syllabus.
Evidence of a diverse and
expansive sources for the lesson
from appropriate programs,
reference materials and resources.
Material will be seamless in its use
throughout the lesson, provides
opportunities for students to create
and undertake inquiry based
activities, allowing for effective
consolidation and reflection from
the learner and teacher.
A sophisticated demonstration of
teaching and learning skills that
exceed graduate teacher
expectations. Pedagogical choices
are appropriate to stage level and
content/skills being taught, clearly
attain outcomes and promote
further inquiry learning.
The content and resources are of a
very high quality, showing
originality in their creation,
promote effective inquiry learning
principles, take into account
different children abilities, learning
styles through types of resources
sourced/created
Substantial
The student designs and
successfully implements a
substantial inquiry History or
Geography lesson. Will be
demonstrating a very high level of
understanding of the purpose,
nature, and pedagogical
underpinnings of the relevant state
syllabus.
Evidence of a diverse sources for
the lesson from appropriate
programs, reference materials and
resources. Material will be of very
high quality in its use throughout
the lesson, provides opportunities
for students to create and undertake
inquiry based activities, allowing
for effective consolidation and
reflection from the learner and
teacher. May be some areas
needing attention to achieve
deeper/self-regulated learning
A substantial demonstration of
teaching and learning skills that
exceed graduate teacher
expectations most of the time.
Pedagogical choices are
appropriate to stage level and
content/skills being taught, clearly
attain outcomes and promote
further inquiry learning.
The content and resources are of a
very high quality, showing
originality in their creation,
promote effective inquiry learning
principles, take into account
different children abilities, learning
styles through types of resources
sourced/created.
Version: 21 July 2020
Sound
The student designs and
successfully implements a sound
inquiry History or Geography
lesson. Will be demonstrating a
high level of understanding of the
purpose, nature, and pedagogical
underpinnings of the relevant state
syllabus. May be missing
opportunities to extend, not
completely achieving targeted
outcomes.
Evidence of a wide selection
sources for the lesson from
appropriate programs, reference
materials and resources. Material
will be of high quality in its use
throughout the lesson, provides
opportunities for students to create
and undertake inquiry based
activities, allowing for effective
consolidation and reflection from
the learner and teacher. May be
some areas needing attention to
achieve deeper/self-regulated
learning/ tasks may not be best fit
for stage and content area.
A substantial demonstration of
teaching and learning skills that
meet graduate teacher expectations.
Pedagogical choices are
appropriate to stage level and
content/skills being taught, clearly
attain outcomes and may promote
further inquiry learning.
The content and resources are of a
high quality, showing originality in
their creation, promote effective
inquiry learning principles, take
into account different children
abilities, learning styles through
types of resources sourced/created.
Satisfactory/Pass NN
The student designs and To be awarded an NN across
successfully implements a the task – students will have not
satisfactory inquiry History or attempted/demonstrated the
Geography lesson. Will be outcomes for the task. Missed
demonstrating a level of the submission without valid
understanding of the purpose, extension requests / or not
nature, and pedagogical demonstrated to be taking the
underpinnings of the relevant state assessment seriously as
syllabus consummate with meeting individual.
the outcomes of this task. May be
missing opportunities to extend, not
completely achieving targeted
outcomes.
Evidence of a selection sources for
the lesson from appropriate
programs, reference materials and
resources. Material may be of high
quality in its use throughout the
lesson, provides opportunities for
students to create and undertake
inquiry based activities, allowing
for effective consolidation and
reflection from the learner and
teacher. May be some areas
needing attention to achieve
deeper/self-regulated learning/
tasks may not be best fit for stage
and content area/ material may be
largely limited in scope.
A satisfactory demonstration of
teaching and learning skills that
meet graduate teacher expectations.
Pedagogical choices are
appropriate to stage level and
content/skills being taught, clearly
attain outcomes and may promote
further inquiry learning.
The content and resources are of a
reasonable/high quality, showing
originality in their creation/may be
largely copied, promote effective
inquiry learning principles, take
into account different children
abilities, learning styles through

Development of an engaging
teaching scenario appropriate to the
chosen stage.
Demonstrated engagement with
ICT throughout the teaching
scenario.
Page 22 of 23
A highly sophisticated and
engaging teaching scenario that
demonstrates seamless transitions
between tasks, actively promotes
student engagement through
activities and teacher involvement.
Sophisticated demonstration of
engagement with ICT throughout
the majority of the lesson, may
include using e-learning as a suite,
ICT not as a tool but to advance
and enhance the learning,
originality and creativity with ICT.
A sophisticated and engaging
teaching scenario that demonstrates
mostly seamless transitions
between tasks, actively promotes
student engagement through
activities and teacher involvement.
Substantial demonstration of
engagement with ICT throughout
the majority of the lesson, may
include using e-learning as a suite,
ICT not as a tool but to advance
and enhance the learning,
originality and creativity with ICT.
Version: 21 July 2020
A highly engaging teaching
scenario that demonstrates mostly
seamless / some minor tracking
transitions between tasks, may
actively promote student
engagement through activities and
teacher involvement.
High quality demonstration of
engagement with ICT throughout
most of the lesson / limited to one
or two activities, may include using
e-learning as a suite, ICT not as a
tool but to advance and enhance the
learning, originality and creativity
with ICT.
types of resources sourced/created
most of the time.
An engaging teaching
scenario/majority of the lesson/ that
demonstrates satisfactory
transitions between tasks / may
have minor pacing issues /, may
promote student engagement
through activities and teacher
involvement most of the time.
Demonstration of engagement with
ICT throughout some/most the
lesson / limited to one or two
activities / used as an add on/or
display and not a focus of the task,
some demonstrated originality and
creativity with ICT.
 ASSIGNMENT 3 – Community Resource Visit and Digital Learning Resource (30%)
CRITERIA
Rationale demonstrates
conceptual knowledge and
understanding of the HaSS
curriculum with connection to
inquiry learning, pedagogical
approaches applied to a
community resource to
strengthen the teaching of
Humanities in Primary school.
LO1, LO2 (20%)
Demonstrates knowledge and
skill to modify content and use
a range of teaching strategies
and assessment to
communicate content with
connections to a community
resource and the HaSS
curriculum – LO2, LO3 (30%)
Demonstrates pedagogical
approaches to communicate
content using a digital
interface. - LO 2 (20%)
Demonstrates application of
resources to support the
learning of HaSS using a
community resource. LO2,
LO3 (20%)
Appropriate use of language:
punctuation, tense, grammar,
spelling. Accurate APA
referencing – GA9 (10 %)
Page 23 of 23
Sophisticated
An insightful, critical and
thorough rationale demonstrating
deep conceptual understanding
of the HaSS curriculum with very
clear links to inquiry learning and
pedagogical approaches applied
to a community resource that
strengthens the teaching of
Humanities in Primary school.
Substantial originality and insight
to modify content and use of a
significant range of
comprehensive and creative
teaching strategies and
assessment accurately linked to
the community resource and the
HaSS curriculum.
Substantial and highly effective
pedagogical approaches used to
very effectually communicate
relevant content using a digital
interface.
Demonstrates creative,
consistent and insightful
application of effective resources
to support the learning of HaSS
using a community resource.
Excellent English grammar,
sentence structure and use of
punctuation. No errors. Accurate
and relevant APA referencing.
No errors
Substantial
A well-developed, critical
rationale demonstrating strong
conceptual understanding of the
HaSS curriculum with clear links
to inquiry learning and
pedagogical approaches applied
to a community resource that
strengthens the teaching of
Humanities in Primary school.
Well- developed and creative
modification of content and use
of a wide range of well-
developed teaching strategies
and assessment effectively
linked to the community resource
and the HaSS curriculum.
Well-developed and effective
pedagogical approaches used to
effectually communicate relevant
content using a digital interface.
Demonstrates well-developed
and creative application of
effective resources to support
the learning of HaSS using a
community resource.
Version: 21 July 2020
Sound
A clear and coherent rationale
demonstrating an informed
conceptual understanding of the
HaSS curriculum with clear links
to inquiry learning and
pedagogical approaches applied
to a community resource that
strengthens the teaching of
Humanities in Primary school.
Clear and coherent modification
of content and use of relevant
and appropriate teaching
strategies and assessment
clearly linked to the community
resource and the HaSS
curriculum.
Effective pedagogical
approaches used to
appropriately communicate
content using a digital interface.
Demonstrates effective
application of resources to
support the learning of HaSS
using a community resource.
Clear and coherent grammar,
sentence structure, punctuation
and formatting. Some errors
evident. Minor errors with APA
referencing.
Satisfactory/Pass
Adequate rationale
demonstrating limited conceptual
understanding of the HaSS
curriculum with limited links to
inquiry learning and pedagogical
approaches applied to a
community resource that
adequately strengthens the
teaching of Humanities in
Primary school.
Adequate modification of content
and use of a limited number of
satisfactory teaching strategies
and assessment with satisfactory
links to the community resource
and the HaSS curriculum.
Adequate but limited
pedagogical approaches used to
communicate content using a
digital interface.
Demonstrates adequate but
limited application of resources
to support the learning of HaSS
using a community resource.
NN
Inadequate rationale that
insufficiently demonstrates
conceptual understanding of
the HaSS curriculum with
incomplete or no links to
inquiry learning and
pedagogical approaches
applied to a community
resource. Understanding of
eaching of Humanities in
Primary school is inadequate
or insufficient
Inadequate /no modification of
content. Unsatisfactory use of
teaching strategies and
assessment with very
limited/no links to the
community resource and the
HaSS curriculum.
Inadequate/no pedagogical
approaches with insufficient or
no communication of content
using a digital interface.
Demonstrates limited/no
application of resources to
support the learning of HaSS
using a community resource.
Resources are not age
appropriate.
Unsatisfactory academic
writing. Many errors evident.
Incorrect or no referencing.
Plagiarism evident.