Outline

Overview

Human Society and its Environment (HSIE) is a vital Key Learning Area in the primary curriculum. The knowledge and understandings, skills and strategies, values and attitudes inherent in HSIE K-6 provide opportunities for young children to learn about themselves, their community, their nation and the world. Recent curriculum changes to HSIE K-6 are addressed in this unit of study where our focus will be on the newly developed NESA syllabuses for history K-6 and geography K-6. Drawing on current cognitive and sociocultural research, you will examine the implications of disciplinary approaches to teaching and learning and explore and develop a range of effective curriculum resources for teaching history and geography in the primary classroom.

Unit details and rules

Unit code	EDMT5534
Academic unit	Education
Credit points	4
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Catherine Smyth, catherine.smyth@sydney.edu.au
Guest lecturer(s)	Daniel Krstevski, daniel.krstevski@sydney.edu.au
	Gyo Eun Oh, gyoeun.oh@sydney.edu.au
	Robyn Ewing, robyn.ewing@sydney.edu.au
	Georgina Loveridge, glov5104@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Planning a geographical inquiry and excursion for primary students Geographical Inquiry Documentary + reflection. See Canvas	50%	Week 08 Due date: 17 Apr 2024 at 23:59 Closing date: 01 May 2024	3-5 min video + 500 words
Outcomes assessed:
Assignment	Scoop. it for History Digital curriculum resources for history (Individual). See Canvas	50%	Week 13 Due date: 23 May 2024 at 23:59 Closing date: 06 Jun 2024	Approx. 1500 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

Criterion based assessment is used in all the M Teach units of study. Each assessment task is graded according to criteria provided. In order to satisfy requirements for each task, students must meet set criteria as specfied in the assessment task description provided on Canvas. There is no automatic resubmission if criteria are not met.

Final grades for units are either SR (Satisfied Requirements) or FR (Failed Requirements)

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction and overview to the Learning Area of HSIE K-6 (Human Society and its Environment)	Lecture and tutorial (2 hr)
Week 02	An overview of K-6 Geography, including introduction to geographical tools, inquiry skills and concepts.	Lecture and tutorial (2 hr)
Week 03	An exploration of how geography looks in a NSW K-2 classroom. Examination of NESA Geography K-6 syllabus stage statements and content.	Lecture and tutorial (2 hr)
Week 04	An exploration of how Geography looks in a NSW 3-6 classroom. Examination of syllabus stage statements and content.	Lecture and tutorial (2 hr)
Week 05	Geographical Inquiry. Using the 5 Es and other pedagogical strategies and processes.	Lecture and tutorial (2 hr)
Week 06	Fieldwork activity on campus: collecting, recording and using geographical data	Field trip (2 hr)
Week 07	Using drama-rich pedagogies to teach geography (interactive workshop)	Workshop (2 hr)
Week 08	Assessment Task 1 due Showcase + Peer feedback tools	Lecture and tutorial (2 hr)
Week 09	An overview of K-6 HISTORY, including introduction to geographical tools, inquiry skills and concepts.	Lecture and tutorial (2 hr)
Week 10	An exploration of how history looks in a NSW K-2 classroom. Examination of syllabus stage statements and content. Embedding Aboriginal perspectives in your classroom.	Lecture and tutorial (2 hr)
Week 11	An exploration of how History looks in a NSW 3-6 classroom. Examination of syllabus stage statements and content. Embedding Aboriginal perspectives.	Lecture and tutorial (2 hr)
Week 12	Using drama rich pedagogies to teach history	Workshop (2 hr)
Week 13	TASK 2 due (No classes)	Individual study (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 4 credit point unit, this equates to roughly 80-100 hours of student effort in total.

Required readings

Please refer to Canvas modules for weekly readings and resources.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate knowledge and understanding of the ways students learn
LO2. demonstrate knowledge of HSIE K-6 content and how to teach that content to your students
LO3. plan for effective teaching and learning in HSIE K-6
LO4. create and maintain a safe and challenging learning environment
LO5. demonstrate understanding of assessment strategies to assess student learning in HSIE K-6
LO6. improve professional knowledge and practice
LO7. actively engage with members of profession and the wider community.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 4.5.1. (Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1		Professional Knowledge: Standard 1 - Know students and how they learn
1.1		Physical, social and intellectual development and characteristics of students.
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2		Understand how students learn.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3		Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4		Strategies for teaching Aboriginal and Torres Strait Islander students.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5		Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6		Strategies to support full participation of students with disability.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2		Professional Knowledge: Standard 2 - Know the content and how to teach it
2.1		Content and teaching strategies of the teaching area
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2		Content selection and organisation
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3		Curriculum, assessment and reporting
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4		Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5		Literacy and numeracy strategies
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6		Information and Communication Technology (ICT)
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3		Professional Practice: Standard 3 - Plan for and implement effective teaching and learning
3.1		Establish challenging learning goals
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2		Plan, structure and sequence learning programs
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3		Use teaching strategies
3.3.1		(Graduate) Include a range of teaching strategies.
3.4		Select and use resources
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5		Use effective classroom communication
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4.1		Support student participation
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2		Manage classroom activities
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.5.1		(Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2		Engage in professional learning and improve practice
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This unit of study continues to provide students with practical and theoretical approaches to teaching and learning in HSIE K-6. Based on student feedback, we are drawing on the experiences and expertise of classroom-based primary teachers in the design and delivery of this unit.

Additional information

Please refer to Canvas for up-to-date information regarding all aspects of this unit of study.

Scoop.it

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDMT5534: Human Society and its Environment K-6

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect