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

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

Teaching staff

Coordinator	Catherine Smyth, catherine.smyth@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Planning for teaching history Individual assignment. Planning learning experiences for primary history. See Canvas for details	50%	Week 06 Due date: 02 Apr 2026 at 23:59	1500 words	AI allowed
Outcomes assessed:
Written work	Planning a geographical inquiry Group Task. Geographical Inquiry Documentary + reflection. See Canvas	50%	Week 12 Due date: 21 May 2026 at 23:59	1500 words equivalent	AI allowed
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 guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 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. 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 to the Learning Area of HSIE K-6 (Human Society and its Environment) and an overview of the unit of study	Lecture (1 hr)
Week 01	Introduction to the NESA (2024) HSIE K-6 syllabus documents and Aboriginal perspectives in HSIE. An introduction to Riff Reflection Tool	Tutorial (1 hr)
Week 02	History in the early years (Early Stage 1 and Stage 1) and Object-based learning	Lecture (1 hr)
Week 02	Visit Chau Chak Wing Museum (and post visit reflection)	Tutorial (1 hr)
Week 03	Fieldtrip 1- School visit and Post-visit reflection	Fieldwork (3 hr)
Week 04	Teacher resources for HSIE K-6. Using criteria for selecting and evaluating Aboriginal curriculum resources	Lecture (1 hr)
Week 04	Planning a history-based learning activity	Tutorial (1 hr)
Week 05	Planning Stage 2/3 learning	Tutorial (1 hr)
Week 05	History in Stage 2 and Stage 3	Lecture (1 hr)
Week 06	Ned Kelly process drama	Tutorial (1 hr)
Week 06	Using creative pedagogies to teach history	Lecture (1 hr)
Week 07	Geography K-6	Lecture (1 hr)
Week 07	Place-based learning	Tutorial (1 hr)
Week 08	Geography based Fieldtrip-Botanic Gardens and State Library NSW. Post-visit reflection (no tutorial or lecture on campus)	Fieldwork (3 hr)
Week 09	Geographical Inquiry skills	Lecture (1 hr)
Week 09	Planning and teaching geographical skills in K-6	Tutorial (1 hr)
Week 10	Literacy and numeracy in HSIE K-6	Lecture (1 hr)
Week 10	Planning assessment in HSIE K-6	Tutorial (1 hr)
Week 11	Climate change and the pedagogy of critical hope (Guest lecture by Dr David Smith)	Lecture (1 hr)
Week 11	Where to next	Tutorial (1 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 weekly readings

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.
1.4.1		(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.
1.6.1		(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.
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4		Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments
4.1		Support student participation
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
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.
5		Professional Practice: Standard 5 - Assess, provide feedback and report on student learning
5.1		Assess student learning
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
6		Professional Engagement: Standard 6 - Engage in professional learning
6.1		Identify and plan professional learning needs
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.
6.3		Engage with colleagues and improve practice
6.4		Apply professional learning and improve student learning
7		Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community
7.2		Comply with legislative, administrative and organisational requirements
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3.1		(Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4		Engage with professional teaching networks and broader communities
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

Detailed information for each assessment can be found on Canvas

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

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Use of generative artificial intelligence (AI)

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

EDMT5534: Human Society and its Environment K-6

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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