Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit convenor
Susan Caldis
Contact via Dialogue Tool
X5B 126
By appointment
Carole Wellham
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
((12cp at 100 level or above) including (EDUC105 or EDUC106 or ECH126)) or admission to BEd(Sec)
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit is designed to develop students' understanding of the issues central to the Human Society and its Environment curriculum in years K–6, and Geography and History syllabuses in years K–10. It caters for the needs of students requiring a background in this key learning area and incorporates aspects of Australian social, cultural and environmental heritage, civics and citizenship education, and global perspectives.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
See the Assessment Policy for further information.
Name | Weighting | Hurdle | Due |
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HSIE and Australia's Identity | 20% | Yes | Wed 13 Sept 2017 |
HSIE Inquiry | 40% | Yes | Wed 15 Nov 2017 |
Examination | 40% | Yes | During examination period |
Due: Wed 13 Sept 2017
Weighting: 20%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Through the study of HSIE across Years K - 10, students are encouraged to construct their own understanding about the meaning of 'an Australian identity'. Australian society is comprised of many different communities, and these communities hold their own perspectives about what determines an Australian identity.
1. Outline how the content from a chosen Stage in the K - 10 HSIE learning area can help students develop their understanding about Australia’s identity (approximately 150 words);
2. Describe the similarities and/or differences between TWO chosen community perspectives about Australia’s identity (approximately 250 words); and
3. Evaluate the claim that the media effectively promotes the TWO chosen community perspectives about Australia’s identity (approximately 350 words)
Due: Wed 15 Nov 2017
Weighting: 40%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Inquiry based learning is a key teaching methodology in the HSIE learning area. It helps students to understand the interconnections between people and places; it helps bring the past in to the present; it helps make the seemingly irrelevant, relevant.
1. Use the provided inquiry scaffold to outline your investigation for a site (history focused inquiry) or a place (geography focused inquiry). Submit this scaffold to Susan via TurnItIn on or before Wed 18 October 2017 (10%). There is no word count associated with the scaffold.
2. Conduct the inquiry and develop a 1200 word report that communicates nature and location of the chosen site or place, the research purpose and overarching inquiry question, a justification for the chosen research methodologies, and an explanation of the research findings. Subheadings, maps, diagrams, tables and dot points may be included throughout the report in addition to written text. Develop an additional and concluding statement of 500 words about the challenges and opportunities associated with inquiry based learning (30%). Total word count for Part 2 is 1700 words.
Due: During examination period
Weighting: 40%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
There will be THREE questions provided in the examination. Students will be expected to choose and respond to TWO questions in separate writing booklets.
The overarching themes the exam questions could be drawn from include:
1. Australia's engagement with the Asia region
2. Australia's identity and place in the world
3. Australia's Aboriginal and Torres Strait Islander histories and cultures
4. Australia's sustainable future
Course Delivery
This course is delivered externally. It is expected that each week students will listen to 2 lectures, complete the required reading(s) and contribute a response to the question(s) posed on the designated discussion forum.
There will also be TWO on-campus days to support student learning. These will be held at Macquarie University on Saturday 9 September 2017, and on Saturday 14 October 2017. The rooming is to be advised. Each on-campus days run between 9am - 3pm.
If you would like to contact the unit convenor, Susan Caldis, please use the Dialogue Tool on iLearn in preference to email.
Resources
The content related to HSIE education is often considered to be dynamic, perspective-laden and contextual, therefore, the need to remain informed through a variety of contemporary media sources is essential. Journal articles and other resources as appropriate will be available each week. There is no recommended set text for EDUC289, however, having access to the new NSW K-10 Geography syllabus and new NSW K-10 History syllabus (available online at no cost) is recommended.
Week starting |
Lecture content |
Other information |
14 August |
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Complete the required reading(s) as indicated on iLearn Complete a response to the posed questions on the discussion forum for this week |
21 August |
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Complete the required reading(s) as indicated on iLearn Complete a response to the posed questions on the discussion forum for this week |
28 August |
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Complete the required reading(s) as indicated on iLearn Complete a response to the posed questions on the discussion forum for this week |
4 September |
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Complete the required reading(s) as indicated on iLearn Complete a response to the posed questions on the discussion forum for this week The first on-campus day is this week (9/09) |
11 September |
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Complete the required reading(s) as indicated on iLearn Complete a response to the posed questions on the discussion forum for this week Task 1 is due this week (13/09)
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18 September |
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Complete the required reading(s) as indicated on iLearn Complete a response to the posed questions on the discussion forum for this week
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25 September |
mid semester break |
mid semester break |
2 October |
mid semester break |
mid semester break |
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Complete the required reading(s) as indicated on iLearn Complete a response to the posed questions on the discussion forum for this week The second on-campus day is this week (14/10) Can submit Task 2 scaffold this week |
16 October |
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Complete the required reading(s) as indicated on iLearn Complete a response to the posed questions on the discussion forum for this week Task 2 scaffold is due this week (18/10)
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23 October |
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Complete the required reading(s) as indicated on iLearn Complete a response to the posed questions on the discussion forum for this week
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Complete the required reading(s) as indicated on iLearn Complete a response to the posed questions on the discussion forum for this week |
6 November |
No lectures, required readings or responses on ilearn this week. Please use the time to work on Task 2 |
A set of recommended readings for Task 2 based on HSIE methodology will be available |
13 November |
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Complete the required reading(s) as indicated on iLearn Complete a response to the posed questions on the discussion forum for this week Task 2 is due this week (18/10)
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20 November |
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Please see iLearn for further details
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Date | Description |
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07/08/2017 | One of the dates for an On-Campus Day was incorrectly identified as Saturday 2 September. This date has been corrected to Saturday 9 September. The date for the second On-Campus day (Saturday 14 October) was correctly identified and remains unchanged. |