Students

EDST8234 – Teaching Society and Culture in the Secondary School 1

2023 – Session 2, In person-scheduled-infrequent, North Ryde

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Renee Preval-Mann
renee.preval-mann@mq.edu.au
Contact via Email
Rm 263, 29 Wallys Walk
consultation via email
Credit points Credit points
10
Prerequisites Prerequisites
Corequisites Corequisites
EDST8237
Co-badged status Co-badged status
Unit description Unit description

The unit provides the knowledge and skills necessary to teach Stage 6 Social Sciences with a specific focus on Society and Culture as a second teaching subject. Participation in the course will highlight the important role Social Sciences play in developing secondary school students who understand and promote positive participation in community life and raise global awareness through attainment of social and cultural literacy. The course aims to develop research capacity, critical and independent thought with student-centred learning strategies modelled, practiced and discussed. The need to implement collaborative, cooperative and inclusive education is also demonstrated. The course examines different approaches to programming, lesson planning and forms of assessment. It also develops awareness of the professional role of the teacher.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Demonstrate critical, in-depth and extensive understanding and application of the central concepts, skills and modes of inquiry in the discipline.
  • ULO2: Articulate the ways in which research evidence contributes to facilitating learners' development and implement a range of pedagogical models including ICT to teach discipline knowledge, understanding and skills.
  • ULO3: Demonstrate a deep, critical and complex understanding of the literature and theory of learning and teaching underpinning effective pedagogy in this discipline.
  • ULO4: Develop logical, sequential and research informed lessons and teaching and learning materials to meet learning outcomes.
  • ULO5: Expertly apply knowledge of educational research and theory to design and critically evaluate assessment strategies that demonstrate the achievement of learning outcomes.
  • ULO6: Demonstrate highly effective communication strategies to report on rigorous investigation or scholarly inquiry into issues of critical relevance to the teaching and learning of the discipline.

General Assessment Information

 

  • Students should be aware of and apply the University policy on academic honesty (see: https://policies.mq.edu.au/document/view.php?id=3) 

  • Unless a Special Consideration (see: https://students.mq.edu.au/study/assessment-exams/special-consideration) request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of‚ 0 (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11:55pm. A 1-hour grace period is provided to students who experience a technical issue.This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings etc).  

  • Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special consideration application. Special Consideration outcome may result in a new question or topic.  

  • Please format assessments using 12-point font and 1.5 spacing. 

  • All assessments are submitted electronically. Turnitin plagiarism detection software is used to check all written assessments. 

  • Students can use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit. 

  • Students should carefully check that they submit the correct file for an assessment as no re-submissions will be accepted after the due date and time, including instances where students upload an incorrect file in error. 

  • Word limits are strictly applied. Work above the word limit will not be marked.  

  • All assessments are marked using a clear marking scheme or a rubric. 

  • Marking of all assessments is moderated by the Unit Convenor. 

  • Applications for extensions must be made via AskMQ (https://ask.mq.edu.au/).  

  • It is not the responsibility of unit staff to contact students who have failed to submit assessments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor. 

University policy on grading 

Criteria for awarding grades for assessment tasks 

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. For Professional Experience units the PE Report is marked as satisfactory or unsatisfactory and the Teaching Performance Assessment (in final PE units) is marked as not meets, meets or exceeds. The following descriptive criteria are included for your information. 

 

Descriptive Criteria for awarding grades in the unit 

In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45. 

 

  

Grade 

Descriptor 

HD 

(High Distinction) 

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem-solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline. 

D 

(Distinction) 

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience. 

Cr 

(Credit) 

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline. 

P 

(Pass) 

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes 

F 

(Fail) 

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline. 

 

Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of the placement. 

 

Withdrawing from this unit 

If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact your course progression. 

 

Results 

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. 

Assessment Tasks

Name Weighting Hurdle Due
Lesson planning and reflection 50% No 23.55, 25/07/23
Development of an Assessment task and pedagogical reflection and justification 50% No 23.55, 03/11/23

Lesson planning and reflection

Assessment Type 1: Lesson plan
Indicative Time on Task 2: 50 hours
Due: 23.55, 25/07/23
Weighting: 50%

 

Students will plan an excursion for a Preliminary Society and Culture class. Planning documents include an Excursion and Risk Assessment and an excursion Resource including consolidation material. A reflection and justification drawing on scholarly literature will provide reasons and evidence for excursion and resource design. (3,000 words)

 
On successful completion you will be able to:
  • Demonstrate critical, in-depth and extensive understanding and application of the central concepts, skills and modes of inquiry in the discipline.
  • Articulate the ways in which research evidence contributes to facilitating learners' development and implement a range of pedagogical models including ICT to teach discipline knowledge, understanding and skills.
  • Demonstrate a deep, critical and complex understanding of the literature and theory of learning and teaching underpinning effective pedagogy in this discipline.
  • Develop logical, sequential and research informed lessons and teaching and learning materials to meet learning outcomes.
  • Expertly apply knowledge of educational research and theory to design and critically evaluate assessment strategies that demonstrate the achievement of learning outcomes.
  • Demonstrate highly effective communication strategies to report on rigorous investigation or scholarly inquiry into issues of critical relevance to the teaching and learning of the discipline.

Development of an Assessment task and pedagogical reflection and justification

Assessment Type 1: Portfolio
Indicative Time on Task 2: 50 hours
Due: 23.55, 03/11/23
Weighting: 50%

 

This assessment task consists of four parts: the design of an assessment task notification and marking guidelines; Resource creation of an exemplar Research Method; Exemplar Annotated bibliography; and, a pedagocial reflection and justification drawing on recent scholarly literature.

 
On successful completion you will be able to:
  • Demonstrate critical, in-depth and extensive understanding and application of the central concepts, skills and modes of inquiry in the discipline.
  • Articulate the ways in which research evidence contributes to facilitating learners' development and implement a range of pedagogical models including ICT to teach discipline knowledge, understanding and skills.
  • Expertly apply knowledge of educational research and theory to design and critically evaluate assessment strategies that demonstrate the achievement of learning outcomes.
  • Demonstrate highly effective communication strategies to report on rigorous investigation or scholarly inquiry into issues of critical relevance to the teaching and learning of the discipline.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

Required and recommended texts 

All texts can be accessed via iLearn 

This unit has a full web presence through iLearn.   

Students will need regular access to a computer and the Internet to complete this unit.  

Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies. 

Various activities and materials for discussion and critical reflection are included and students enrolled in INFQ mode are especially encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.  

Weekly lectures are available on the web through the ECHO360 lecture component. You must listen to all lectures if you do not attend these ‘live’. 

PowerPoint slides are available in iLearn in advance of the weekly lecture and/or are available in the Active Learning Tool.  

Access and technical assistance  

Information for students about access to the online component of this unit is available at https://ilearn.mq.edu.au/login/index.php. You will need to enter your student username and password. 

Please do NOT contact the Unit Convenor regarding iLearn technical help.  

Assistance is available from IT Helpdesk  

Ph: 9850 4357 or 1800 67 4357  

Log a request: help.mq.edu.au. 

On Campus: Ground floor at 18 Wally’s Walk 

Structure 

The unit structure can be found in the university timetable https://timetables.mq.edu.au/2023/  In the tutorial students will discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. There will be a supporting iLearn site for the unit providing additional readings, links and materials.  

 

The weekly program for the course with the accompanying readings/ preparation is available on the unit iLearn site. 

Unit Schedule

The full unit schedule with weekly topics and readings will be provided on iLearn.

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@mq.edu.au

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

School of Education Procedures 

In addition, the following policies and procedures of the School of Education are applicable in this unit. 

Attendance for Master of Teaching (Primary and Secondary) units 

Attendance at all synchronous activities, completion of non-synchronous formative/diagnostic class tasks and involvement in professional forums is compulsory as the Master of Teaching is a professional qualification. All students must meet the 80% attendance requirement.  

Activities completed during tutorials or on campus days are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet the AITSL Graduate Teacher Standards. Attendance at all tutorials or on campus days is expected and the roll will be taken. 

Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change. 

 

Electronic Communication 

It is the student’s responsibility to check all electronic communication on a regular weekly basis.  Communication may occur via: 

  • Official MQ Student Email Address 

  • The Dialogue function on iLearn 

  • Other iLearn communication functions 

 

Infrequent Attendance Students 

Information about the dates of the on-campus sessions can be found in the university timetable. https://timetables.mq.edu.au/2023/ 

  • The on-campus sessions are essential to student engagement and learning and attendance on all days is expected. Failure to attend or to have an approved Special Consideration may result in a Fail grade for the unit. Please see attendance requirements in this unit guide.   

  • Prior to the on-campus sessions, you should have read the prescribed readings and listened to the lectures. Summarise the main points and make a note of the key terms and definitions. Prepare any discussion questions of your own that you wish to share. 

  • Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures on a weekly basis. 

  • Further specific details and any updates about times and locations will be posted on iLearn as an Announcement during first half of the semester. 

Fail Rule  

General Coursework Rule 17 stipulates that where a student is enrolled in a practical, clinical or Professional course with fitness to practice requirements:  

 

  • if a student fails one practical, clinical or professional activity they may be permanently excluded from that course; or 
  • if a student fails an essential unit twice or fails the equivalent of 20 credit points they may be permanently excluded from further enrolment in that course.    

 

Students completing a double degree will be able to continue with their other degree program provided they meet the academic progression requirements of the Academic Progression Policy. 

 

Students completing a single Education degree (such as the BTeach/MTeach) are advised to seek academic advice. 

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

The Writing Centre

The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via AskMQ, or contact Service Connect.

IT Help

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.

5Rs Framework

The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course.  

Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling.  

In this unit, you will learn using the 5Rs framework in the following important ways: 

  • Provision of insightful peer feedback to effective teaching and learning approaches specific to the Stage 6 classroom- including appropriate strategies for differentiation
  • Discussion of varied strategies to cope with the specific demands associated with teaching Stage 6 
  • Crafting innovative and creative responses to multiple case studies and scenarios as expected in a senior school context
  • Evaluation and implementation of feedback in order to build reflexive teaching practices
  • Undertaking independent and original research to support evidence-based teaching practice
  • Creating inclusive and dynamic Stage 6 classrooms responsive to community and student diversity
  • Opportunities for role play and interview techniques to help develop a sense of professional teaching identity

Unit information based on version 2023.02 of the Handbook