Outline

Overview

This unit of study focuses on ways of knowing and learning in the primary curriculum area of Human Society and its Environment (HSIE), with a emphasis on the disciplines of history and geography. The unit integrates the development of competencies for active and informed citizenship, with an emphasis on Aboriginal and Torres Strait Islander perspectives, sustainability and creative pedagogies.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Catherine Smyth, catherine.smyth@sydney.edu.au
Guest lecturer(s)	Kirsty McGeoch, kirsty.mcgeoch@sydney.edu.au
	Robyn Ewing, robyn.ewing@sydney.edu.au
	Craig Barker, craig.barker@sydney.edu.au
Lecturer(s)	Catherine Smyth, catherine.smyth@sydney.edu.au
Tutor(s)	Daniel Krstevski, daniel.krstevski@sydney.edu.au
Tutor(s)	Anita Rombola, anita.rombola@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Geographical inquiry: The University of Sydney Group geographical inquiry- acquiring, processing and communicating data	35%	Week 07 Due date: 14 Sep 2023 at 23:59	5 min video OR 1600 wds per student
Outcomes assessed:
Assignment	Digital Story Telling: Constructing a historical narrative about personal and family history Research and digital video	40%	Week 11 Due date: 20 Oct 2023 at 23:59	3-5 minute video (1800wd equiv.)
Outcomes assessed:
Assignment	Critical Reflection and professional conversation Critical reflection	25%	Week 13 Due date: 30 Oct 2023 at 23:59	Approx 1125 words
Outcomes assessed:
= hurdle task ?

Assessment summary

Assessment Task 1: Video Documentary: a geographical inquiry of The University of Sydney

In small groups, students will plan and conduct a 3- step geographical inquiry about one aspect of The University of Sydney. Guided by a geographical question (adapted from the NESA Geography K-6 syllabus), the group will acquire and process geographical information and data using primary and secondary sources to answer the question guiding the inquiry. Following ethical protocols and as part of their inquiry, the students will investigate the interconnection and relationship that Aboriginal and Torres Strait Islander Peoples’ have to the university. The students will communicate the findings of their inquiry as a documentary in a 5- minute video form suitable for use in an upper primary classroom.

This assessment connects with Graduate Teacher Standards 1.1.1, 1.2.1, 1.3.1, 1.4.1, 1.5.1, 3.4.1, 6.4.1, 7.1.1

Criteria

Students will be assessed on the extent to which:

An appropriate geographical question guides the inquiry

The interconnection and relationship that Aboriginal and Torres Strait Island Peoples’ have to a specific place is examined
Ethical protocols are followed in the way data and information are collected and recorded from primary and secondary sources
A range of geographical tools are used to acquire, process and communicate geographical information
ICT is used effectively
The students work collaboratively and equitably with others

Assessment 2: Digital Story Telling: Constructing a historical narrative about personal and family history

Individually, students conduct an historical inquiry and plan, develop and create a 3-5 minute digital story, accompanying storyboard,and script to tell an aspect of personal or family history. 

This assessment connects with Graduate Teacher Standards 1.1.1, 1.2.1, 1.3.1, 1.4.1, 1.5.1, 3.4.1, 6.4.1

Criteria

Students will be assessed on the extent to which:

An historical inquiry approach has been used to answer a question about a family or personal history
The story is placed within the policitial or social context of the time
A compelling historical narrative is constructed and told using a range of primary and secondary sources including images, words and music 
A range of ICTs (information and communication technologies) are effectively used to create and present a digital story
The story clearly demonstrates engagement with the emotions of the creator

Assessment Task 3: Critical Reflection and professional conversations

Critical reflection on readings, recent learning experiences and personal background and disposition contribute to a pre-service teacher’s professional development. Students will actively participate in two professional online discussions amongst a group of about 12 peers. There will be two rounds of discussion (‘a’ and ‘b’) spread across the semester, each with a different focus. The discussions are open-ended, so there are no 'correct' responses expected - just well-reasoned arguments, evidence-based opinions and well-considered questions.

Discussion topic ‘a’ in Week 6: Ways of knowing in history and the implications for primary teaching; and topic ‘b’ in Week 12: Ways of knowing in geography and the implications for primary teaching

A feature of this assignment is the self-assessment of levels of critical reflection, supported by individual feedback from lecturers. In Weeks 6 and 12, students will undertake key readings, contribute to an online discussion and complete the reading log/self-assessment pro-forma. The self-assessment will be monitored and moderated by the lecturer/tutor, and final mark will be an average of the two marks.

The Canvas website contains reading lists, guidance, proformas and detailed marking criteria.

This assessment connects with Graduate Teacher Standards 1.1.1, 1.2.1, 1.3.1, 1.4.1, 1.5.1, 3.4.1, 6.4.1

Criteria

Students will be assessed on:

Level of critical reflection
Engagement with key ideas in the discussion topic
Awareness of alternative contexts and perspectives
Quality of scholarly interaction with peers

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Please refer to Assessment Procedures 2011

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction: Overview Assessment Considerations Big ideas in HSIE K-6	Lecture and tutorial (2 hr)
Week 02	2 hour interactive workshop: Learning on Gadigal land	Workshop (2 hr)
Week 03	Geographical inquiry- Why should we care about food waste? Using the 5Es to guide inquiry	Lecture and tutorial (5 hr)
Week 04	HSIE in action- School Visits	Field trip (4 hr)
Week 05	Climate Change and a pedagogy of hope: Teaching, learning and assessment (Guest Lecturer: Dr David Smith)	Lecture and tutorial (2 hr)
Week 06	2-hour interactive workshop: Drama-rich ways of knowing in geography (Guest Lecturer: Professor Emerita Robyn Ewing) + independent task	Workshop (3 hr)
Week 07	Historical narratives and digital Stories (Guest Lecture by Dr Kirsty McGeoch)	Lecture and tutorial (2 hr)
Week 08	Big ideas in History K-6	Lecture and tutorial (2 hr)
Week 09	Lecture and tutorial on Historical understanding in the primary school + independent task	Lecture and tutorial (3 hr)
Week 10	The Quadrangle and the museum: Ways of knowing history through a site-based historical inquiry (With Dr. Craig Barker)	Field trip (5 hr)
Week 11	Ned Kelly- 2-hour drama + history workshop (Professor Robyn Ewing) + Independent task	Workshop (3 hr)
Week 12	Presentation of Digital Stories	Presentation (3 hr)

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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Please refer to the weekly readings in MODULES in Canvas

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 familiarity with the key disciplines of HSIE, including disciplinary-based inquiry, skills, tools, content and concepts, as they relate to the NESA Syllabus and curriculum documents
LO2. Develop confidence with a variety of creative pedagogies to support teaching and learning of HSIE
LO3. Engage in professional reflection by critically reflecting on emerging beliefs about the ways to learn and teach HSIE
LO4. Use a range of relevant information and digital literacies to generate and communicate knowledge through discipline-based inquiry
LO5. Develop competence in the ethics and protocols of engaging and consulting with Aboriginal and Torres Strait Islander communities
LO6. Develop critical understanding of the diverse perspectives, beliefs and values of communities to participate as active, responsible and informed citizens

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) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 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) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 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) - 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
	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. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 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) - 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 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) - 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 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
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
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.
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.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
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.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
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 is a new unit of study which has not been offered in previous years.

Additional information

Site visit guidelines

Instructions for the field trips will be available through Canvas

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

Weekly schedule

Weekly schedule

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

EDUP1014: Ways of Knowing in HSIE K-6

Semester 2, 2023 [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

Weekly schedule

Weekly schedule

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