Unit rationale, description and aim

In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need knowledge and understanding of the senior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas, including teaching/learning that responds to the high-stakes assessment that is a usual feature of senior secondary schooling.

In this unit, pre-service teachers will consider the place of Society and Culture in contemporary Australian society, and the senior secondary Society and Culture curriculum, in particular. They will explore a range of evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for building knowledge of Society and Culture and how to provide constructive feedback and reporting. They will learn approaches for engaging senior secondary learners and to meet the learning needs of diverse students in the senior secondary years. They will further develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate unit and assessment plans in order to demonstrate a knowledge of curriculum, learning and assessment theory. They will assemble a resource folio to demonstrate capacity to collect, create and critique resources for effective teaching and learning and to link with curriculum. They will investigate issues and considerations of curriculum implementation as found in the practical reality of schools.

The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching Society and Culture at a senior secondary level.

2025 10

Campus offering

No unit offerings are currently available for this unit

Prerequisites

Nil

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Demonstrate mastery of the concepts, substance and...

Learning Outcome 01

Demonstrate mastery of the concepts, substance and structure of the content Civics and Citizenship and Society and Culture, and an in-depth understanding of how students learn in Society and Culture Education (APST 1.2, 2.1)

Critically analyse, synthesise, develop, and imple...

Learning Outcome 02

Critically analyse, synthesise, develop, and implement a range of Society and Culture learning and teaching activities and sequences for junior students (7-10), which involve a variety of pedagogical approaches and resources (including safe and ethical use of ICT resources) appropriate to these year levels and curriculum content (APST 1.2, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5)

Describe, design, evaluate and implement a variety...

Learning Outcome 03

Describe, design, evaluate and implement a variety of teaching strategies which cater for individual differences in student learning (e.g. cognitive, physical, social, cultural) and integrate general capabilities and cross curriculum priorities in Society and Culture (APST 1.3, 2.5, 3.3, 4.1)

Analyse the relationships between learning task de...

Learning Outcome 04

Analyse the relationships between learning task design, student learning and expertise, higher order thinking, assessment, feedback and reporting in Society and Culture, and apply to the development and modification of own teaching practice (APST 2.3, 5.1, 5.2)

Analyse and articulate interactions between person...

Learning Outcome 05

Analyse and articulate interactions between persons, societies and cultures and environments across time (APST 2.1).

Content

This unit is designed to provide pre-service teachers with strategies for planning, implementing and monitoring learning experiences for students in Society and Culture. Topics will be tailored to the needs of the group and may include:

  •         factors in the educational context (international, national, state, territory and local levels) including curriculum policies and perspectives that shape the identity of Society and Culture Education in Years 7-10
  •         the concepts, substance and structure of curriculum content in Humanities and Preliminary Society and Culture
  •         contemporary understandings of the unique ways in which students learn in Society and Culture Education
  •         investigation and debate around current social issues, developments and directions with a focus on contemporary social change
  •         specific professional practices and key pedagogical approaches, including student-centred and cooperative learning, related to teaching and learning in preliminary Society and Culture contexts, and their theoretical underpinnings
  •         appropriate research methods and analysis techniques within focus areas
  •         general capabilities and cross curriculum priorities including the integration of literacy and numeracy and local, state, territory and national perspectives in Society and Culture Education
  •         planning, implementing and evaluating sequences of learning activities in Society and Culture Education relative to specific school context and identified factors impacting teaching and learning
  •         the relationship between reflexive learning and effective concept formation to build higher order thinking in Society and Culture Education
  •         catering for a diverse range of learners in Society and Culture Education
  •         strategies to develop students’ literacy and numeracy skills in the context of Society and Culture
  •         discipline specific teaching strategies and issues related to Indigenous students in Society and Culture Education
  •         effective use of a range of resources for the teaching area, including ICT’s and technologies specific to Society and Culture Education to engage learners
  •         classroom management in Society and Culture Education and the impact of curriculum rigour, engagement, participation and inclusion on learner behaviour
  •         pedagogical strategies to promote problem solving and critical thinking in Society and Culture Education
  •         a range of approaches and strategies for assessment and feedback and reporting in Society and Culture Education
  •         ways to make consistent and comparable judgments, interpret student data and report on student achievement in Society and Culture.

Assessment strategy and rationale

The assessment tasks and their weightings are designed so that the pre-service teacher can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on pre-service teachers acquiring content knowledge and developing the skills to assimilate conceptual knowledge in order for that knowledge to inform skills that will be applied in practice.

The two assessment tasks are sequenced to allow feedback and progressive development. By completing Task 1 the pre-service teacher will apply knowledge of assessment strategies. In Task 2 pre-service teachers develop a program of work for senior students over a period of time.

Overview of assessments

Assessment Task 1: Lesson planning Develop a se...

Assessment Task 1:

Lesson planning

Develop a series of at least three sequential lessons / learning activities.

These must demonstrate knowledge and understanding of:

  •         the concepts and structure of Society and Culture in the Preliminary curriculum;
  •         the ways in which students learn in Society and Culture;
  •         learning objectives, teaching content and strategies appropriate to the identified outcome/s, topic and year level;
  •         nominated pedagogical approach/es;
  •         sequencing; and
  •         appropriate resources and strategies, including ICT, to meet the identified strengths and needs of diverse learners and to promote critical and creative thinking.
    • <

Weighting

40%
Learning Outcomes LO1, LO2, LO3

Assessment Task 2: Analysis of the Curriculum An...

Assessment Task 2: Analysis of the Curriculum

Analysis of Society and Culture Preliminary curriculum content, skills and topics; and diagnostic test and/or self-audit to identify key gaps in pre-service teacher’s knowledge, understandings and skills.

Undertake independent research and/or skill practice. Demonstrate mastery of key topics/gaps identified through:

  •         written examination and/or
  •         written paper.
    • <

Weighting

30%
Learning Outcomes LO1, LO5

Assessment Task 3: CHOICE - For the purposes of...

Assessment Task 3:

CHOICE - For the purposes of national moderation all campuses must select the same task.

Option A: Teaching and Assessment Implementation and Critical Reflection

Implementation and evaluation of a sequence of learning and teaching activities which will take place in microteaching small-group or similar settings and within which:

  •          identified syllabus content is addressed;
  •         diverse learner backgrounds and needs are catered for;
  •         student higher order thinking is promoted;
  •         provision is made for assessment of student learning and feedback; and
  •         the cross curricular priorities and General Capabilities of the Australian Curriculum are incorporated, including the integration of literacy and numeracy. 

Critically evaluate the ways in which the above addresses identified syllabus content, promotes student higher order thinking, caters for the needs of diverse learners, and addresses the cross curricular priorities and General Capabilities of the Australian Curriculum.

OR

Option B: Resource Folio and Critical Reflection

Create a folio of 6 – 10 practical activities that cover a range of curriculum topics and skills, within which:

  •         identified syllabus content is addressed;
  •         diverse learner backgrounds and needs are catered for;
  •         ICT including audio-visual and/or multi-media is incorporated;
  •         student higher order thinking is promoted;
  •         provision is made for assessment of student learning and feedback;
  •         and the cross curricular priorities and General Capabilities of the Australian Curriculum are incorporated, including the integration of literacy and numeracy. 

Critically evaluate the ways in which the above addresses identified syllabus content, promotes student higher order thinking, caters for the needs of diverse learners, and addresses the cross curricular priorities and General Capabilities of the Australian Curriculum.

Weighting

30%
Learning Outcomes LO1, LO4, LO5

All students, regardless of whether their teaching area has adopted the Australian Curriculum, must make reference to the cross-curriculum priorities and General Capabilities identified in the Australian Curriculum.

Learning and teaching strategy and rationale

This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. The pre-service teacher will build an understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group work. The pre-service teacher’s teaching skills of planning and assessing, and their ability to locate and synthesise information, will be developed through designing curriculum appropriate for a Society and Culture context. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.

Teaching and learning strategy described above will use an appropriate selection of approach, including, for example:

  •         Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
  •         Hands-on tutorials and discussions that promote peer learning
  •         Microteaching opportunities
  •         Self-directed reading and research
  •         Collaborative learning opportunities

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

On successful completion of this unit, pre-service teachers should be able to:

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.

4.5 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 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

Representative texts and references

Representative texts and references

Australian, state and territory curriculum documents.

Board of Studies, Teaching and Educational Standards NSW (BoSTES). (2014). Curriculum Support for Teaching in Human Society and its Environment and Society and Culture 11-12. BoSTES NSW: http://www.boardofstudies.nsw.edu.au/syllabus_sc/hsie.html

Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education. Oxon UK: Routledge

Creswell, J. (2015). Educational research: Planning, conducting and evaluating quantitative and qualitative research (5th ed.). Sydney: Pearson Australia.

Denemark, D., Meagher, G., Wilson, S., Western, M., & Phillips, T. (2007). Australian social attitudes 2: Citizenship, work and aspirations. Sydney: University of New South Wales Press.

Donnelly, K., Grove, S-J., Leaver, M., Lieberman, F., Lovat, T., & Webster, P. (2008). Society and culture: Preliminary and HSC. Melbourne, Vic: Cengage Learning.

Germov, J., & Poole, M. (2011). Public sociology: An introduction to Australian society (2nd ed.). Crows Nest, NSW: Allen & Unwin.

Henslin, J. (2012). Sociology: A down-to-earth approach (10th ed.). Boston: Allyn & Bacon.

Killen, R. (2012). Effective teaching strategies: Lessons from research and practice. (6th ed.). South Melbourne, Vic: Cengage Learning

Marsh, C. (2008). Studies of society and environment (5th ed.). Frenchs Forest, NSW: Pearson Education Australia.

Pollock, D., & Van Reken, R. (2009). Third culture kids: Growing up among worlds. Boston: Nicholas Brealey Publishing.

Salmon, G. (2003). e-Moderating: The key to teaching and learning online (2nd ed.). London: Routledge Falmer.

Schaeffer, R. (2011). Sociology: A brief introduction (9th ed.). New York: McGraw Hill.

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