Unit rationale, description and aim
This unit supports pre-service teachers to connect with their previous learning experiences to facilitate critical thinking about different aspects of society, the environment, history, culture, identity, and systems of power and resources, and how they contribute to an informed humanities curriculum.
Using a social constructivist approach to learning and teaching, the unit develops pre-service teachers' understanding of Humanities and Social Sciences (HaSS) curriculum, pedagogy, and assessment through collaborative learning experiences. Students engage in sustained inquiry that deepen their understanding of humanities and social sciences education over time.
The teaching objectives of humanities within this unit include fostering an appreciation of multiple perspectives, encouraging the examination of values and ethical questions, and promoting an awareness of cultural diversity and global interdependence. Pre-service teachers will also learn to design learning experiences that support students in developing civic responsibility, historical consciousness, geographical thinking, and critical engagement with social issues.
The aim of this unit is to equips pre-service teachers with the knowledge, skills, and reflective capacity to create inclusive, inquiry-based humanities learning environments that prepare young people to participate meaningfully in a complex, changing world.
Campus offering
No unit offerings are currently available for this unit.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.
Interpret the curriculum, content and conceptual k...
Learning Outcome 01
Analyse pedagogical content knowledge and teaching...
Learning Outcome 02
Examine the use of evidence-based pedagogies for t...
Learning Outcome 03
Plan well sequenced, developmentally and culturall...
Learning Outcome 04
Content
Topics will include:
- Rationale for Humanities and Social Science (HaSS) education in the primary school
- Aboriginal and Torres Strait Islander perspectives in HaSS
- Studies of Asia and Asian perspectives in HaSS
- Sustainability, including economic, environment and social, in HaSS
- Global education perspectives, identity, interdependence, equity and cultural understanding
- Civics and citizenship education and social justice in a democratic society
- Integrative curriculum approaches to teaching HaSS within current curriculum documents and frameworks, including: history, geography, civics and citizenship and economics and business
- Use of ICT pedagogies to support student learning in HaSS
- Planning, implementation, assessment, evaluation and reporting strategies in HaSS
- Teaching resources in HaSS, including the selection, usage and evaluation
- Inquiry-based and problem-based models for teaching HaSS
- Community resources for authentic learning in HaSS
Assessment strategy and rationale
This unit focuses on pre-service teachers developing understanding and skills in professional knowledge, practice, and engagement for teaching HaSS. The tasks focus on deepening understandings of the teaching profession and fostering communication, curriculum knowledge, teaching strategy choices, and instructional management.
Task 1 involves creating a digital learning resource for a HaSS curriculum topic or theme, and providing suggested teaching strategies and activities for teachers to use this resource with primary students. Task 2 requires the preparation of a suite of materials for a hypothetical primary school excursion to a local destination of their choosing. These materials include the completion of a risk assessment template and pre/para/post-experience learning materials for primary students.
These assessments prepare pre-service teachers to effectively plan and deliver learning in Humanities and Social Sciences classrooms. Pre-service teachers will be supported with scaffolded instruction in safe, ethical and responsible use of ICTs, including generative artificial intelligence in completing assessments.
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. To pass this unit, pre-service teachers are required to complete all tasks and gain an overall Pass grade.
Overview of assessments
Assessment Task 1: Digital Learning Resource In...
Assessment Task 1: Digital Learning Resource
In pairs, create an authentic and original digital learning resource for a selected Humanities and Social Science (HaSS) topic in the form of a conversation, interview, and/or fictionalised story. Develop a reference guide for teachers in using the resource, including an outline of relevant pedagogies and links to curriculum documentation. Prepare a transcript of the resource to be submitted with the resource. Then, prepare a critical review of the content and creative output of another pair’s vodcast taking account of contemporary pedagogical approaches and issues relevant to teaching and learning in HaSS.
50%
Assessment Task 2: Excursion Plan Prepare a plan...
Assessment Task 2: Excursion Plan
Prepare a plan for the conduct of a learning excursion at a selected cultural destination and/or institution. You should conduct your own visit, including physically and/or virtually, to support the development of your plan. Your plan should include: (1) detailed schedule of learning experiences and a budget for the excursion, (2) risk assessment, considering hazards to students, staff and the cultural institution, and (3) communication to be provided to parents/carers, including links to curriculum learning and permission/refusal option. Reflect on how the planned learning experiences will support learning in HaSS for students across the full range of abilities with reference to evidence-based HaSS pedagogies.
50%
Learning and teaching strategy and rationale
The learning and teaching strategy for this unit is based on a constructivist approach that recognises that learning builds on pre-existing understandings and is shaped by a learner’s sociocultural context. A variety of teaching strategies are used which include; collaborative discussions which mirror the interdisciplinary nature of HaSS subjects, helping pre-service teachers explore multiple perspectives on historical, geographical, and social issues.
Sustained inquiry projects to develop critical thinking skills essential for HaSS teaching, allowing students to investigate complex societal questions through ongoing research and reflection. Practical tutorial tasks which strengthen communication skills vital for future HaSS educators who must facilitate debate, present complex concepts, and engage diverse learners. Pre-service teachers develop curriculum design expertise and teaching strategies through hands-on lesson planning tailored to specific educational contexts. Tutorial experiences provide direct observation opportunities and peer collaboration, connecting theoretical knowledge with practical application. The LMS platform integrates course materials, discussions, and resources, fostering ongoing connections between academic content and real-world teaching practices. This comprehensive approach ensures pre-service teachers develop both the disciplinary knowledge and pedagogical skills essential for effective HaSS education.
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO2, LO3, LO4
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO2, LO3, LO4
Relating to
Children with diverse needs and backgrounds
Relevant Learning OutcomeLO3, LO4
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO3, LO4
Relating to
Culture, diversity and inclusion
Relevant Learning OutcomeLO3, LO4
Relating to Early Years Learning Framework
Relevant Learning OutcomeLO2, LO3
Relating to
Australian curriculum
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Social and environmental education
Relevant Learning OutcomeLO1, LO2
Relating to
Curriculum planning, programming and evaluation
Relevant Learning OutcomeLO3, LO4
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO2
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO3, LO4
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO3, LO4
Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO1, LO2
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO2, LO3
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO1, LO3
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO3, LO4
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO4
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO3, LO4
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO3, LO4
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toThe most effective teaching practices to reduce cognitive overload, including explicit instruction, scaffolding, and clearly structured content that connects new information to prior learning.
Relevant learningLO1, LO3, LO4
Relating toThe key features of coherent and deliberate planning and sequencing of tasks and lessons including curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject area and the critical curriculum knowledge needed for students to progress.
Relevant learningLO1, LO2, LO4
Relating toHow to sequence tasks within a lesson that build upon each other, meet students where they are in their learning and help them understand the progression of skills needed to attain mastery.
Relevant learningLO2, LO4
Relating toHow to effectively begin instruction of a task through using a clear explanation of what students are expected to learn, chunked into small, manageable tasks with well-defined goals.
Relevant learningLO1
Relating toThe importance of presenting all information required to complete these chunked tasks in one place and at one time, excluding information not directly related to the task, to reduce cognitive overload.
Relevant learningLO1, LO2, LO3
Relating toHow to explicitly deliver reading and writing instruction through discipline and discipline-specific curriculum and pedagogical studies as outlined in standard 4.2.
Relevant learningLO1, LO2, LO3
Relating toHow to deliver explicit numeracy instruction followed by a progressive removal of scaffolding as students become more proficient through a combination of underpinning mathematical concepts and skills (numerical, spatial, graphical, statistical, and algebraic); mathematical thinking and strategies; and general thinking skills as appropriate to discipline and discipline-specific curriculum and pedagogical studies as outlined in standard 4.2.
Relevant learningLO1, LO2, LO3
Relating toThe content covered in the Australian Curriculum Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority across stages and subjects.
Relevant learningLO1, LO3, LO4
Relating toExplicitly teach the concept of cultural safety and explore practical examples of what it can look like in a classroom context.
Relevant learningLO1, LO2, LO3, LO4
Relating toThe concept of ongoing intercultural development and the importance of self-reflection and reflexivity as ever-evolving career practices.
Relevant learningLO2, LO3
Relating toHow biases and assumptions about diverse groups and worldviews affect practices, behaviours, and attitudes in the classroom and how these biases adversely impact specific groups.
Relevant learningLO1, LO3
Representative texts and references
Recommended Texts and Documents
Australian Curriculum, Assessment and Reporting Authority (ACARA), Version 9.0, HASS F-6. Located at F-10 Curriculum | HASS F-6 – Foundation Year, Year 1, 2, 3, 4, 5, 6
Tudball, L., Brett, P., & Gilbert, R. (Eds) (2024). Teaching Humanities and Social sciences: History, Geography, Economics and Citizenship in the Australian Curriculum (8th Ed.) Cengage Learning.
Recommended References
Buchanan, J. (2021). Oh, the humanities! Reflections on the state of humanities education in Australia. Social Educator, 39(2), 3–10. https://search.informit.org/doi/abs/10.3316/informit.351822095733650
Cohen, E., Alexander, H., Novis-Deutsch, N., Rahmian, L., Gavish, U., Yehi-Shalom, O., Marcus, G. (2024). Teachers’ and principals’ views on interdisciplinary teaching and learning in the humanities. European Journal of Teacher Education, 1–19. https://doi.org/10.1080/02619768.2024.2337646
Deehan, H., & Deehan, J. (2024). Pre-service teachers’ experiences, interests and confidence in teaching Humanities and Social Sciences. Cambridge Journal of Education, 54(6), 701–719. https://doi.org/10.1080/0305764X.2024.2417071
Dush, L. (2024). Collaboration in the humanities: Teaching and learning together. Arts and Humanities in Higher Education, 24. https://journals.sagepub.com/doi/abs/10.1177/14740222241302122
Green, D. & Price, D. (2025). Making the Humanities and social sciences come alive: Early years and primary education. Cambridge University Press.
Li, H. (2021). Digital humanities and new ways of teaching. Anna Wing-bo Tso (ed.). Digital Scholarship in the Humanities, 36(4), 1076–1078. https://doi.org/10.1093/llc/fqab053
Luo, S., & Zou, D. (2022). A systematic review of research on technological, pedagogical, and content knowledge (TPACK) for online teaching in the humanities. Journal of Research on Technology in Education, 56(3), 332–346. https://doi.org/10.1080/15391523.2022.2139026
Marsh, C. J., Hart, C., Ambrosetti, A., Bliss, S., Forsyth, A., Henderson, D., Issum, H. V., & ProQuest. (2011). Teaching the social sciences and humanities in an Australian curriculum (6th edition.). Pearson Australia.
Murdoch, K. (2015). The power of inquiry. Seastar Education.
Reynolds, R. (2019). Teaching Humanities and social sciences in the primary school (4th ed.). Oxford University Press.
Senasi, D. (2025). Seeing Stars: Knowledge Transfer and Public Practice in the Teaching of the Humanities. Public Humanities. 1. DOI: 10.1017/pub.2025.36
Taylor, T., Fahey, C., Kriewalt, J., & Boon, D. (2018). Place and time: Explorations in teaching history and geography (2nd ed.). Pearson Australia