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Assignment 2 Individual Discussion Paper CDU

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Assignment 2 Individual Discussion paper CDU College of Education

Introduction

Set text reading for Module 2: Please refer to reading list

Teaching and learning HaSS in early childhood or primary education settings requires understanding of content knowledge and skills but also conceptual understanding of the inter connectivity of the humanities and social sciences. Conceptual thinking leads to higher order thinking so that students develop the ability to understand content but also can articulate and interrogate the relationships between knowledge/s.

Assignment 2 Individual Discussion paper
Assignment 2 Individual Discussion paper

For example:

relationship between colonisation history and civil rights of Indigenous populations (terra nulius and Australia day celebrations)

connection between culture and landscapes (traditional foods and country)

relationships between historical events and social justice (refugees in Australia)

connection between climate change and environmental changes (2019 Bushfires)

Relationship between economy and conservation (barrier reef)

While some of these examples might seem complex and not suitable for early childhood or primary please remember that it is important to ensure that real life and relevant issues are discussed in HaSS regardless of the age group. Remember that it is often more about the how than the what and see the brief example below that introduces complex concepts, in this case a discussion about the

impact of developing for economic benefits on environmental sustainability aimed at quite a young audience.

Example of introducing development versus environmental sustainability for younger students:

The Lorax is a time honoured resource for developing conceptual thinking about HaSS, in particular economic development and sustainability. The resource is available as a book, audio book, video and there is even a recent movie suitable for young students. We will use this example again when we start to discuss pedagogies and teaching strategies for HaSS,

So teaching and learning HaSS requires conceptual understanding by the teacher who can then support students to learn, understand, know, apply, synthesise, connect and create new ideas.

For conceptual understanding the teacher generally has to have content knowledge, conceptual thinking and the ability to connect with the Australian Curriculum and pedagogical approaches in the learning environment.

Now we are getting to the crux of what an effective HaSS teacher requires to ensure student development beyond the superficial learning of ‘facts’ and instead the ability for conceptual thinking

about the facts to develop critical and creative ideas for the future. Cookery Assignments

What are the attributes of an effective HaSS teacher?

Pedagogical Knowledge Effective teaching strategies Content Knowledge Curriculum Knowledge Conceptual thinking

The following section will discuss the relationships between each of these dot points and will demonstrate the role of each in development of Pedagogical Content Knowledge (PCK) for HaSS in the early childhood or primary classroom.

Assignment 2
TitleIndividual discussion paper
Value40%
Week DueWeek 9 Friday midnight
Length2500 words
Learning Outcomes1, 2, 3
Write a discussion paper addressing the following question:   What is needed to be an effective teacher of Humanities and Social Sciences (HaSS) in early childhood and/or primary educational settings?   In answering the question, critically review the Australian Curriculum: HaSS in context of contemporary HaSS pedagogies, diversity and supporting students to success in the 2020s (see recommended readings). Use recommended readings from the reading list to inform your ideas but wider reading is also expected.  


Assignment 2 Marking CriteriaHigh DistinctionDistinctionCreditPassFail
Critically reflect on and synthesise information and concepts from the Australian Curriculum, Early Years Learning Framework and current research literature to develop conceptual ideas of humanities and social sciences pedagogical content knowledge in 0-12 educational setting.Discussion paper demonstrates originality in ability to synthesise information and concepts from the Australian Curriculum, Early Years Learning Framework and current research literature to develop conceptual ideas of humanities and social science pedagogical knowledge in 0-12 educational settingsDiscussion paper demonstrates strong ability to synthesise information and concepts from the Australian Curriculum, Early Years Learning Framework and current research literature to develop conceptual ideas of humanities and social science pedagogical knowledge in 0-12 educational settingsDiscussion paper demonstrates ability to synthesise information and concepts from the Australian Curriculum, Early Years Learning Framework and current research literature to develop conceptual ideas of humanities and social science pedagogical knowledge in 0-12 educational settingsDiscussion paper demonstrates developing ability to synthesise information and concepts from the Australian Curriculum, Early Years Learning Framework and current research literature to develop conceptual ideas of humanities and social science pedagogical knowledge in 0-12 educational settingsDiscussion paper fails to demonstrates ability to synthesise information and concepts from the Australian Curriculum, Early Years Learning Framework and current research literature to develop conceptual ideas of humanities and social science pedagogical knowledge in 0-12 educational settings
Critically analyse current research literature on contemporary pedagogical approaches to learning and teaching of humanities and social sciences in the early childhood and primary years of education.    Discussion paper demonstrates a strong ability for critical analysis of current research literature on contemporary pedagogical approaches and imagination and originality in applying them to professional practice.Discussion paper demonstrates a strong ability for critical analysis of current research literature on contemporary pedagogical approaches and imagination and sound ability in applying them to professional practice.Discussion paper demonstrates ability for critical analysis of current research literature on contemporary pedagogical approaches ability to apply to professional practice.Discussion paper demonstrates developing ability for critical analysis of current research literature on contemporary pedagogical approaches and application to professional practice.Discussion paper fails to demonstrate ability for critical analysis of current research literature on contemporary pedagogical approaches and/or ability to apply to professional practice
Identify, critique and apply established theories and understanding of diverse people and cultures, including Aboriginal and Torres Strait Islander cultures, in the context of humanities and social science education.   Discussion paper demonstrates strong and imaginative ability to identify, critique and apply established theories of inclusivity of diversity in humanities and social science education – ability to extrapolate and expand on literature and apply to new and innovative ideas.Discussion paper demonstrates strong ability to identify, critique and apply established theories of inclusivity of diversity in humanities and social science education – ability to expand on literature and apply to innovative ideas.Discussion paper demonstrates ability to identify, critique and apply established theories of inclusivity of diversity in humanities and social science education and apply to professional practice.Discussion paper demonstrates developing ability to identify, critique and apply established theories of inclusivity of diversity in humanities and social science educationDiscussion paper fails to demonstrate ability to identify, critique and apply established theories of inclusivity of diversity in humanities and social science education