Details for History and Geography: Part A

This subject explores the disciplines of History and Geography but with an emphasis on Geography with its study of the physical features of the earth and its atmosphere, human activity and its affects on the environment and its affects on humans, including the distribution of populations and resources and political and economic activities.

Awards offering History and Geography: Part A

This unit is offered as a part of the following awards:

• Bachelor of Education (Primary)
• Diploma of Arts
• Diploma of Education Studies

Unit Content

Curriculum Objective

The Australian Curriculum: Humanities and Social Sciences F-6/7, includes History and Geography as sub-strands. These are taught through the NESA Human Society and its Environment key learning area (KLA) which includes the History K–10 Syllabus and the Geography K–10 Syllabus. Key concepts and content in the HSIE learning area is taught through these new syllabuses. Schools will teach the new History K–10 Syllabus in place of the Change and Continuity strand in the HSIE K-6 Syllabus and teach the new Geography K–10 Syllabus in place of the Cultures, Environments and Social Systems and Structures strands. This subject explores the disciplines of History and Geography but with an emphasis on Geography with its study of the physical features of the earth and its atmosphere, human activity and its affects on the environment and its affects on humans, including the distribution of populations and resources and political and economic activities. Geography naturally opens many prospects for integration with other KLAs. The study of History and Geography assists in the development of a deeper understanding of the pre-service teachers’ worldviews, Australia’s Indigenous and multicultural society and the concept of stewardship.

Outcomes

1. Apply the History and Geography syllabi in the context of contemporary multi-faith societies and in the light of the pre-service teachers’ developing philosophy of Christian education;
2. Apply geographical knowledge to critically appraise a local planning issue and use this as a basis for a unit outline;
3. Develop student-centred innovative and well-designed lesson sequences (links with other social science disciplines, skills development, and knowledge acquisition, literacy and numeracy demands of the content including the general capabilities and cross curriculum priorities, and differentiates for the full range of student abilities, and diverse backgrounds (multilingual and sociocultural), providing explicit strategies to support students’ wellbeing and safety- legally and educationally, in a range of school contexts; and differentiates for the full range of student abilities, and diverse backgrounds (multilingual and sociocultural), providing explicit strategies to support students’ wellbeing and safety- legally and educationally, in a range of school contexts;
4. Design and critically reflect upon, lesson sequences, and curriculum materials using threshold concepts and skills development, knowledge acquisition and signature pedagogies that incorporate ICT, Quality Teaching Framework, and Great Teaching Inspired Learning using Understanding by Design.

Subject Content

1. Key themes in History and Geography: thinking Geographically, global considerations; multifaith and multicultural society; world-wide faith education and its impact on Australian Indigenous communities and education; Australian diversity and the role of non-English speaking and multilingual communities; immigration and anti-racism polices; policies and decisions affecting citizenship; Australian democratic system and responsibilities; civics and citizenship education; disabilities services; heritage education; the role of art, ceremony and dance.
2. Human Society and Its Environment (HSIE) Syllabus (students develop knowledge,understandings, skills, and values and attitudes about people and their social and physical environments). Two of the four strands (Change and Continuity;Environments);
3. Aboriginal and Torres Strait Islanders: pre-invasion; ancestor’s oral histories; archaeological evidence; colonization and contact history; impact of missions; Australia 1788-1900; the role of Christian education in Australian Indigenous communities;
4. The history of non-English speaking and multi-lingual communities in Australia;
5. Geography syllabus and the Australian curriculum: epistemological and pedagogical theories that inform social sciences; teaching strategies; classroom environments; treatment of values; approaches to planning and assessment both formative and summative; incursions, excursions and field trips; authentic tasks; connectedness to learner; cross-curricular perspectives including literacy and numeracy components.
6. The Australian Geography Curriculum may replace Cultures;Environments; Social Systems and Structures in HSIE. Stage 1: features of places and people and places; Stage 2 places are similar and different and earth’s environment; Stage 3: features that shape places and diverse and connected world.
7. Sustainable environmental biblical stewardship: global education; sustainability education; caring for Australia; Australian Indigenous perspectives on sustainability; care for the world; changing life patters for future generations. 

This course may be offered in the following formats

• Face-to-Face
• Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

1. Minor Essay (30%) 
2. Major Essay (40%)
3. Lesson Plan Sequence (30%) 

Prescribed Text

• References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references