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Details for EDU502 History and Geography

This subject provides an in-depth exploration of the HSIE Key Learning Areas of History and Geography and opens prospects for integration with other Learning Areas. The study of History and Geography assists in the development of a deeper understanding of the Teacher Education Student’s Christian or alternate worldview. Australia’s multicultural society is celebrated as the Teacher Education Student seeks to inspire the young to care for their country and their world for future generations.  

Quick Stats

  • Currently offered by Alphacrucis: Yes
  • Course code: EDU502
  • Credit points: 10

Subject Coordinator

Contact studentsupport@ac.edu.au for more information.

Prerequisite

Nil

Unit Content

Outcomes

  1. Explain the importance of the History and Geography NESA AND ACARA syllabi in the context of contemporary multi-faith societies and in the light of the Teacher Education.
    Students’ developing philosophy of education. 
  2. Critically appraise one’s own personal worldview in the light of changing society’s values and the challenges engendered in teaching values in school. 
  3. Critically analyse the historical development of Australian society, including Australian Indigenous history, and identify potential models for future peace and prosperity. 
  4. Evaluate the development of the most recent ACARA History and Geography K-6 curricula and the latest NESA syllabi. 
  5. Construct programs for sustainable earth stewardship, according to the biblical mandate, that captures the imagination of young people and ultimately change society’s values.  

Subject Content

  1. Key themes in History and Geography NESA syllabus: global considerations; multifaith and multicultural society; world-wide faith education and its impact on Aboriginal communities and education; Australian multiculturalism/diversity and the role of non-English speaking and multilingual communities; immigration and anti-racism policies including anti-discrimination and human rights; policies and decisions affecting citizenship; Australian democratic system; civic and citizenship education; disabilities services; heritage education 
  2. History defined as a discipline, Early Stage 1, Personal and Family Histories; Stage 1, Present and Past Family Life, The Past in the Present; Stage 2, Community and Remembrance, First Contacts; Stage 3, The Australian Colonies, Australia as a Nation 
  3. Geography defined as a discipline, Early Stage 1, People Live in Places; Stage 1, Features of Places, People and Places; Stage 2, Places are Similar and Different, The Earth’s Environment; Stage 3, Factors that Shape Places, A Diverse and Connected World. 
  4. ACARA F-6/7 HASS Curriculum and the NESA NSW Syllabus for the Australian Curriculum – Geography K-10 Early Stage 1 – 3 (2015), and the NSW Syllabus for the Australian Curriculum – History K-10 Early Stage 1 – 3 (2012). 
  5. Social Science defined as a discipline, social justice, reconciliation and educational disadvantage: rural and remote communities; ESL; Australian Indigenous communities and kinship, consultation protocols and sensitivities; health and welfare inequalities; child protection agencies. 
  6. Aboriginal and Torres Strait Islanders: pre-invasion; ancestor’s oral histories; archaeological evidence; colonisation and contact history; impact of missions; Australia 1788-1900; role of non-English speaking and multi-lingual communities teaching and learning strategies; the impact of historical and current policies and practices; successful Australian Indigenous people; institutional education; self-determination; self-sufficiency. 
  7. History and 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 the learner; cross-curricular perspectives including literacy and numeracy components. 
  8. Personal worldview development: the ethics vs Christian debate; values education; roles, relationships and dilemmas in various Christian education contexts; controversies in the development of a faith-based teacher’s philosophy. 
    Tools for planning curriculum with a Christian Worldview including the CSA God’s Big Story Approach and CEN Understanding by Design Framework. 
  9. Sustainable environmental biblical stewardship: global education; sustainability education; caring for Australia; care for the world; changing life patterns for future generations. 

This course may be offered in the following formats

  • E-learning (online/asynchronous) 
  • ​​E-learning (online/synchronous) 

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

Assessment Methods

  1. Critical Reflection: Forum Posts (20%)
  2. Video Presentation (30%)
  3. Planning Document and Unit of Work (50%)

Prescribed Text