Unit rationale, description and aim
Intending secondary Humanities and Social Science (HASS/HSIE) teachers require a strong understanding of curriculum expectations, pedagogical?approaches, and assessment practices to plan and deliver effective learning in Years 7–10. Junior secondary learners bring diverse cultural backgrounds and experiences to their learning. Teachers therefore need the knowledge and skills to design learning that is coherent, engaging, and responsive. This unit provides foundational disciplinary understanding and introduces key principles?that underpin pedagogies in HASS.?
In this unit?preservice teachers?will build knowledge of curriculum structures, concepts, and terminology for HASS Years 7–10, while engaging with evidence-based approaches to learning and teaching. Through modelling, practice, and collaborative activities,?preservice teachers?explore HASS-specific pedagogies, including inquiry-based learning, experiential learning, explicit teaching approaches, and inclusive strategies for practical classes.?They?design sequenced learning and assessment experiences, engage in microteaching, and use?diagnostic,?formative and summative approaches to evaluate learning. These experiences support development as a reflective, informed, and capable beginning teacher.
The aim of this unit is to develop?pre-service teachers’?disciplinary and pedagogical content knowledge?to?plan, teach, and assess HASS effectively in junior secondary contexts, and make informed decisions that promote?equitable?participation, engagement, and achievement for diverse learners.?
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 糖心原创 with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe?the structure,?intent?and key features of...
Learning Outcome 01
Examine?how students learn in?HASS?and apply evide...
Learning Outcome 02
Critically analyse?texts, pedagogical?models?and c...
Learning Outcome 03
Design?coherent lesson and unit sequences in?HASS?...
Learning Outcome 04
Appraise?assessment strategies and feedback practi...
Learning Outcome 05
Content
Topics will include:
- Reflecting on prior experiences of teaching and learning in Years 7-10 Humanities and Social Science (HASS), considering areas of strength and those for development
- Australian Curriculum for?Years 7-10?HASS, including?Cross-Curriculum?Priorities, General?Capabilities?and local curriculum documentation?
- Theories of learning?relevant to HASS education
- Pedagogical Content Knowledge (PCK)?in HASS,?including current and relevant pedagogical frameworks in:
- History
- Geography
- Commerce
- Economics
- Discipline specific pedagogies inclusive of culturally responsive pedagogy methods, collaborative learning and explicit instruction in HASS subjects?
- Designing units of work and related summative assessments for?HASS in?Years?7-10
- Teaching strategies and approaches for Years 7–10 HASS, including constructivist / inquiry-based learning, experiential, and explicit instruction of discipline specific skills and concepts
- Strategies for monitoring and differentiating student learning in HASS, including observations, process documentation,?feedback?and conferencing
- Classroom verbal and non-verbal communication for?HASS, including the Initiation-Response-Feedback (IRF) model, higher order thinking, descriptive questioning, scaffolding, visual thinking strategies, think-aloud modelling, metacognitive reflection and guided critique?
- Ethical and professional resource selection and development for?HASS, including the use of generative AI
- Roles and professional responsibilities of a contemporary teacher of?HASS, including curriculum alignment, assessment integrity, and student safety and wellbeing in physical and digital environments
- Digital technologies in the HASS classroom including emergent technologies such as generative AI and considerations for ethical,?critical?and creative engagement?
Assessment strategy and rationale
Assessment in this unit is designed to support preservice teachers’ development of curriculum knowledge, pedagogical content knowledge and assessment capability for teaching HASS in Years 7–10. Together, they reflect authentic school?based responsibilities that preservice teachers undertake during professional experience and early career teaching. Both tasks build on a hurdle task and include explicit instruction on the ethical and appropriate use of generative AI with clear requirements regarding attribution, transparency and originality.
Task 1 requires preservice teachers to design a unit of work aligned to Years 7–10 state-based HASS/HSIE curriculum in a content area that is related to their personal teaching area expertise. This task assesses their ability to interpret curriculum documents, apply evidence-informed pedagogical strategies, incorporate explicit instruction and differentiation, and justify decisions using scholarly and policy evidence. Task 2 involves developing capability to purposefully design an educational podcast to progress their students’ discipline knowledge via experiential learning. A critical rationale supports understanding of the nexus of learning theory, pedagogical design and HASS disciplinary knowledge.
To pass this unit, preservice teachers need to complete all assessment tasks and receive a passing grade of 50% overall.
Overview of assessments
Hurdle Task: HASS Self-Audit Complete a knowledg...
Hurdle Task: HASS Self-Audit
Complete a knowledge and skills audit based on your jurisdictional documentation to identify personal strengths and four (4) areas for development in teaching junior secondary HASS.
Pass/Fail
Assessment Task 1: Planning a Unit of Work Desig...
Assessment Task 1: Planning a Unit of Work
Design a coherent Year 7–10 HASS unit of work that aligns with curriculum requirements and leads to a selected summative assessment task. The content area for this task should align with your nominated teaching area/s. Integrate evidence informed approaches to (1) develop knowledge and skills for the selected disciplinary area; (2) incorporate explicit instruction, experiential learning, differentiation and inclusive practices; and (3) critique the curriculum, pedagogical and assessment decisions using relevant scholarly and policy evidence.
50%
Assessment Task 2: Educational Podcast Design an...
Assessment Task 2: Educational Podcast
Design and produce an educational podcast episode (10-15 minutes) for your nominated teaching area that explores a significant historical, geographical, business, economic or social issue relevant to your discipline. The content should align with your respective 7-10 curriculum area for your state/jurisdiction. The podcast should communicate disciplinary knowledge to a secondary school audience using engaging, inquiry-based approaches, and develop student knowledge and understanding. Write a critical pedagogical rationale explaining how your design supports authentic humanities learning experiences with reference to your nominated teaching area/s, curriculum frameworks and academic journals/texts.
50%
Learning and teaching strategy and rationale
This unit is grounded in a social constructivist approach, emphasising active engagement, dialogue, and purposeful collaboration as ways for adult learners to build knowledge and professional capability. Learning activities support?preservice teachers?to connect theoretical perspectives with practical classroom application through modelling, guided practice, peer feedback, and structured reflection. Online lectures and readings provide key concepts and disciplinary foundations; tutorials offer opportunities to trial and refine teaching strategies in supportive, interactive settings.?
Because HASS teachers have varied experiences with the content areas within, teaching approaches are designed to be flexible, transparent, and scaffolded. Strategies such as worked examples, explicit modelling, guided rehearsal, and structured peer collaboration help preservice teachers to build confidence when tasks involve content beyond their selected teaching areas. The unit also prioritises inclusive learning design, ensuring that teaching approaches are accessible to students with disability and neurodiverse learners through multimodal content, repeated practice opportunities, and options for differentiated participation in practical activities.?
By engaging in planning, teaching demonstrations, and microteaching,?preservice teachers?build the communication, problem?solving, and reflective skills?required?for junior secondary teaching.?These strategies promote professional dialogue, ethical practice, and the ability to adapt teaching to meet diverse student needs in real classroom contexts.
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 :
Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO1, LO2
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 OutcomeLO2, LO3
Relating toDemonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO3
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO2
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO2
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 OutcomeLO2, LO3
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO2
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO2
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO2, LO3
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 OutcomeLO3
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO2, LO3
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO3
Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
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 OutcomeLO2, LO4
Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Relevant Learning OutcomeLO4
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO1
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 difference in the process of knowledge acquisition in the brain of a novice vs the brain of an expert. This should be taught with reference to the development of mental models and schemas.?
Relevant learningLO1, LO2
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, LO2
Relating toHow to develop and use worked examples for students who are unfamiliar with a subject, followed by more challenging problem-solving activities as students become more familiar with the knowledge of a subject.?
Relevant learningLO2, LO3
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 learningLO2
Relating toHow to plan a sequence of lessons that incorporate spacing and retrieval practice, build upon each other, meet students where they are in their learning and help students retrieve past learning and consolidate it in long-term memory.?
Relevant learningLO2
Relating toHow to explicitly model new skills and content through ‘worked examples’ that clearly demonstrate how to complete the task, followed by a progressive removal of scaffolding as students become more proficient.
Relevant learningLO3
Relating toHow to pitch an introductory lesson at an appropriate level, before starting a new unit of work, by identifying where a student is in their learning through assessing what they know, or think they know.?
Relevant learningLO2
Relating toHow to design summative assessment to assess students against a standard or benchmark to gain an understanding of the level of mastery attained.?
Relevant learningLO2, LO4
Relating toHow to produce and use developmental rubrics with criteria tailored to the specific task and/or work samples so that students understand what is expected.?
Relevant learningLO2
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 learningLO2, LO3
Relating toThe research that shows numeracy is a fundamental component of learning, discourse, and critique across all areas of the curriculum and improves students’ understanding of and engagement with material within and beyond the mathematics curriculum.??
Relevant learningLO2
Relating toThe research evidence that shows the relationship between effective pedagogical practices and increased positive behaviour including why specific practices are particularly effective in preventing undesired behaviour.?
Relevant learningLO3
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, LO2
Relating toExplicitly teach the concept of cultural safety and explore practical examples of what it can look like in a classroom context.?
Relevant learningLO2, LO3
Representative texts and references
Recommended texts?and documents
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Relevant jurisdictional curriculum documents
ACT Education Directorate: https://www.education.act.gov.au/public-school-life/Our-Curriculum.
New South Wales Education Standards Authority (NESA): https://www.educationstandards.nsw.edu.au/wps/portal/nesa/home.
Queensland Curriculum and Assessment Authority (CAA): https://www.qcaa.qld.edu.au/.
Victorian Curriculum and Assessment Authority (VCAA): https://www.vcaa.vic.edu.au/Pages/HomePage.aspx.
Recommended references
Allender, T., Clark, A., Parkes., R. (Eds.). (2019) Historical Thinking for History Teachers. Routledge, Australia.
Barton, K., & Levstik, L. (2004). Teaching History for the Common Good. Routledge. New York.
Chapman, S., Freak, M., Stahl, S., Nader, T. (2026). Jacaranda New Concepts in Commerce Stages 4 and 5 NSW Syllabus (5th Ed.). Jacaranda. Australia.
Dallimore, J. (2025). Teaching History. Amba Press, Australia.
Maude, A. (2023). Thinking Geographically: A Guide to the Core Concepts for Teachers. Routledge. Australia.
Maxwell, M. (2018). Future Focused History Teaching: Restoring the Power of Historical Learning. Maxwell Learning. United States.
Sharp, H., Dallimore, J., Bedford, A., Kerby, M., Goulding, J., Von Guttner, D., Clare Heath, T., Zarmati, L. (Eds). (2019). Teaching Secondary History. Cambridge University Press. Australia.
Taylor, T., Fahey, C., Kriewaldt, J., Boon, D. (2019). Place & Time: Teaching History, Geography and Social Studies (2nd ed.). Pearson. Australia.
Tudball, L., Brett, P., Gilbert, R. (Eds.). (2024). Teaching Humanities and Social Sciences: Teaching and Learning Across Australia. Cengage. Australia.
Wineburg, S. (2018). Why Learn History (When it’s Already on Your Phone). University of Chicago Press. United States.