ED2096 - Humanities and Social Sciences for Early Childhood Education

This subject seeks to develop in students the critical faculties and teaching methods needed to support an ethically grounded, socially just and inquiry focused humanities pedagogy. This subject will support pre-service teacher competencies around critical pedagogy development, assessment design to support just and ethical ends and curriculum implementation tailored to exploring the role of history, geography and politics in everyday life, with a focus on local and familial contexts. Particular attention will be paid to supporting the development of pedagogical skills and strategies that support pre-service teachers in their classrooms as they foster (a) a critical orientation to the world and; (b) inquiry based approaches to learning about the past, present and future. Special consideration will be given to the role that HASS plays in supporting the five outcomes of the Early Years Learning Framework.

Learning Outcomes

• demonstrate understanding of the humanities and social sciences as a learning area instrumental in scaffolding young learners capacity to be active and informed citizens with strong identities in changing communities;
• demonstrate knowledge of Aboriginal and Torres Strait Islander perspectives, and diverse knowledge systems, cultures and histories;
• articulate an understanding of and justify the use of different pedagogical models, sources of knowledge, theoretical orientations and strategies to support early childhood HASS teaching and learning;
• develop an understanding of curriculum, play based and inquiry learning in the humanities and social sciences and assessment frameworks in order to begin planning intellectually challenging and worthwhile inquiries;
• demonstrate awareness of the Early Years Learning Framework and Australian Professional Standards for Teachers and how they support HASS.

Subject Assessment

• hass debate (30%)
• consultation and planning (50%)
• resource critique (20%).

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.