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Date due: Sunday, March 28, 2021 6pm Melbourne time Weighting: 40% Length: 1500 words Assignment One: Syllabus Analysis Before you attempt this assignment, it is essential that you read the Topic Notes for the three topics in Module A and complete the additional readings indicated in the Unit Outline. Use the following NSW HSIE syllabuses intended for use with years 7-10. Commerce Years 7-10 Syllabus (NSW BOS 2019) (Download syllabus PDF copy from here : https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/commerce-7-10-2019 ) Write a structured essay, divided into two parts clearly labelled Part A and Part B, each with two sections labelled 1 and 2, which addresses the following questions: Part A: The Purpose of Society and Environment Subjects 1. (about 300 words) What is the purpose of teaching Society and Environment (HSIE/SOSE) subjects? 2. (about 450 words) To what extent does the syllabus you have selected appear to reflect your own view? In your answer to this section, pay particular attention to the following areas of the syllabus: rationale; aim; objectives; skills. Part B: Values Education 1. (about 300 words) How important is Values Education for achieving the purpose(s) that you outlined in section A.1? 2. (about 450 words) a) Identify two specific examples of opportunities that the syllabus you have selected offers for incorporating Values Education into your teaching. To identify each example: i) State whether you are focusing on Stage 4 or 5; (Please see page no:16 in Syllabus PDF copy) ii) State which Topic/Depth Study you will be focusing on; iii) State/Summarise the Content (found within the Topic/Depth Study) where your Values Question could fit. After this, explain how the Content you have chosen offers opportunities for teachers to ask Values Questions (do not state the Values Questions here); iv) State the Outcome(s) in your chosen Depth Study that your Values Question will address; and v) State the precise wording of the Values Question that you would address with your students in the above Depth Study/ Content. You need to choose one Topic/Depth Study from Stage 4 and one from Stage 5 in the syllabus of your choice. Remember: You are completing the above twice; however, you are choosing from two different topics (from two different Stages), which means that you will have two entirely different lists for Part 2a . b) Briefly outline the learning activities that your students would undertake for each example and explain how these activities would help students to achieve the syllabus outcome(s) stated above in 2a (iv), while highlighting the relevance to the topic. Please note: • Where appropriate in this assignment, refer to the relevant sections of the syllabus, the Topic Notes, your textbook and other sources. • Remember to provide a full list of references at the end of your assignment, including the syllabus you have chosen. Use the APA referencing style. Assessment Criteria 1. [20 marks] A thorough knowledge and understanding is displayed of the purpose of teaching Society and Environment subjects. 2. [25 marks] A credible comparison between the view of purpose expressed in Part A.1 and that reflected in the chosen syllabus is supported by relevant observations and appropriate references. 3. [20 marks] A well-informed explanation of the importance of Values Education for achieving the purposes of Society and Environment subjects is presented. 4. [25 marks] Specific details have been provided on the: Stage, Topic/Depth Study, Content (with a brief explanation on how the chosen content offers excellent opportunities to ask Values Questions) and Outcomes where the Values Questions will fit. Two Values Education questions appropriate to topics from the selected syllabus are identified and a clear explanation is presented of how addressing these questions might help students achieve the chosen outcomes, while highlighting the relevance to the chosen topic. 5. [10 marks] APA referencing is used correctly, and the assignment demonstrates the professional literacy expected of a teacher education student. Information for Assignment One (Please read following carefully for more clarification ) · Before you begin to write, you need to carefully prepare and plan. First of all, read the Topic Notes for Topics A.1, A.2 and A.3 (See that in yellow letters after finish this information) in Module A on the Moodle site and do the readings that they prescribe from the textbook and elsewhere. You will need to refer back to the Topic Notes again as you write your assignment. · Next, select the syllabus that you will base the assignment on. For those who plan to teach History, Geography or Aboriginal Studies, the choice is straightforward. Those who plan to teach Economics, Business Studies or Legal Studies should choose the Commerce syllabus. Those whose main area is Society & Culture or Studies of Religion will have to make their own choice about what 7-10 syllabus to use. Their choice will depend on which aspects of their subject they are most interested in. As Social Science teachers, there is a chance you will be teaching Stage 4 History and Geography. You could choose one of these syllabuses for this assignment as an opportunity to become more familiar with it. · We are all working from the same documents; interstate students should use the NSW syllabus for this assignment. The terminology used in the assignment task is based on those syllabuses, so this will make it easier to locate the appropriate sections. · Remember that the current History and Geography syllabuses are the ones published by the NSW BOS in 2012 and 2015 respectively (NOT the ones from 2003). The Commerce syllabus has been updated to the 2019 version. · Examine all parts of the syllabus carefully. Part A of the Assignment is focused mainly on the rationale, aim, objectives and skills sections of the syllabus, and for Part B you will need to look closely at the content and cross-curriculum sections, searching for opportunities to teach about values. · Considering what is in the Topic Notes (A.1), the textbook and any other relevant reading you have done, think deeply about the purpose of teaching and learning about Society and Environment in general and formulate your own opinion about this. Although you are not expected to read very widely for this assignment, some additional reading may help you to form your ideas and give support to your arguments. · Once you have a clear idea of what your opinion is, you can begin to write Part A.1. This section relates to the purpose of teaching Society and Environment (HSIE/SOSE) subjects in general. It should be a relatively straightforward exposition of your point of view, with some supporting argument. Avoid using first person (‘I’). Where possible, just try to say what you think, without saying ‘I think’, I believe', 'It is felt that' or ‘in my opinion’. · In a structured essay, there is no need for an overall introduction and conclusion, so you should write each section as if it were a separate mini-essay. Make brief introductory and concluding statements in each section, keeping their length in proportion to the number of words required for that section. · Write in academic prose (i.e. in sentences and paragraphs, NOT dot points). · You are encouraged to use abbreviations such as HSIE, SOSE or S&E (Society and Environment) when discussing this Key Learning Area. · Part A.2 requires critical thinking about the syllabus, so remember to demonstrate that you have thought critically about it. In taking notes, you could make two lists: one about the ways in which the syllabus reflects how you think; and another about the ways in which it does not. This will most likely be a matter of degree rather than an absolute difference, so you may wish to have more than two columns. If the syllabus does not reflect your own ideas in some way, or does not give enough emphasis to things that you think are important, feel free to say so. The task invites you to discuss any faults in the syllabus that you may find or to defend the syllabus from criticism, as you see fit. · Take special note of the beginning of the question, ‘to what extent’. Questions like this require you to begin with an introductory sentence that includes such statements as ‘to a large extent’, ‘to a moderate extent’, ‘to a small extent’. In other words, you need to quantify in verbal form just how much the syllabus reflects your own views. · Now consider Part B.1: Look at the A.3 Topic Notes and the readings prescribed there. Again, make sure that you are clear about just how important you think Values Education is for S&E. · Then, so that you can answer Part B.2, search carefully through the syllabus for two opportunities to teach about values. Considering what you have read, clarify your own thinking before you begin to write. · Values Education involves considering the rights and wrongs of a controversial matter. Rather than just a statement of what the problem is (e.g. pollution of waterways), values education issues are usually expressed as questions, so construct actual questions as your two examples. Values issues are often about what people should do, or should have done, in a particular situation. No examples from Society and Environment subjects are provided here, since the assignment in part assesses your ability, based on what you have learned, to discern values issues that relate to a particular topic. Examples from other subjects, however, will illustrate what is expected. In Science, a values question might be: ‘Should scientists publicise discoveries that have the potential to cause harm?’ In English, a question could be asked about whether or not the behaviour of a particular character in a novel is ethical (e.g. ‘Was Captain Ahab justified in placing his men’s lives in danger by pursuing Moby Dick?’). It is up to you to think of examples from your particular subject. In the best issues for the classroom, plausible arguments can be found in favour of more than one opinion. · Once you have decided on your two values questions for Section B.2.a, and determined which topic from the syllabus they relate to, you need to think about what learning activities you would prepare for your students in order to achieve some of the outcomes listed for that topic in the syllabus. Section B.2.b asks you to briefly outline these learning activities and say just how completing them would enable your students to achieve the outcomes you nominate. You will not have enough space to go into much detail here, so state as clearly as you can just what the students will do. In outlining these activities, think in terms of your students as active and interactive rather than just passive learners. · Once you have completed your draft, carefully review your work, removing any unnecessary repetition and looking for ways to organise the material and express yourself more succinctly and clearly. · For referencing and formatting, (See in sky blue shed followed by following yellow shed color content) Just Skim this following content to refresh mind in this area: Topic A.1: Introduction to Society and Environment Curriculum 1. The Society and Environment Learning Area The