EDCU12041 - Sustainability through Active Citizenship
Term 1 - 2017


All details in this unit profile for EDCU12041 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Sustainability through Active Citizenship focuses on strategies and processes that educators can use to achieve the stated goal of the Melbourne Declaration of supporting young Australians to develop as active, informed citizens. Students explore issues related to Citizenship Education within the context of multicultural society and the lived experience of Aboriginal and Torres Strait Islander people and identify pedagogical practices for modelling democratic process in classroom settings. They develop understanding of sustainability as an issue involving values education and apply democratic and participatory processes to enact a group decision-making and planning task related to action for sustainable futures. Individually, students reflect on the relevance of the strategies and processes for use in primary school classrooms in terms of their potential for educating learners to achieve the goal of active, informed citizenship and to value participation in communities and groups for creating sustainable futures.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Bundaberg
  • Distance
  • Mackay
  • Noosa
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Practical Assessment 50%
2. Group Work 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
The course content and assessment was practical and engaging. Students and tutors Maintain the nature of content and assessment.
The assessment pieces were explicitly explained and supported learning in the subject. Students Ensure that the level of scaffolding of assessment intent and requirements is maintained.
On successful completion of this unit, you will be able to:
  1. Critique approaches to Citizenship Education to evaluate the use of inclusive strategies and the perspectives and experience of Aboriginal and Torres Strait Islander people and cultural and social minority groups.
  2. Recommend teaching strategies that develop positive dispositions towards active citizenship and participatory democratic process for primary school-aged learners.
  3. Justify the use of strategies for establishing respectful learning environments in which individual and group differences are valued.
  4. Assess and critically reflect on learning processes to explain how they promote engagement and participation, improve student learning and develop positive values towards creating sustainable futures.
  5. Select and use resources that support higher order thinking and facilitate effective group participation, planning and decision-making processes.

Successful completion of the unit Sustainability through Active Citizenship provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.1, 1.2, 1.3, 1.4, 2.1, 2.4, 3.4 and 4.1.

Assessment tasks for this unit may be included in a portfolio and used to demonstrate progress towards meeting the standards at Graduate career stage with evidence specifically related to effective teaching for active and informed citizenship and values education. Unit assessment also provides evidence of competence in meeting the ICT elaborations of these standards.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Practical Assessment    
2 - Group Work      

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Communication
2. Problem Solving    
3. Critical Thinking
4. Information Literacy  
5. Team Work      
6. Information Technology Competence      
7. Cross Cultural Competence  
8. Ethical practice      

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Practical Assessment  
2 - Group Work  

Prescribed Textbooks

Teaching Humanities and Social Sciences: History, Geography, Economics & Citizenship in the Australian Curriculum
Author/s: Rob Gilbert & Brian Hoepper (Editors) Year: 2017
Edition: Sixth Edition Publisher: Cengage Learning Australia
City: South Melbourne State: Victoria
Country: Australia
View textbooks at the CQUniversity Bookshop
Note:

e-book available

Same text will be used in Term Two for EDCU12042 History Curriculum and Pedagogy

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Audacity or other MP3
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorKarena Menzie (k.menzie@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Active and informed citizenship

Gilbert & Hoepper, Chapter 14

Week 2 13-03-2017

Civics and Citizenship Education - the 'informed' component

Gilbert & Hoepper, Chapter 14

Week 3 20-03-2017

Experiences of citizenship of Aboriginal and Torres Strait Islander peoples and other cultural minorities

Gilbert & Hoepper, Chapter 16

Week 4 27-03-2017

Effective pedagogy in citizenship education

Gilbert & Hoepper, Chapters 3 & 6

Week 5 03-04-2017

Educating for Global Citizenship

Gilbert & Hoepper, Chapters 2 & 19

Vacation Week 10-04-2017

Vacation week - no tutorials

Podcast Due Monday (10 Apr 17) 11:45 PM AEST
Week 6 17-04-2017

Democratic process and the skills of consensus

Set readings

Week 7 24-04-2017

Defining Sustainability

Gilbert & Hoepper, Chapter 18

Week 8 01-05-2017

Education for Sustainable Development

Gilbert & Hoepper, Chapter 18

Week 9 08-05-2017

Engaging with community to balance wants and needs

Gilbert & Hoepper, Chapter 13

Week 10 15-05-2017

The role of values in Education for Sustainable Development

Gilbert & Hoepper, Chapter 6

Week 11 22-05-2017

Effective pedagogy in Education for Sustainable Development

Gilbert & Hoepper, Chapters 15 & 18

Week 12 29-05-2017

Course review

Review/Exam Week 05-06-2017
Sustainability Action Plan Due Monday (05 Jun 17) 11:45 PM AEST
Exam Week 12-06-2017

1 Practical Assessment

Assessment Title Podcast
Task Description

For this assessment, you will need to create a podcast of no longer than 10 minutes using Audacity (or another MP3 tool). Instructions on how to download Audacity and use this free online program will be on the Course Moodle site.

A national radio station runs a regular session called 'Education Views Today'. They have asked you to record a response to the question: What is the best way to teach civics and citizenship in primary schools in an effort to achieve the Melbourne Declaration's goal that all Australian students should be active and informed citizens?

Your response should present a persuasive and concise argument, based on research, evaluating past and present approaches to pedagogy, classroom practice and/or whole of school initiatives.

Your response should also demonstrate your understanding of the experiences of citizenship for Aboriginal and Torres Strait Islander peoples and how concepts of citizenship and approaches to civics and citizenship education could marginalise cultural minorities.

In addition to the podcast, you will need to upload an annotated bibliography of the reference material used to inform your presentation. Examples of annotated bibliographies will be provided on the Course Moodle site.

Assessment Due Date Vacation Week Monday (10-Apr-2017) 11:45 PM AEST
Return Date to Students Feedback on this assessment will be provided in sufficient time to allow for academic support and advice as necessary to inform students’ responses to the next assessment task.
Weighting 50%
Assessment Criteria

Critical analysis of past and present approaches to teaching civics and citizenship

Demonstrated understanding of how concepts of citizenship and/or citizenship education can marginalise cultural minorities

Demonstrated understanding of the experiences of participatory citizenship for Aboriginal and Torres Strait Islander peoples

Selection and use of relevant literature

Effective use of oral techniques and persuasive arguments

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Critique approaches to Citizenship Education to evaluate the use of inclusive strategies and the perspectives and experience of Aboriginal and Torres Strait Islander people and cultural and social minority groups.

2. Recommend teaching strategies that develop positive dispositions towards active citizenship and participatory democratic process for primary school-aged learners.

3. Justify the use of strategies for establishing respectful learning environments in which individual and group differences are valued.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



2 Group Work

Assessment Title Sustainability Action Plan
Task Description

In groups of approximately 8 - 10, you will use democratic process to develop a sustainability action plan that could be enacted in a regional community, a school or other specific locality. Your group must document rules and procedures for managing conflict, reaching consensus and making decisions that show consideration of the perspectives of all members and make provision for their active involvement in the planning process. In addition, each group must document the processes and literature used to develop their plan.

Each group member will be asked to complete a short peer assessment (approximately 50 words per person) assessing each other group member in terms of their participation and demonstration of active citizenship.

Each group member will also write a reflection (no more than 1000 words) identifying how the processes used in this assessment might be effective in developing active citizenship and positive attitudes to sustainability in primary classrooms.

Each group member will therefore submit:

  • a full list of group members including names and student numbers
  • a copy of their group's rules and procedures
  • a copy of their group's sustainability action plan (including documented evidence of the research and processes used to develop it)
  • peer assessments of each of the other group members
  • a reflection on how processes used in this assessment might be effective in primary classrooms to develop active citizenship and positive attitudes towards sustainability

Although this is a group assessment, individual grades will be awarded.

Assessment Due Date Review/Exam Week Monday (05-Jun-2017) 11:45 PM AEST
Feedback on this final assessment response will be provided following moderation and prior to the date of Certification of Grades for the term.
Return Date to Students Feedback on this final assessment response will be provided following moderation and prior to the Date of Certification of Grades for the term
Weighting 50%
Assessment Criteria

Understanding of procedures for achieving group consensus and democratic process

Understanding of sustainability as a balance between competing stakeholder viewpoints

Understanding of the social, economic and environmental pillars of sustainability

Ability to assess the participation and active citizenship of other group members

Ability to apply learning experiences to the pedagogy of civics and citizenship education

Ability to apply learning experiences to the pedagogy of education for sustainable development

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

4. Assess and critically reflect on learning processes to explain how they promote engagement and participation, improve student learning and develop positive values towards creating sustainable futures.

5. Select and use resources that support higher order thinking and facilitate effective group participation, planning and decision-making processes.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

7. Cross Cultural Competence

8. Ethical practice




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