FAQ's

Just hit one of the links below to jump down to the section you need to search through. If your question does not appear here please post in the relevant discussion forum. General Assignment 1 Assignment 2 - Part 1 Assignment 2 - Part 2
 * FAQ**
 * General**

The text by Marsh is listed for readings, but is not in the prescribed text list for purchase. Do we also need to purchase this book? Marsh is a recommended reading; a chapter is up on E-Reserve. The prescribed texts are Reynolds and your state’s HSIE/SOSE syllabus. Is it possible to have this chapter on e-reserve for those of us waiting on textbooks? The first chapter has been placed on E-Reserve today (23/7/10) Just trying to collate all the reading material for this unit and am wondering whether the NSW HSIE Syllabus covers SOSE as well, or are they two separate documents? In NSW this key learning area is known as HSIE acronym for Human Society and Its Environment, however in other states it is known as Social Science or SOSE acronym for Studies of Society and Environment. In topic notes this key learning area is referred to as HSIE/SOSE. Are we supposed to answer the assignment in essay form e.g introduction, essay and conclusion OR simply answer each question? In essay form. The dot points provide a very logical way to organise and present ideas i.e personal position, syllabus position and to conclude a reflection on how your personal views have been challenged. The marking criteria should be your guide. Your essay needs to introduce the topic and the structure of your essay. Then there are three parts required to be addressed in the essay. Your essay should outline: • a personal position regarding the purpose of social education in primary school HSIE/SOSE programs and justifies this position with supporting statements; • present a critical analysis of how social education is viewed in the current HSIE/SOSE syllabus being taught in primary schools in your state. What evidence from the syllabus has led you to this view about the intention of the syllabus regarding social education? • how your personal views have been challenged, the arguments that have challenged your thinking about social education in primary schools, as you have consider your viewpoint about social education in primary schools for this assignment. Wrap up the essay with a brief conclusion. It isn’t usual in academic writing to write in first person (using 'I'), but as your own views are asked for in this assignment you will have to express your own point of view. We do not want to read an essay that has lots of uncontested personal ideas and beliefs. Your views should be supported by referring to the writings of authorities such as the authors of the readings recommended for this assignment and of course your state syllabus. Doing that well will ensure the academic standing of your work. Printed in the Assessment Notes is the following: "Assignments 1 and 2 should be- d) labelled to clearly indicate the assignment being answered (use a heading) and the sections being addressed within assignments (use the numbering and/or subheadings used in the assignment question to indicate sections). I am confused as to which way to structure my essay. Can I write out each part under Q1, Q2 and Q3 or do I have to blend them all in together and structure it like a proper essay? This assignment is entitled Essay: Social Education. An essay doesn't imply headings, however I can see why you think headings should be included given the Assessment Notes. These notes should NOT have included Assignment 1 only Assignment 2 where headings are imperative in planning a sequence of learning activities. The three parts in this assignment are not difficult to link, however because of what appears in the Assessment Notes if you have used headings within your essay you will not be penalised. I do not know where/how to plot positions on the two continuums. Any suggestion? I have suggested to students to do the reading for and drafting of this assignment before plotting positions. Reflect on your ideas about social education and your interpretation in regards to where you believe your state's syllabus sits in regards to social education then plot these positions. You need to ensure that there is no inconsistency with where you plot on the continuums and the ideas you express. With regards to outlining the arguments which challenged our thinking......is that directly in relation to the other 2 questions eg with reference to the graph and definitions and purpose of HSIE etc....or is it more generally related to the readings? This part of the question is mainly to do with your position, your thoughts, how have they been challenged? But also some reflection on the syllabus position may be needed here, especially if your position is vastly different. As a teacher you are going to have implement this syllabus, even though your position may be different. What implications will this have on your classroom practise? To mark the continuums, should this be marked in a quadrant or on an axis? The way you need to approach the plotting of your position would be to locate your position along each continuum and then draw a line between these two and pinpoint the middle. This will place you somewhere within one of the quadrants. Johnson (1998) argues that the conception of the social studies area of study is a continual negotiation of the relative weight given to the encouragement of social commitment or social comprehension, which is achieved through the aims of citizenship or scholarship. A more comprehensive definition of the four terms appearing on the continuums has been be posted by Kay Noble in the discussion forum for Assignment 1. In the explanation of the assessment, it states to indicate your position on a copy of the diagram-are we actually including the diagram in our assignment or is this just for our planning? You need to include one copy of the diagram in your assignment. On the diagram you mark your position and where you think the HSIE/SOSE syllabus in your state is positioned from your analysis of the document. You need to make sure both positions are marked clearly. Is there a right or wrong answer for part two where we place the syllabus on the continuum or is it up to our interpretation? It is an interpretation supported by arguments from the readings and the syllabus. There isn't a right or wrong answer. However, some positions would be more plausible than others. For example I wouldn't see the syllabus at the either end of the continuum. With this unit should we include a Reference List or a Bibliography at the end? The UNE guidelines say to check with the unit. A Reference List is required at the end of this assignment. I am making reference within the text of my essay to the diagram in the Reynolds textbook. It appears that this diagram is sourced from the work of Johnson (1989). Without having a copy of Johnsons' work, how is it best referenced? Reynolds has drawn on Johnson's work to produce the diagram herself to explain his ideas about social education. So if you are referring to the diagram, use Reynolds. How do I reference the Syllabus? You need to be consistent with your in -text referencing. The way you list a reference in-text should be the same as the initial listing in your Reference List at the end of your essay, but this then needs to be expanded upon to give full publishing details. With the Syllabus cite the name of the organization that produced the work. In the case of the New South Wales Syllabus it would be (Board of Studies NSW 2006:page) in text. In your Reference List… Board of Studies NSW K-6 Human... First reference to the syllabus in text is to be written in full thereafter you may abbreviate to (BOS 2006: page). Is it acceptable to write Studies of Society and Environment as (SOSE) after first writing it fully, and Human Society and its Environment as (HSIE)? Or do you prefer the entire word written each time? Once in full then an abbreviation is acceptable.
 * Marsh text**
 * Prescribed text: Reynolds**
 * HSIE/SOSE**
 * Assignment 1**
 * Essay structure**
 * Can we use 'I' in our essay?**
 * Using headings in the essay**
 * Indicating position on diagram**
 * Part three of assignment question**
 * Plotting positions on continuums**
 * Diagram inclusion in assignment**
 * Syllabus position**
 * Reference List or Bibliography**
 * Referencing continuum diagram**
 * Referencing the HSIE/SOSE syllabus**
 * Referring to HSIE/SOSE in essay**
 * Referencing continuum explanation**

How do we reference Kay's explanation of some Assignment 1 terminology (the PDF that was put up online)?

This falls under personal communication, information privately obtained by interview, letter, lecture, etc. Reference in- text (K. Noble 2010, pers. comm., 4 August). The UNE Reference Guide also adds that you do not list personal communications in the list of references. Do we need to attach a copy of the marking criteria to the assessment? You are given a copy of the marking criteria as a guide when preparing your assessable tasks. It is important that you refer to these as you complete your assignments. The marking criteria clearly outlines what needs to be addressed in each of your EDSS 223 assignments and the weightings given to each section within each assignment.
 * Marking criteria sheet**


 * Assignment 2 - Part 1**


 * A Reference List or a Bibliography? For this assignment a bibliography is required. A Bibliography includes both in-text references and other sources which may have informed your thinking on the topic but have not necessarily been used in writing your assignment. It is an alphabetical list that gives the full publication details of each source consulted and or used and is compiled in the same way you would a Reference List.**
 * Length of Assignment Two**

How long is assignment two expected to be?

We suggest that with landscape planning, you should be able to cover your planning in 10 pages. Use this as a guide, because we do not want you to do more work than is necessary to complete the task.
 * Setting out of Assignment Two**

How do I set out Assignment Two, do I follow the model in Chapter 4?

The model has been provided for you to follow. Set out your assignment as outlined in pages 60-70. The only additional item needed is a 500 word report to explain and justify the use of the resource you design to be used in the Gather Stage of your cognitive inquiry sequence. I was just wondering, can we pick any stage for our inquiry sequence? There is no stipulation on stage, but there is on the content for this planning. You may select any stage, but the inquiry sequence must be on a question that investigates an aspect of Australian history that aligns with your state’s current HSIE/SOSE syllabus using the IGASAR inquiry model introduced to you in EDSS 223 and modelled on pages 65-75 of the Topic Notes. In the Board of Studies NSW HSIE syllabus, Australian history topics begin to emerge in Stage two, so the choice of stage is somewhat limited because of the topic focus.
 * Planning stage**
 * Getting started on Assignment two**

Where do I make a start on assignment two?

The assignment task specifically asks for a sequence that addresses an aspect of Australian History. I would suggest you first start by looking at the Change and Continuity Outcomes for Stage 2 and 3 and pages 54-55 and 60-61 of the HSIE syllabus if you are based in NSW (other states find your history strand). Here you will find outcomes listed with suggested subject matter you could use to address these. Also I would suggest you read Reynolds Chapter 6 History Education. Select a topic and formulate a question. Another place you might look for ideas is the Units of Work document available for download from the Board of Studies website :http:k6.boardofstudies.nsw.edu.au/go/hsie Once you formulate your question and align it with an outcome from the syllabus planning should become easier. There are also further examples of inquiry-based units on e-reserve. These are the sixth, seventh and eighth listings by Stubbs and Newell 1999..Extracts for lower, middle and upper primary. Do we have to describe and list characteristics of a class we are planning for as suggested under the heading of Sequence Context in the Topic Notes Chapter 4 page 50? As many of you have had little or no experience in schools as yet, you are not expected to describe a particular class here. Whilst it is an advantage to have a class in mind when planning to make the task seem more real, sometimes this is not possible. What we require of you under the heading Sequence Context will be an outline of where the inquiry sequence you plan might fit in the ‘big picture’ of a unit of work. What prior learning will be needed before students can undertake the sequence you have planned? Be guided by the model provided for you in Chapter 4.
 * Sequence Context**
 * Planning for Integration**

This is my first semester in Education. I notice that we are supposed to link specifically the areas in other KLAs e.g. English, Science & Technology etc. I haven’t done any other units, and I am not studying anything relevant this semester either. How do I show integration with no background knowledge of other KLAs?

I would suggest that students like yourself who have had no experience with other KLAs to state this on a cover sheet for assignment two and within your assignment just acknowledge possible areas you believe where integration could occur i.e English (writing) or Mathematics (graphing). Just remember that true integration occurs when you specifically teach to outcomes from other KLAs within HSIE lessons. For example if you ask students to draw a picture of a mode of transport this is not integrating as they are simply recording and presenting information for Society and environment. However, if you provide good teaching practise as promoted in the relevant Arts syllabus then true integration is occurring i.e your teaching and learning activities include specifically targeting their drawing skills to improve the product.
 * Assignment 2 - Part 2**

I am just at a total loss to understand what is expected in the 'design of an information resource'. In the assessment criteria, it states that we are to use at least three 'sources' of information to inform ourselves about the aspect we have based our sequence on and design a resource. The idea behind this is to get you to produce a resource that has all of the information contained within it for the students to use in the gather stage of your planned cognitive sequence. You will be the one that does the groundwork here such as reading through reference texts, watching DVDs (drawing from the vast array of resources) to get the facts. You then have to develop these facts into a single resource the students can use and access easily. You might present a PowerPoint, digital images, a recording, a report, snippets from newspapers, magazines... the list is endless The students will use this to extract the facts needed to answer the sequence question you are having them investigate. Would you recommend starting the resource before the inquiry sequence or the other way around? You need to have your question first to base your sequence on then construct a resource that provides the facts to answer it.
 * Designing a resource**
 * Which part do I do first?**
 * Single resource to be used at the Gather Stage**
 * Is the only resource allowed in the gather stage the one we create? Or can others be added as well here? We want you to have students investigate a narrow question (a small part of a topic) to ensure the single resource you design will be able to contain all the facts needed for students to deduce answers to the question under investigation.In the Gather stage of an inquiry learning sequence a rule of thumb is that you have students gathering from one source each time and then conducting Analyse and Organise and Synthesise and Conclude processes to crystalise what they have found out, before using other sources, rather than gathering from multiple sources at one time. In this way understanding builds up gradually and methodically, and confusion and forgetting, which often results from students being exposed to a deluge of unprocessed factual information, is avoided. The IGASAR model has this flexibility built in to allow this ‘doubling back’ however for your very first planning of inquiry based cognitive sequences we do not want to see you attempt this as it requires mastering of this methodology and would require you to design more than one resource to be used at each of the Gather stages. This is further explained in Chapter 3[|jansport college sweatshirts]

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