studies of society and environment at james cook university: New Studies of Society and Environment syllabuses: professional development opportunities for teachers

Thinking about the new syllabus in Studies of Society and Environment? A series of Professional Development Modules is being offered by the School of Education at James Cook University to update primary and secondary teachers preparing to implement the new syllabus in Studies of Society and Environment. The modules will cover a range of issues in implementing SOSE, and will review current developments in syllabuses and materials from around Australia. The modules will include workshop components which will provide the opportunity for participants to work with colleagues on aspects of planning curriculum and teaching. Staff at JCU are among the world's leaders in the SOSE key learning area, and have been involved in a range of current curriculum developments in the area at national and State levels. The modules can be taken as stand-alone professional development units, or can be credited to Bachelor's degrees or graduate qualifications at Certificate, Diploma or Masters degree levels. Modules will be offered in a variety of modes and, depending on demand, at a range of sites throughout North Queensland. As a package, the modules will provide an excellent basis for working with the new syllabus being developed in Queensland.

Professional development modules:

Program for 1998

Lecturer	Date and mode*	Module description
Malcolm Vick	21 - 22 March 1998 Face to face: Townsville	WORKING WITH THE NEW SOSE CURRICULA Examines the content and organisation of the National and State SOSE curriculum documents, to explore their implications for teacher and HoD planning and possibilities for implementation. Participants will identify relationships between existing subjects and materials and the new SOSE syllabuses, and develop a framework for integrating the various components of the new SOSE frameworks.
Helen McDonald	3 - 4 April 1998 Face to face: Cairns	INVESTIGATION, COMMUNICATION, PARTICIPATION IN SOSE: INQUIRY TEACHING Investigation, communication and participation are the heart of new SOSE syllabuses requiring teachers to integrate processes and content in ways that are meaningful and relevant for their students. Participants will explore a range of approaches to inquiry learning and develop concrete, useful strategies to promote students' competencies in investigation, communication and participation in SOSE.
Rob Gilbert	23 and 24 May 1998 Face to face: Townsville	VALUES IN STUDIES OF SOCIETY AND ENVIRONMENT SOSE curricula in Australia have integrated core values in more systematic ways than many earlier syllabuses. In Queensland, SOSE values include democratic process, social justice, peace and environmental and economic sustainability as the core values. This module will review recent approaches to values teaching, and explore interpretations of the four core values and their implications for curriculum design and teaching.
Rob Gilbert	8 and 9 August 1998 Face to face: Townsville	INCORPORATING PLACE AND SPACE IN SOSE TEACHING Place and space is a key conceptual strand in the SOSE learning area, incorporating a range of spatial and environmental concepts and inquiry processes. This module will consider the nature and scope of the Place and Space strand and how it has been incorporated in various curricula in Australia and overseas.
Helen McDonald	All year IMM	FRAMEWORKS FOR INDIGENOUS STUDIES Thinking of making your curriculum more inclusive of Aboriginal studies and Torres Strait Islander studies? This interactive multi-media module explores different approaches to this task and focuses on the decisions involved in including Indigenous perspectives in your class or school curriculum.
Rob Gilbert	Semester 2 Flexible learning	OUTCOMES-BASED LEARNING Outcomes-Based Learning is a key feature of recent curricula developed by the Queensland Curriculum Council, including Studies of Society and Environment. This module will explore issues in outcomes-based learning and the processes of interpreting and implementing outcome statements.
Malcolm Vick	Semester 2 (Flexible learning)	INCORPORATING THE SOSE 'PERSPECTIVES' IN TEACHING The SOSE framework includes a number of perspectives which highlight particular areas of concern from the viewpoint of different traditions of social and environmental inquiry or different social background. This module will explore how these might be translated into classroom teaching strategies and activities.
Malcolm Vick	1999 (Flexible mode/face to face)	INCORPORATING TIME CONTINUITY AND CHANGE IN SOSE TEACHING. This module will identify the main features of the Time Continuity and Change conceptual strand in new SOSE Syllabuses and explore how this strand can be integrated into planning. Participants will develop strategies, plans and classroom activities which incorporate elements of this strand in topics and learning outcome statements at different levels.

* NB. A school or cluster of schools can negotiate to complete a PDM. It can be offered/adapted to meet the specific needs of the school or cluster group. A minimum of 15 participants would be needed to offer the PDM.

Levels Professional development modules can be taken at different levels to allow you to meet your professional goals: Level 1 For professional development purposes only. This will include some pre-workshop activity (e.g., readings, data collection) and workshop activities. Participants will be entitled to a Certificate of Attendance. Level 2 As for Level 1, but with post-workshop activities. These activities include assessment based on practical activities. Satisfactory completion of a Level 2 PDM entitles a participant to credit for a third of a BEd (Professional Development) subject. Participants will be awarded a Certificate of Attainment on completion of assessment requirements. Presentation of three certificates or a combination of certificates and other work for which credit is granted will lead to the credit of one subject toward the Bachelor degree. Level 3 As for level 2, but with more demanding activities. At completion of this level, a Certificate of Attainment will be awarded. Successful completion of a Level 3 PDM entitles a participant to credit for a third of a postgraduate subject. Postgraduate subjects can contribute to the following awards: Postgraduate Certificate of Education, Postgraduate Diploma of Education and Master of Education,   Presentation of three certificates or a combination of certificates and other work for which credit is granted will lead to the credit of one subject at postgraduate level. Fees for 1998 are: * Level 1 = $100 * Level 2 = $150 * Level 3 = $200 In many schools participants may apply to use their school's staff developement funds for sponsorship. Such sponsorship would generally be at Level 1. Sponsored participants wishing to register at Levels 2 or 3 are responsible for paying the difference.

For further information on professional development units contact:

Ms Kerrin Aston, School of Education, James Cook University Qld 4811 phone: (07) 4781 4681 fax: (07) 4725 1690 email: Kerrin.Aston@jcu.edu.au

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