Week 1Week 01 | Intro to Humanities and Social Sciences This lecture invites preservice teachers to revisit their own experiences as a student learning HaSS (or HSIE or SOSE or Social Science or Social Studies!). We will then complete a vivisection of the Australian Curriculum and consider its strengths and weaknesses in light of the criticisms and commentary that have been made about HaSS in Australia and abroad. APST: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2. Learning outcomes: L01, L04, L05, L07
📖 核心知识点：Week 01 | Intro to Humanities and Social Sciences This lecture invites preservice teachers to revisit their own experiences as a student learning HaSS (or HSIE or SOSE or Social Science or Social Studies!). We will then complete a vivisection of the Australian Curriculum and consider its strengths and weaknesses in light of the criticisms and commentary that have been made about HaSS in Australia and abroad. APST: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2. Learning outcomes: L01, L04, L05, L07。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Week01IntrotoHumanitiesandSocialSciencesThislecture
💡 学习提示
• 总结 Week 01 | Intro to Humanities and Social Sciences This lecture invites preservice teachers to revisit their own experiences as a student learning HaSS (or HSIE or SOSE or Social Science or Social Studies!). We will then complete a vivisection of the Australian Curriculum and consider its strengths and weaknesses in light of the criticisms and commentary that have been made about HaSS in Australia and abroad. APST: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2. Learning outcomes: L01, L04, L05, L07 的核心概念与适用场景
• 为第1周生成 5 道练习题并给出解题步骤
Week 2Week 02 | Inquiry Teaching and Learning in HaSS This lecture will encourage preservice teachers to consider the deep-rooted place of inquiry learning and teaching in HaSS. We will consider some key phases of inquiry-based learning and teaching and explore how we as teachers can leverage off students' innate curiosity to make learning authentic and engaging. APST: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2. Learning outcomes: L01, L02, L03, L04, L05, L06, L07
📖 核心知识点：Week 02 | Inquiry Teaching and Learning in HaSS This lecture will encourage preservice teachers to consider the deep-rooted place of inquiry learning and teaching in HaSS. We will consider some key phases of inquiry-based learning and teaching and explore how we as teachers can leverage off students' innate curiosity to make learning authentic and engaging. APST: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2. Learning outcomes: L01, L02, L03, L04, L05, L06, L07。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Week02InquiryTeachingandLearninginHaSSThislecture
💡 学习提示
• 总结 Week 02 | Inquiry Teaching and Learning in HaSS This lecture will encourage preservice teachers to consider the deep-rooted place of inquiry learning and teaching in HaSS. We will consider some key phases of inquiry-based learning and teaching and explore how we as teachers can leverage off students' innate curiosity to make learning authentic and engaging. APST: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 的核心概念与适用场景
• 为第2周生成 5 道练习题并给出解题步骤
Week 3Week 03 | Constructivist Learning in HaSS Constructivism is the bedfellow of inquiry-based learning. For many teachers, to teach through a constructivist lens means breaking with not only their own experiences at school, but with wide held and over-exposed traditional approaches to teaching. In this lecture we will consider constructivist strategies that build student capacity, while perhaps most importantly, showing them that learning can be an important path towards empowerment. APST: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2. Learning outcomes: L01, L02, L03, L04, L06
📖 核心知识点：Week 03 | Constructivist Learning in HaSS Constructivism is the bedfellow of inquiry-based learning. For many teachers, to teach through a constructivist lens means breaking with not only their own experiences at school, but with wide held and over-exposed traditional approaches to teaching. In this lecture we will consider constructivist strategies that build student capacity, while perhaps most importantly, showing them that learning can be an important path towards empowerment. APST: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2. Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Week03ConstructivistLearninginHaSSConstructivismisthebedfellow
💡 学习提示
• 总结 Week 03 | Constructivist Learning in HaSS Constructivism is the bedfellow of inquiry-based learning. For many teachers, to teach through a constructivist lens means breaking with not only their own experiences at school, but with wide held and over-exposed traditional approaches to teaching. In this lecture we will consider constructivist strategies that build student capacity, while perhaps most importantly, showing them that learning can be an important path towards empowerment. APST: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2. Learning outcomes: L01, L02, L03, L04, L06 的核心概念与适用场景
• 为第3周生成 5 道练习题并给出解题步骤
Week 4Week 04 | Post-colonial Approach to HaSS HaSS is perhaps the one subject area that consistently, even stubbornly, requires students to look at the world beyond their local horizon. This lecture introduces a post-colonial approach to teaching that will help teachers align with the Cross Curriculum priorities of including Indigenous perspectives and engaging with Asia. APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06
📖 核心知识点：Week 04 | Post-colonial Approach to HaSS HaSS is perhaps the one subject area that consistently, even stubbornly, requires students to look at the world beyond their local horizon. This lecture introduces a post-colonial approach to teaching that will help teachers align with the Cross Curriculum priorities of including Indigenous perspectives and engaging with Asia. APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Practical 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Practical）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Week04Post-colonialApproachtoHaSSHaSSisperhapsthe
💡 学习提示
• 总结 Week 04 | Post-colonial Approach to HaSS HaSS is perhaps the one subject area that consistently, even stubbornly, requires students to look at the world beyond their local horizon. This lecture introduces a post-colonial approach to teaching that will help teachers align with the Cross Curriculum priorities of including Indigenous perspectives and engaging with Asia. APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06 的核心概念与适用场景
• 为第4周生成 5 道练习题并给出解题步骤
Week 5Week 05 | Critical Pedagogy in HaSS Perhaps more than any other subject area, HaSS has been subject to the slings and arrows of various ideological pundits who would use HaSS to further their visions for society. Building on our Week 3 focus on post-colonialism, in this lecture we will consider how a teacher might take a 'critical turn' in their teaching to help students develop dispositions towards peace, sustainability, democracy and justice. APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L05, L06, L07
📖 核心知识点：Week 05 | Critical Pedagogy in HaSS Perhaps more than any other subject area, HaSS has been subject to the slings and arrows of various ideological pundits who would use HaSS to further their visions for society. Building on our Week 3 focus on post-colonialism, in this lecture we will consider how a teacher might take a 'critical turn' in their teaching to help students develop dispositions towards peace, sustainability, democracy and justice. APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L05, L06, L07。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Week05CriticalPedagogyinHaSSPerhapsmorethanany
💡 学习提示
• 总结 Week 05 | Critical Pedagogy in HaSS Perhaps more than any other subject area, HaSS has been subject to the slings and arrows of various ideological pundits who would use HaSS to further their visions for society. Building on our Week 3 focus on post-colonialism, in this lecture we will consider how a teacher might take a 'critical turn' in their teaching to help students develop dispositions towards peace, sustainability, democracy and justice. APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 的核心概念与适用场景
• 为第5周生成 5 道练习题并给出解题步骤
Week 6Week 06 | Teaching History in HaSS This lecture considers the place of History as a discrete sub-strand of the Australian Curriculum: HaSS with its own theory and tradition. The lecture looks at the place of sources and evidence in ensuring high quality inquiry learning. APST: 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2. Learning outcomes: L01, L02, L03, L04, L05, L06, L07
📖 核心知识点：Week 06 | Teaching History in HaSS This lecture considers the place of History as a discrete sub-strand of the Australian Curriculum: HaSS with its own theory and tradition. The lecture looks at the place of sources and evidence in ensuring high quality inquiry learning. APST: 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2. Learning outcomes: L01, L02, L03, L04, L05, L06, L07。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Week06TeachingHistoryinHaSSThislectureconsidersthe
💡 学习提示
• 总结 Week 06 | Teaching History in HaSS This lecture considers the place of History as a discrete sub-strand of the Australian Curriculum: HaSS with its own theory and tradition. The lecture looks at the place of sources and evidence in ensuring high quality inquiry learning. APST: 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 的核心概念与适用场景
• 为第6周生成 5 道练习题并给出解题步骤
Week 7Week 07 | Teaching Geography in HaSS This lecture considers the place of Geography as a discrete sub-strand of the Australian Curriculum: HaSS. Geography places significant demands on students and teachers as it bridges both the natural and social sciences. The key place of field trips in geographic learning will also be explored. APST: 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2. Learning outcomes: L01, L02, L03, L04, L06
📖 核心知识点：Week 07 | Teaching Geography in HaSS This lecture considers the place of Geography as a discrete sub-strand of the Australian Curriculum: HaSS. Geography places significant demands on students and teachers as it bridges both the natural and social sciences. The key place of field trips in geographic learning will also be explored. APST: 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2. Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Week07TeachingGeographyinHaSSThislectureconsidersthe
💡 学习提示
• 总结 Week 07 | Teaching Geography in HaSS This lecture considers the place of Geography as a discrete sub-strand of the Australian Curriculum: HaSS. Geography places significant demands on students and teachers as it bridges both the natural and social sciences. The key place of field trips in geographic learning will also be explored. APST: 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2. Learning outcomes: L01, L02, L03, L04, L06 的核心概念与适用场景
• 为第7周生成 5 道练习题并给出解题步骤
Week 8Week 08 | Teaching Civics & Citizenship in HaSS This lecture explores the place of Civics and Citizenship in the Australian Curriculum: HaSS. We will consider how the teaching of civics and citizenship provides students' opportunities to explore their rights and responsibilities as citizens which are the foundation of our Australian democracy. APST: 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06
📖 核心知识点：Week 08 | Teaching Civics & Citizenship in HaSS This lecture explores the place of Civics and Citizenship in the Australian Curriculum: HaSS. We will consider how the teaching of civics and citizenship provides students' opportunities to explore their rights and responsibilities as citizens which are the foundation of our Australian democracy. APST: 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Week08TeachingCivics&CitizenshipinHaSSThislecture
💡 学习提示
• 总结 Week 08 | Teaching Civics & Citizenship in HaSS This lecture explores the place of Civics and Citizenship in the Australian Curriculum: HaSS. We will consider how the teaching of civics and citizenship provides students' opportunities to explore their rights and responsibilities as citizens which are the foundation of our Australian democracy. APST: 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06 的核心概念与适用场景
• 为第8周生成 5 道练习题并给出解题步骤
Week 9Week 09 | Teaching Economics & Business in HaSS There is little doubt that we are "living in a material world" (Ciccone, 1984). In this lecture we will explore the Economics and Business sub-strand of the Australian Curriculum: HaSS and consider how students might become better equipped to navigate the sometimes predatory world of consumerism. APST: 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06
📖 核心知识点：Week 09 | Teaching Economics & Business in HaSS There is little doubt that we are "living in a material world" (Ciccone, 1984). In this lecture we will explore the Economics and Business sub-strand of the Australian Curriculum: HaSS and consider how students might become better equipped to navigate the sometimes predatory world of consumerism. APST: 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Week09TeachingEconomics&BusinessinHaSSThereis
💡 学习提示
• 总结 Week 09 | Teaching Economics & Business in HaSS There is little doubt that we are "living in a material world" (Ciccone, 1984). In this lecture we will explore the Economics and Business sub-strand of the Australian Curriculum: HaSS and consider how students might become better equipped to navigate the sometimes predatory world of consumerism. APST: 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06 的核心概念与适用场景
• 为第9周生成 5 道练习题并给出解题步骤
Week 10WEEK 10 | Experiential Learning in HaSS This lecture explores an approach to teaching called experiential learning. Because HaSS has such a focus on personal and social capacity, empathy and intercultural understanding, an experiential approach gives students insight into considering real-life problems in real-life contexts using their lived experience as a catalyst for reflection and change. APST: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.7, 4.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04
📖 核心知识点：WEEK 10 | Experiential Learning in HaSS This lecture explores an approach to teaching called experiential learning. Because HaSS has such a focus on personal and social capacity, empathy and intercultural understanding, an experiential approach gives students insight into considering real-life problems in real-life contexts using their lived experience as a catalyst for reflection and change. APST: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.7, 4.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
WEEK10ExperientialLearninginHaSSThislectureexploresan
💡 学习提示
• 总结 WEEK 10 | Experiential Learning in HaSS This lecture explores an approach to teaching called experiential learning. Because HaSS has such a focus on personal and social capacity, empathy and intercultural understanding, an experiential approach gives students insight into considering real-life problems in real-life contexts using their lived experience as a catalyst for reflection and change. APST: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.7, 4.2, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04 的核心概念与适用场景
• 为第10周生成 5 道练习题并给出解题步骤
Week 11Week 11 | Values Clarification in HaSS We continue our lecture series on the Australian Curriculum: HaSS with an exploration into the teaching of values. There will be a specific focus on teaching controversial issues, a difficult and sometimes high-stakes activity which is central to effective HaSS teaching. APST: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.7, 5.1, 6.2, and 6.3. Learning outcomes: L01, L02, L03, L04, L06
📖 核心知识点：Week 11 | Values Clarification in HaSS We continue our lecture series on the Australian Curriculum: HaSS with an exploration into the teaching of values. There will be a specific focus on teaching controversial issues, a difficult and sometimes high-stakes activity which is central to effective HaSS teaching. APST: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.7, 5.1, 6.2, and 6.3. Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Week11ValuesClarificationinHaSSWecontinueourlecture
💡 学习提示
• 总结 Week 11 | Values Clarification in HaSS We continue our lecture series on the Australian Curriculum: HaSS with an exploration into the teaching of values. There will be a specific focus on teaching controversial issues, a difficult and sometimes high-stakes activity which is central to effective HaSS teaching. APST: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.7, 5.1, 6.2, and 6.3. Learning outcomes: L01, L02, L03, L04, L06 的核心概念与适用场景
• 为第11周生成 5 道练习题并给出解题步骤
Week 12Week 12 | Education for Sustainability in HaSS For most primary school teachers, there will come a time when integrating the sub-strands of HaSS into a holistic unit will make the most sense. Sustainability education is one way to integrate various sub-strands of HaSS while at the same time ensuring authentic engagement with another key Cross Curriculum Priority. Perhaps more than any other subject area, HaSS has a responsibility to work with students to consider how we might quickly move towards a sustainable future. APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.3, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06
📖 核心知识点：Week 12 | Education for Sustainability in HaSS For most primary school teachers, there will come a time when integrating the sub-strands of HaSS into a holistic unit will make the most sense. Sustainability education is one way to integrate various sub-strands of HaSS while at the same time ensuring authentic engagement with another key Cross Curriculum Priority. Perhaps more than any other subject area, HaSS has a responsibility to work with students to consider how we might quickly move towards a sustainable future. APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.3, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Week12EducationforSustainabilityinHaSSFormostprimary
💡 学习提示
• 总结 Week 12 | Education for Sustainability in HaSS For most primary school teachers, there will come a time when integrating the sub-strands of HaSS into a holistic unit will make the most sense. Sustainability education is one way to integrate various sub-strands of HaSS while at the same time ensuring authentic engagement with another key Cross Curriculum Priority. Perhaps more than any other subject area, HaSS has a responsibility to work with students to consider how we might quickly move towards a sustainable future. APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.3, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06 的核心概念与适用场景
• 为第12周生成 5 道练习题并给出解题步骤
Week 13Week 13 | Futures Education in HaSS It is an inescapable truism that a study of the world is a sometimes frightening proposition for our young students. It is beholden on us as teachers to keep the spring of hope flowing in our young charges, despite the challenges that society unquestionably faces. Hope leads to action, and action leads to change. We will conclude our course with a concerted effort to consider how young people view their futures. We will explore how introducing a futures education, and tapping into the vein of utopia, are important ways we might "make hope practical, and despair unconvincing" (Aronowitz & Giroux, 1985). APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.3, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06
📖 核心知识点：Week 13 | Futures Education in HaSS It is an inescapable truism that a study of the world is a sometimes frightening proposition for our young students. It is beholden on us as teachers to keep the spring of hope flowing in our young charges, despite the challenges that society unquestionably faces. Hope leads to action, and action leads to change. We will conclude our course with a concerted effort to consider how young people view their futures. We will explore how introducing a futures education, and tapping into the vein of utopia, are important ways we might "make hope practical, and despair unconvincing" (Aronowitz & Giroux, 1985). APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.3, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Week13FuturesEducationinHaSSItisaninescapable
💡 学习提示
• 总结 Week 13 | Futures Education in HaSS It is an inescapable truism that a study of the world is a sometimes frightening proposition for our young students. It is beholden on us as teachers to keep the spring of hope flowing in our young charges, despite the challenges that society unquestionably faces. Hope leads to action, and action leads to change. We will conclude our course with a concerted effort to consider how young people view their futures. We will explore how introducing a futures education, and tapping into the vein of utopia, are important ways we might "make hope practical, and despair unconvincing" (Aronowitz & Giroux, 1985). APST: 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.3, 6.2, 6.3. Learning outcomes: L01, L02, L03, L04, L06 的核心概念与适用场景
• 为第13周生成 5 道练习题并给出解题步骤
