| Effective Term: | 2025/02 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Managing Heritage: Engagement and Education |
| Unit ID: | BAHIS3007 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (BAHIS2004 and BAHIS2007 and BAHIS3004) |
| ASCED: | 090305 |
| Other Change: | |
| Brief description of the Unit |
This unit will teach students critical skills in education, community engagement and interpretation of historical sites and the heritage sector. It explores regional perspectives on local history and engagement with the public as practiced by heritage organizations, including events, media representations, museums, and theatre events. The unit will explore the economic and cultural significance of heritage and its relationship to tourism and regional development. Students will discuss and explore issues involved in the management of historic sites and cultural perspectives of intangible and community heritage. This unit provides opportunities for students to be introduced to and engaged in public history, community history and history education. The unit will also examine the importance of skills in curation and interpretation and their resonance with community resilience and real-world application. Industry and community partnerships will be of critical importance in the unit assessment and content. This unit will also engage in critique of the specific legislative context pertaining to heritrage management in relation to specific locations and sites utilised as case studies in research. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Examine key theories and issues in representing public and community history. |
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| K2. | Recognize and understand the principles of public history and heritage. |
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| K3. | Explain the principles of historical interpretation. |
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| K4. | Explore ethics and diverse perspectives in public history. |
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| K5. | Investigate the importance of intangible heritage and culture in shaping community history. |
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| Skills: |
| S1. | Research, locate and appraise authoritative sources, objects, and sites, both primary and secondary. |
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| S2. | Demonstrate skills in historical pedagogy and historical communication and interpretation. |
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| S3. | Demonstrate critical and self-reflective understandings of the relationship between community identity, ethics, and public history. |
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| S4. | Negotiate the relationship between heritage, tourism and regional development in historic sites and objects. |
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| Application of knowledge and skills: |
| A1. | Analyse connections and tensions between issues, debates, concepts, and perspectives in the presentation of public and community history and heritage. |
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| A2. | Utilize and integrate relevant conceptual and theoretical understandings in local history and debates surrounding the role and implications of historical interpretations. |
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| A3. | Engage in discussion, debate and critical analysis concerning issues associated with history, heritage and engagement with diverse community groups. |
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| Unit Content: |
Interpreting historical sites and heritage sector
Regional perspectives on local history and engagement with the public
The work of heritage organizations, including events, media representations, museums, and theatre events
Economic and cultural significance of heritage and its relationship to tourism and regional development
Management issues concerning historic sites and cultural perspectives of intangible and community heritage
Public history, community history and history education
Curation and interpretation and their resonance with community resilience and real-world application Industry and community partnerships |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, K4, K5, S2, S3, S4, A3 | Part 1: Complete Expression of Interest (EOI) application form for a community heritage engagement project after consultation with local heritage sector organization in small groups. | Expression of Interest application | 10-20% | | 2. | K1, K3, S1, S2, S3, A1, A3 | Part 2: Audio-visual Presentation Pitch on the project. Document identifying key sources, sites, and objects in small groups | Video pitch and presentation for E.O.I project. | 20-30% | | 3. | K1, K2, K3, K4, S2, S3, S4, A1, A3 | Write a proposal and grant proposal in teams for a potential heritage engagement project. Based on E.O.I and video pitch in small groups. Discuss the legislative context for your project and its impact on the feasibility of your project. | Heritage Engagement and grant Proposal | 20-30% | | 4. | K2, K3, K4, K5, S2, S3, A1, A2 | Report format research essay on existing heritage engagement activity or event. Discuss alternative models which could be utilised in representing the historical period, issue or event utilised in the case study which could accommodate critiques discussed pertaining to equity in representation and diversity of perspectives. | Heritage Report | 20-30% |
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