| Effective Term: | 2025/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | History Curriculum 2 |
| Unit ID: | EDBED3132 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDBED3032) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDBED3023 and EDDDE3011) |
| ASCED: | 070301 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to introduce students to the History curriculum for secondary levels and prepares pre-service teachers to use policy documents, curriculum frameworks and guidelines to effectively design, teach and assess learning experiences in History. It includes a focus on sequencing effective lessons and processes for assessment and requires PSTs to teach a lesson and develop a unit of work for secondary History, while also exploring contemporary policies and practices for teaching and learning in History. It examines historical concepts associated with the process of historical inquiry. |
| 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. | Extend knowledge and understanding of the historical concepts, skills, substance and structure of History at secondary level and the way to design effective teaching and learning sequences using curriculum frameworks. |
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| K2. | Examine, evaluate and apply resources and strategies (including ICT) used to support teaching and learning in History at the secondary level. |
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| K3. | Demonstrate understanding of strategies for supporting the teaching of literacy and numeracy in History, particularly at the secondary level. |
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| K4. | Demonstrate ability to use teaching strategies and effective classroom communication to support student learning, across a range of abilities. |
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| K5. | Apply understandings of assessment strategies to support student learning and monitor student progress, particularly at the secondary level. |
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| K6. | Demonstrate understanding of how reflection and evaluation of practice can inform professional learning. |
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| K7. | Demonstrate an ability to articulate a teaching philosophy. |
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| Skills: |
| S1. | Inquiry into practice for teaching and articulate views on History teaching. |
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| S2. | Apply knowledge of the concepts, structure and content of History and curriculum frameworks at secondary level to design effective learning sequences, challenging goals and processes for assessment. |
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| S3. | Demonstrate skills in applying teaching strategies and classroom communication. |
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| S4. | Design and manage teaching and learning activities that support student understanding of key historical concepts as outlined in secondary curriculum frameworks. |
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| S5. | Identify areas for ongoing development and learning as a teacher and identify processes to engage in ongoing professional learning. |
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| Application of knowledge and skills: |
| A1. | Present a paper which articulates a philosophy for teaching History. |
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| A2. | Teach a lesson designed for the secondary level of History and critically reflect on feedback. |
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| A3. | Design a unit of learning and resources, including assessment for a secondary level in History. |
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| Unit Content: |
Topics to be covered
• Concepts, content, structure and substance of curriculum planning frameworks across the secondary level.
• Development of skills in using curriculum frameworks to design, implement and evaluate effective learning and teaching sequences and activities.
• Exploration of ways to interpret classroom data and to monitor and assess students at the secondary level.
• Examination and evaluation of resources (including ICT) to support the teaching of History across the secondary level.
• Investigation into the way curriculum frameworks, policies and assessment are enacted in school contexts.
• Exploration of the way teachers engage in ongoing professional learning to improve their teaching and support student learning. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K5, K7, S3, S4, A1 | Select a senior secondary History unit and employing the Understanding by Design (UbD) planning model complete a unit plan overview identifying the specific learning outcomes and demonstrating your pedagogical content knowledge. Using this overview plan and teach a lesson designed for the senior secondary (11-12) level of History and critically reflect on feedback to inform future planning and practice. | Planning for Teaching Performance | 40-50% | | 2. | K1, K2, K3, K4, K5, K6, S1, S2, S3, S4, S5, A2, A3 | Using the UbD unit overview 'backwards design' a curriculum planner that demonstrates knowledge of the senior secondary History (11-12) curriculum, assessment and student learning needs. The planner should include lesson overviews, teaching, assessment and feedback strategies and supporting resources (including ICT), connections to subject-specific literacy and numeracy, and inclusive practices. | Developing professional Curriculum Resource. | 50-60% |
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