| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | History Curriculum 2 |
| Unit ID: | EDDDE3111 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDBED3032 or EDDDE3011) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070301 |
| Other Change: | |
| Brief description of the Unit |
This unit outlines and examines the History curriculum for senior 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 examines historical concepts associated with the process of historical inquiry and focuses on the development of pre-service teacher's strong pedagogical content knowledge to support and engage diverse learners. The course continues to build on pre-service teacher’s knowledge of planning, structuring and sequencing effective lessons and processes for assessment and reporting, requiring PSTs to teach a lesson and develop a curriculum planner for senior secondary History. Pre-service teachers will build on their teaching and communication strategies and will be supported to reflect on, evaluate and improve their lessons and learning sequences using a variety of tools. |
| 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 concepts, substance and structure of History, particularly at senior secondary level. |
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| K2. | Examine, evaluate and apply resources and strategies (including ICT) used to support teaching and learning in History at the senior secondary level. |
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| K3. | Demonstrate knowledge and understanding of curriculum frameworks, particularly at the senior secondary level and ways these are used to design effective learning and teaching sequences. |
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| K4. | Extend knowledge of strategies for supporting the teaching of literacy and numeracy in History. |
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| K5. | Demonstrate understanding of teaching strategies, effective classroom communication and activities to support learning for students of varying abilities. |
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| K6. | Demonstrate understanding of the policy and assessment requirements at senior secondary level, and be able to design learning sequences with assessment practices that monitor student progress. |
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| K7. | Critically reflect on teaching practice and evaluate progress to inform ongoing learning. |
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| Skills: |
| S1. | Inquire into policy and practice for teaching and assessing History at the senior secondary level. |
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| S2. | Apply knowledge of the concepts, structure and content of senior secondary History frameworks to design learning sequences that cater for student learning needs. |
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| S3. | Demonstrate skills in applying teaching strategies and classroom communication to support student learning. |
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| S4. | Design and manage teaching and learning activities that support student understanding of key historical concepts as outlined in senior secondary curriculum frameworks. |
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| S5. | Design learning and assessment sequences that monitor and support student learning. |
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| S6. | Identify areas for ongoing development and learning as a teacher and identify processes to engage in ongoing professional learning. |
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| S7. | Apply understandings of how to interpret classroom data, and how to monitor and assess students at the senior secondary level. |
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| S8. | Reflect on the dispositions required to engage in professional learning and to be an effective teacher. |
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| Application of knowledge and skills: |
| A1. | Design and deliver a History lesson for senior secondary with attention to reflection and peer feedback. |
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| A2. | Create a curriculum plan for senior History. |
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| Unit Content: |
- Concepts, content, structure and substance of curriculum planning frameworks at the senior 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 senior secondary level. Examination and evaluation of resources (including ICT) to support the teaching of History at the senior 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. Evaluation of teaching skills to support student learning.
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| 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 2 - Student demonstrates some independence within provided guidelines | 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 1 - Students require directions and boundaries from mentor | 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 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K5, K7, S3, S4, S6, S8, 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, S7, A2 | 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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