| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | History Curriculum 1 |
| Unit ID: | EDMAS6011 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to introduce pre-service teachers to the History 7-10 Secondary curriculum and prepares them to use curriculum frameworks to design teaching sequences and e?ective teaching and learning approaches. It includes a focus on the pedagogical approaches used to plan, teach and assess in History. Pre-service teachers will learn about historical concepts and the nature of historical inquiry and ways to assess student learning in History. Pre-service teachers will re?ect on their developing philosophy and identity as teachers of History and the dispositions required for e?ective teaching and will also examine issues related to the teaching of History. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| 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. | Demonstrate knowledge and understanding of the content, concepts and structure of History as a curriculum area, including curriculum capabilities. |
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| K2. | Demonstrate understanding of how to select and organize content to plan for learning in History. |
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| K3. | Understand the pedagogical approaches for effective teaching and learning in History, including strategies for supporting literacy and numeracy development. |
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| K4. | Critique historical research principles, differing perspectives on History and methods of historical inquiry including the role of primary and secondary sources. |
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| K5. | Demonstrate understanding of data, assessment and reporting strategies for assessing student learning. |
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| K6. | Identify a range of resources and tools, including ICT, which can be developed and integrated to assist effective teaching and student learning in History. |
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| K7. | Reflect on the dispositions required to be effective teachers of History. |
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| K8. | Identify issues related to teaching in History. |
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| Skills: |
| S1. | Design effective curriculum design, pedagogy and assessment approaches that develop learners understandings and skills as identified in current curriculum policies and frameworks. |
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| S2. | Apply literacy and numeracy strategies in the teaching of History. |
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| S3. | Design lesson plans and learning goals and sequences integrating knowledge of the History curriculum, student learning and assessment. |
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| S4. | Apply effective teaching strategies and practices, including those that cater for the needs of diverse learners. |
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| S5. | Identify issues related to teaching in History and implications for teaching. |
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| S6. | Critically reflect on research and teaching practice, and engage in discussion about how to effectively support student learning in History. |
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| Application of knowledge and skills: |
| A1. | Conduct an inquiry into an issue associated with learning and teaching within the specialization of History. |
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| A2. | Design a series of lessons appropriate for a Year 7- 10 History class including teaching and critically reflecting on one of the lessons. |
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| Unit Content: |
Topics may include:
1. Curriculum, assessment and reporting knowledge for teaching History
2. An examination of the content and teaching strategies used in History and ways to plan learning sequences and lessons
3. Building pedagogical content knowledge as a teacher of History
4. Understanding of historical concepts and skills such as: historical inquiry; chronology; timelines; interpretation and perspectives; and analysis and use of primary and secondary sources in the classroom
5. Strategies for supporting literacy and numeracy teaching in History
6. Approaches for di?erentiating teaching in History to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.
7. Examination of the resources, including ICT, that can be used to support learning and teaching in History
8. Inquiry into contemporary educational issues and debates about the teaching of History |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K4, K7, K8, S5, S6, A1, APST: 1.2 | Critically synthesise research and literature to inquire into an issue related to teaching and learning in History and present implications for professional practice. | Essay | 40-50% | | 2. | K1, K2, K3, K4, K5, K6, S1, S2, S3, S4, S5, A2, APST: 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.5, 5.1, 6.3 | Design a sequence of lessons for teaching History (7-10) that demonstrates an ability to integrate knowledge of curriculum, History teaching strategies, student learning, assessment and resources, to engage and support diverse students learning. Select one lesson from the sequence to teach a specific historical skill and write a critical self-reflection that draws on feedback. | Curriculum Design and Teaching Performance | 50-60% |
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