EDUC 4544B - History Curriculum and Methodology B (UG)

North Terrace Campus - Semester 2 - 2014

The course aims to present information on a range of methodologies and develop a variety of pedagogical skills to help students to be better prepared for the start of their teaching career.

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Course Details

Course Code	EDUC 4544B
Course	History Curriculum and Methodology B (UG)
Coordinating Unit	School of Education
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	2 hours per week, in addition to a 2 hour common lecture focussing on Assessment and Reporting
Prerequisites	Pass in 4 courses of History Studies
Restrictions	Available to BTeaching students only

Course Staff

Course Coordinator: Dr Grant Rodwell

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

1. Knowledge and understanding of the student’s discipline areas.
2. Cognitive skills in analysing, evaluating and synthesising information
3. The capacity for critical thinking and problem solving.
4. Interpersonal skills and communication skills of a high order (developed but not addressed
5. Proficiency in gathering and sharing teaching resources.
6. The capacity to engage in reflective practice and professional learning

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	1, 2, 3
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	3, 4, 5
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	3, 4, 6
Skills of a high order in interpersonal understanding, teamwork and communication.	4, 5
A proficiency in the appropriate use of contemporary technologies.	5, 6
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	3, 6
A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.	1, 4, 6
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	1, 2, 4

Learning Resources

Required Resources

Taylor, T, Fahey, C, Kriewald, J. & Boon D. (2012) Place and Time, Pearson, French’s Forest

Recommended Resources

Linda S. Levstick & Keith Barton (2011). Doing History (4th Edn), Routledge, London/New York. (Barr Smith)
Taylor, Tony, and Young, Carmel, Making History: a guide for the teaching and learning of history in 最新糖心Vlogn schools. Students may download from www.hyperhistory.org (On Line)

Online Learning

Course materials available on MyUni
Learning & Teaching Activities

Learning & Teaching Modes

This course will be taught through a weekly 2 hour lecture/workshop and will be run in conjunction with the compulsory CAL course. It is a full semester course and will run for 8 weeks in semester 1.

The lecturer, Dr Grant Rodwell, will be available for consultation on a weekly basis by appointment. Please arrange a suitable time by emailing grant.rodwell@adelaide.edu.au

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

There are 2 hours of contact time. It is important that you attend these lectures/workshops. You should be prepared to do a minimum of 2 hours additional work per week to allow for reading/preparation/research relating to History education. This may increase prior to the submission of assignments.

Learning Activities Summary

Classroom teaching strategies for effective History teaching and learning. Understanding ACARA History Curriculum. Selection of suitable, relevant and appropriate learning resources to promote interest in and to facilitate the comprehension of abstract historical ideas and processes. Approaches to assessment and evaluation of History learning achievement and successful linking of assessment strategies with lesson/unit outcomes. History curriculum resources available as publications (government and private), research reports, web-based resources Discussion of key aspects of History education and on-going research activities including: 1. Indigenous perspectives 2. Multi-cultural perspectives 3. Co-operative learning techniques 4. Historical literacy 5. Higher order thinking and open ended task design
AITSL Standards
4.1 5.1, 5.2, 5.3, 5.4, 5.5
1.4 2.4 4.1 7.1
1.2, 1.3, 1.4, 1.5 3.1, 3.2, 3.3, 3.4
1.2, 1.3, 1.4, 1.5 3.1, 3.2, 3.3, 3.4
1.1, 1.2, 1.3, 1.4, 1.5, 1.6 3.1 5.1, 5.2, 5.3, 5.4, 5.5
1.1, 1.2, 1.3, 1.4, 1.5, 1.5 2.1, 2.2, 2.3, 2.4, 2.5, 2.5 3.2, 3.3, 3.4, 3.5 4.2
1.1, 1.2, 1.3, 1.4, 1.5, 1.5 2.1, 2.2, 2.3, 2.4, 2.5, 2.5 3.2, 3.3, 3.4, 3.5 4.2
1.1, 1.2, 1.3, 1.4, 1.5, 1.5 2.1, 2.2, 2.3, 2.4, 2.5, 2.5 3.2, 3.3, 3.4, 3.5 4.2

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

5.1 Assessment Summary
Role Play/Quiz and Authentic Assessment: (Formative) 40%
Essay: (Summative)
Explain how you might use a range of assessment strategies to assess students’ progress in the following topics:
Time-slip Historical Novel (2000 words)
OR
Published Allegories (2000 words)
Weighting: 60%
Learning objectives covered: 1, 2, 3, 4, 5 and 6

Assessment Related Requirements

Attendance at Weekily Workshops

Assessment Detail

Formative Task:
Workshop-based authentic assessment: = 40% (1000-1500 words)

During Weeks 3-5 Role Play/Quiz and Authentic Assessment! Workshop: Three groups of 2-3 students to present a role play based on an ACARA History topic (along with an assessment rubric). Organise a copy of the (Sample) Assessment Criteria.

Summative
Essay:
Explain how you might use a range of assessment strategies to assess students’ progress in the following topics:
Time-slip Historical Novel (2000 words)
OR
Published Allegories (2000 words)
Weighting: 60%

Length 2000 words
Value 60%

Choose a time-slip historical novel written for children, adolescents or adults that you may use in teaching in any grade from 8-12. (I can provide you at no cost with one in digital form, if you wish)
The question In the light of recent research, demonstrate how the issues/events raised throughout the narrative of a time-slip historical novel can provide pedagogical value in students’ classroom learning experiences.

Submission

Submitted/uploaded through MyUni

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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