EDUC 6544A - History Curriculum & Methodology A

Course Details

Course Code	EDUC 6544A
Course	History Curriculum & Methodology A
Coordinating Unit	School of Education
Term	Semester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	2 hours per week, in addition to a 2 hour common lecture focussing on Planning and Teaching
Available for Study Abroad and Exchange	N
Prerequisites	Pass in 4 courses of History Studies
Restrictions	Available to Grad Dip Ed students only

Course Staff

Course Coordinator: Andrew Buxton

Location: Level 8, Nexus Building, Pulteney Street
Telephone: 0431738111
Email: ajgbuxton@gmail.com

Course Timetable

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

Seminar 1 Fri 24 Apr	Content	Course Objectives/ APST Standard/ AQF7/8/ Graduate Attributes
Session 1 10.00am	Introduction to course Brief outline of History curriculum frameworks present & past: state, national and international (national curriculum, IB, UNESCO and SACE) An overview of the scope and sequence in the national curriculum for Middle Years 8-10 Core elements of history learning and teaching (language & theory/sources analysis/critical analysis/field work) Cultural heritage education* Place based education* Accessing community resources / learning through the historical environment	CO: 1, 2 APST: 2.1, 2.2, 2.3, 3.2 AQF: Knowledge/Application GA: 1, 2, 3, 5, 6, 7
Tutorial Learning Activities: Assessment requirements and due dates
Session 2 10.45	Sharing and evaluating student selected heritage site studies: Students present their research of heritage previously selected. Supportive group evaluation, incl. brainstorming alternative cultural heritage sites of Adelaide for field study purposes. Review the administrative and logistical needs and requirements of excursions/incursions	CO: 4,5,6,7 APST: 3.2, 3.3, 3.5, 4.2, 5.5, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4 AQF: Knowledge/Skills/Application GA: 2, 3, 4, 5, 6, 7
Tutorial Learning Activities: Inquiry based learning and professional sharing. Legal and administrative requirements.
Session 3 12.00	Walking tour of North Terrace heritage sites in Adelaide (incl. BYO lunch)	CO: 1, 3, 7 APST: 2.1, 2.6, 3.4, 3.5, 4.2, 5.5 AQF: Knowledge,/Skills/Application GA: 1, 2, 3, 4, 5, 6, 7
Tutorial Learning Activities: Modelling inquiry based learning
Session 4 1.30pm	Cultural heritage & place based education : different perspectives and differentiated learning Introduction to Heritage is Precious (HIP) Movement Facebook page* Guest lecturer: Tammy Edwardson	CO: 1, 3, 4 APST: 2.1, 2.6, 3.2, 3.3, 3.4 AQF: Knowledge/Skills/Application GA: 1, 2, 3, 4, 5, 6, 7
Tutorial Learning Activities: Brainstorming and starting the learning design process for history
Session 5 2.30-4.00	Learning design in middle years and year 8 history; unit and lesson planning Pedagogy for: the diverse needs of middle school learners developing historical inquiry skills Role playing and ICTs Considering assessment Unit / lesson planning & delivery Year 8 history – ancient to modern world	CO: 1, 2, 3, 4, APST: 2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4 AQF: Knowledge/Skills/Application GA: 1, 2, 3, 4, 5, 6, 7, 8
Tutorial Learning Activities: Brainstorming and starting the learning design process for year 8 history. Assessment Requirements vis Unit Plans.

Seminar 2 Sat 2 May	Content	Course Objectives/ APST Standard/ AQF7/8/ Graduate Attributes
Session 1 10.00am	Year 9 making the modern world (1750 – 1918) - Unit / lesson planning & delivery Technological development and travel Long term effects imperialism World War I The industrial revolution European expansion, Asia and migration Political ideas and nationalism Pedagogy for: the diverse needs of middle school learners developing historical inquiry skills Role playing and ICTs Considering assessment	CO: 1, 2, 3, 4, APST: 2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4 AQF: Knowledge/Skills/Application GA: 1, 2, 3, 4, 5, 6, 7, 8
Tutorial Learning Activities: Brainstorming and starting the learning design process for year 9 history. Assessment Requirements vis Unit Plans.
Session 2 11.30	Year 10 the modern world and 最新糖心Vlog (1918 to the present) – Unit / lesson planning & delivery Global conflict World War II UN peace keeping Civics rights movement Cold war conflicts Technology developments and sustainability Pedagogy for: the diverse needs of middle school learners developing historical inquiry skills Role playing and ICTs Considering assessment	CO: 1, 2, 3, 4, APST: 2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4 AQF: Knowledge/Skills/Application GA: 1, 2, 3, 4, 5, 6, 7, 8
Tutorial Learning Activities: Brainstorming and starting the learning design process for year 10 history Assessment Requirements vis Unit Plans.
Session 3 1.45pm	An evaluation of history resources Significant dates for history education What about textbooks? Sharing of history resources Sources of professional learning History learning communities & online support An evaluation of the Heritage is Precious (HIP) Movement Facebook page*	CO: 1, 2, 3, 4, 5 APST: 2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 6.2, 6.3, 7.4 AQF: Knowledge/Skills/Application GA: 1, 2, 3, 4, 5, 6, 7, 8
Tutorial Learning Activities: Sharing of quality history resources.
Session 4 3.00-4.00	Beyond the middle years and course summary Teaching across the humanities and social sciences: the 16 SACE courses VET in the SACE (Tourism) Readiness for quality teaching and learning Semester 2 program	CO: 1, 2, 3, 4, 5 APST: 2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4 AQF: Knowledge/Skills/Application GA: 1, 2, 3, 4, 5, 6, 7, 8
Tutorial Learning Activities: Reflection of own learning design and value of course to history

Course Learning Outcomes

#	On Successful completion of this course student will be able:	APST Standard	AQF7/8	GA
Semester One
1	Demonstrate deep knowledge and understanding of the complexity of the discipline and theteaching strategies of the learning area.	2.1	Knowledge	1,2,3,5,6,7
2	Design and sequence unit and lesson plans based on essential content of the subjectarea, curriculum, including effective assessment principles.	2.2 & 2.3 & 3.2	Application	1,2,3
3	Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning.	2.6 & 3.4	Application	2, 4, 5, 8
4	Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.	3.3 7 3.2	Skills	2,3,5
5	Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations.	6.2, 6.3 & 7.4	Knowledge & Skills	4, 5, 6, 7, 8
6	Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers	6.2, 6.3, 7.1, 7.2, 7.3, 7.4	Knowledge, Skills & Application	3,4,8
7	Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students	3.5, 4.2, 5.5	Knowledge, Skills & Application	2,4
Note: 最新糖心Vlogn Professional Standards for Teachers (APST): 最新糖心Vlogn Qualifications Framework (AQF): Graduate Attributes: 最新糖心Vlog of Adelaide Graduate Attributes:

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
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	1, 2, 3, 4, 7
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	1,2,4,6
Skills of a high order in interpersonal understanding, teamwork and communication.	3,5,6,7
A proficiency in the appropriate use of contemporary technologies.	1,3,4,5
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	1,5
A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.	1,5
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	3,5,6

Required Resources

Due to the practical nature of this course most resources will be provided with links to websites where practical

ACARA:
International Baccalaureate:

Recommended Resources

Taylor, Tony & Young, Carmel Making History: a guide for the teaching and learning of history in 最新糖心Vlogn Schools
Linda S. Levstick & Keith Barton (2011) Doing History (4th Edn) Routledge, London/New York (Barr Smith)
Taylor,T.Fay,C. Kriewald,J. & Boon,D. Place and Time Pearson French’s Forest
History Teachers Association of SA:
Historical Society of SA:
History SA:
History Council of SA:
National Trust (SA):
Clarke, Anna A (2008) Comparative Study of History Teaching in 最新糖心Vlog and Canada Monash 最新糖心Vlog
最新糖心Vlogn Government: National history teaching resources: http://www.australia.gov.au/topics/education-and training/resources-for-schools/resources-on-history

Online Learning

Any additional resources to support the delivery of this program will be uploaded onto MyUni and students will be notified of these.

Course communication will be primarily through emails and MyUni postings. It is a course requirement that you access and frequently check (at least 2 times per week) these communications.

Learning & Teaching Modes

The lecture sessions will be in face to face mode. At the end of each presentation at least five minutes will be allowed for question time.

The format of the workshops/tutorials will vary

Workload

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

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

See Lwecture and turorial table above.

Specific Course Requirements

All students are required to attend the compulsory seminars. In the case of absence an email to the course coordinator, or a medical certificate or other verification is required. If a student is absent, additional work may be required by the student.

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

Assessment Iem	Weighting	Due Date
Case study of a heritage site (an education and community resource)	20%	Friday 17th April
History curriculum programs for years 8, 9 and 10	50%	Friday 22nd May
Reflective paper (1,000 words)	20%	Friday 5th June
Attendance and participation	10%	End of Seminar 2

Assessment Related Requirements

Students must attend both seminars and sign the attendance sheet on arrival.

Assessment Detail

It is expected that students will not miss either seminar. If you are unable to complete the pre-readings and tasks or attend the seminars for some reason, it is expected that you will catch up with the readings and tasks in the week following.

‘Participation’ can mean a number of things but usually includes completing the required readings, thinking about any focus questions, making notes, listening to others and participating in in-class discussions and activities.

We are all responsible for creating an atmosphere where every student feels welcome to contribute. Be prepared to listen carefully and respectfully to your classmates and to reflect on your own participation so that you contribute to the class.

Submission

1. All assignments must be word-processed or typed. Illegibly written or badly presented assignments will be sent back for re-transcription. Legible typescript and the quality of English expression are considered to be integral parts of the assessment process.

2. Assignments must:
· have a margin of at least 4cm on one side of the page to leave room for comments
· have all pages numbered and securely attached

Clearly indicate on the front page of the assignment: your name, student ID, word length, course & name of your lecturer.
Include a detailed bibliography. Only list those sources actually used. Copies printed back to back are acceptable.

3. Content and quality of thought matter more than quantity but you should keep within 10% of the prescribed limit.

4. Online submission via MyUni is now becoming usual. Emailed assignments should be accepted in cases where students or their children are unwell or live in remote locations, such as a country town.

5. Markers can refuse to accept assignments which do not have a signed acknowledgement of the 最新糖心Vlog’s policy on plagiarism or where a student has not accepted the plagiarism rules in an online submission of an essay (refer to the policy on plagiarism below). In the case on online submission, an accompanying email is required.

6. Requests for extensions will be considered if they are made three days before the due date for which the extension is being sought. In extreme circumstances, contact your course convener as a matter of urgency.

7. If an assessment is submitted after a due date, and without an extension, 5% of the total mark possible will be deducted for every 24 hours or part thereof that it is late, including each day on a weekend. For example, an essay that is submitted after the due date and time but within the first 24 hour period, and that has been graded at 63%, will have 5% deducted, for a final grade of 58%. An essay that is more than 24 hours late will lose 10%, etc. Hard copy submissions made after 5.00pm on a Friday will be assumed to have been submitted on the next business day and will be penalised 5% per day for every day including weekend days and public holidays.

8. Computer problems, resource availability and/or lost materials do not constitute grounds for an extension.

9. If you are experiencing any difficulties understanding an assigned task or meeting a deadline you are encouraged to make an appointment with your lecturer to discuss the matter as soon as the problem is apparent. We understand that illness and family responsibilities usually affect everyone at some point. If you discuss the difficulty with us promptly, we may be able to negotiate a solution.

10. Students are encouraged to check their marks and notify the lecturer-in-charge of any discrepancies.
11. Students must not submit work for an assignment that has previously been submitted and assessed for this course or any other course.

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 .

Both Fail grades/results and HD grades/results will be double marked by a second marker.

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.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

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.

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

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