EDUC 4522B - Senior History Curriculum & Methodology B (UG)

North Terrace Campus - Semester 2 - 2015

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.

  • General Course Information
    Course Details
    Course Code EDUC 4522B
    Course Senior History Curriculum & 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
    Available for Study Abroad and Exchange N
    Prerequisites Pass in 6 semesters of History courses- in certain circumstances students with only 4 semesters may be accepted
    Restrictions Available to B Teaching students only
    Course Description 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.
    Course Staff

    Course Coordinator: Matthew Muscat

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes

    On Successful completion of this course student will be able:

    APST     Standard

    AQF7/8 GA
    Semester Two

    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

    Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.3 & 3.2 Skills 2,3,5

    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, Skill & Application 3,4,8

    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, Skill & Application 2,4

    Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.
    3.3 & 3.2 Skills 2,3,5
    Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 Knowledge 1, 2, 6
    10 Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 Skill & Application 1, 2, 3, 4, 8
    11 Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB. 5.1,5.2,5.5 & 7.2 Knowledge, Skill & Application 1, 4, 5
    12 Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 Knowledge 1, 2

    Australian Professional Standards for Teachers (APST): 

    Australian Qualifications Framework (AQF): 

    Graduate Attributes: University of Adelaide Graduate Attributes:
    University Graduate Attributes

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

    University 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, 9, 11
    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
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 2, 4, 9, 10, 11, 12
    Skills of a high order in interpersonal understanding, teamwork and communication. 3, 5, 11
    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, 9, 10, 12
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1, 5, 9, 10, 12
    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
  • Learning Resources
    Required Resources
    Stage 1 History,
    Stage 2 Modern History
    Stage 2 Australian History

    Australian Curriculum:
    Senior SACE History (writing begins this year) TBA
    ACARA:  (only a guiding document – the SACE Board is working on the Australian Curriculum Stage 1 course this year with working parties and focus groups).

    International Baccalaureate:

    Andrew Steiner's 'Remember the Holocaust: Art and the Holocaust' Virtual exhibition:
    Recommended Resources
    Muscat, M (2012) Russian Revolution PowerPoint Series, Knowledge Books and Software: Brisbane
    Online Learning
    Andrew Steiner's 'Remember the Holocaust: Art and the Holocaust' Virtual exhibition:
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Workshop style lectures with numerous opportunities to discuss learning and teaching methodology, strategies and curriculum. Sessions will include guided and open discussions, practical activities relating to teaching strategies and benchmarking.

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

    Students are required to utilise an equal amount of time in independent study as spent in lectures. This may involve reading, viewing, research or resource gathering. More time may be required to produce summative tasks.
    Learning Activities Summary
    1 Introduction, Overview, Learning and Assessment Plans Preparing, submitting (gaining approval) and implementing a Learning and Assessment Plan, including using the addendum 2, 4, 5, 10, 11, 12
    2 Designing and creating summative History assessment tasks for Senior History How to effectively design and create summative History work which will effectively demonstrate students learning/linking your assignments to the learning outcomes, Performance Standards/rubrics 4, 5, 11, 12
    3 Sources Analysis and argumentative essay workshop How to prepare students in all facets of Sources Analysis and argumentative essay writing/How to award grades for student responses, linked to Performance standards/rubrics. 1, 4, 12
    4 Preparing for your second teaching placement/ Benchmarking Session 1 Sources Analysis recap, benchmarking session 1 – grading student work samples, preparing for your second teaching placement - Assessment and Reporting in History/Teaching History workshop. 3, 4, 5, 9, 11, 12
    5 Teaching Placement
    6 Teaching Placement
    7 Teaching Placement
    8 Teaching Placement
    9 Teaching Placement

    Mid-semester break
    10                           Moderation and Exam procedures               Moderation and exam procedures, preparing students effectively
    for History tests and exams
      3, 4,       5, 9,      11, 12
    11 Benchmarking session 2/Effective feedback for students Benchmarking session 2 of student work samples/Providing
    effective feedback for students to improve upon.
      3, 4, 5,   9, 11,    12
    12 Responding to Feedback Using Assessment data, moderation feedback/reports and other
    feedback mechanisms (e.g. student evaluations) in order to
    improve learning and assessment practices in Senior History
     9, 11,  12
    13 Formal History Report writing, responding to the SACE documents Feedback and written reporting guidelines in History/ How to write
    formal student reports and include History related content comments/ Responding to the SACE Board draft of the Australian Curriculum: Senior History/Benchmarking session 3
     4, 11,  12
    Specific Course Requirements
    Successful completion of Senior History Curriculum & Methodology A (Semester 1)
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

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

    Assessment Summary
    Prepare a Learning and Assessment Plan for teaching a Senior History class
    Friday, Week 2
    30%, 1000 words
    2, 4, 5, 10, 11, 12

    Folio creation of Assessment Tasks
    Monday, Week 10
    45%, 1500 words
    4, 5, 11, 12

    Grading and Reporting assignment
    Monday, Week 12
    25%, 500 words
    4, 11, 12

    Assessment Detail

    No information currently available.

    Submission is online through MyUni.

    Assessment pieces submitted late will receive a 5% deduction per day past the due date.
    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 Access Adelaide.

  • Student Feedback

    The University 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 University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( 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
  • 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’s disciplinary procedures.

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