EDUC 6522A - Senior History Curriculum & Methodology A
North Terrace Campus - Semester 1 - 2014
General Course Information
Course Code EDUC 6522A Course Senior 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 Prerequisites Pass in 6 semesters of History courses - in certain circumstances students with only 4 semesters may be accepted Restrictions Available to GradDipEd 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 Coordinator: Mr Igor PliskoLecturer: Igor Plisko
Location: University Senior College ( Humanities Office at Level 1 Charles Street)
Telephone: 83134988 (USC main office)
Telephone: 83137094 ( Humanities Office at Level 1 Charles Street)
The full timetable of all activities for this course can be accessed from Course Planner.
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
7. Demonstrate the ability to work in groups in an engaging and collegiate manner.
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, 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, 6,7 Skills of a high order in interpersonal understanding, teamwork and communication. 4, 5,7 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, 4,6
SACE Stage 1 History and Stage 2 Modern History subject outline.
(available from the SACE website: http://www.sace.sa.edu.au/web/modern-history )
Hayden, T, Arthur, J. Stephen, A, (eds). Learning to Teach History in the Secondary School. Routledge. London
Taylor, Tony, and Young, Carmel, Making History: a guide for the teaching and learning of history in Australian schools. Students may download from www.hyperhistory.org
Online LearningCourse materials available on MyUni
Learning & Teaching Activities
Learning & Teaching Modes
Workshop style lectures with extensive opportunities to view and discuss teaching methodology as relates to different levels of schooling. Sessions will include a loosely structured lecture to be followed by open and guided discussions as well as activities emphasising practical teaching strategies. Students will be exposed to multiple resources for their teaching programmes.
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 time spent in lectures. This may involve reading, research or resource gathering. More time may be required to produce summative tasks.
Learning Activities Summary1. The History Teacher; what style of teaching works best for you? Introduction to sources.
2. Teaching Approaches; preparation, structure, outcomes, advantages, disadvantages, possible pitfalls.
3. Resources and sources; gathering within the school/the community in which you are teaching.
4. Lesson Planning. Small steps.
5. Topic and Unit Planning. Looking at the big picture.
6. Curriculum statements; SACE
The University'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 SummaryNo. 1 Individual Lesson Plan; Due Time and Date; 5.00pm Friday Week 6 (11 April).
Learning Objectives covered; 1, 2, and 5.
No. 2 Unit Plan; Due Time and Date; 5.00pm Friday Week 9 (9th May).
Learning Objectives covered; 1, 2, 3, 4, 5, 6.
Assessment Related RequirementsStudents in this course are expected to attend all lectures throughout the duration of the
Students are expected to contribute to class discussions and offer professional and constructive criticism to the ideas and plans of others in the class.
Summative Task No. 1: Individual Lesson Plan
· Select a particular topic, concept, micro-unit, etc. of your choice from primary to senior secondary
· Plan a lesson lasting at least 90 minutes on your chosen topic, concept, etc. The lesson may be at the
beginning, middle or end of the topic.
· Your lesson plan will need learning objectives that match the curriculum statements for Stage 1,
timing for individual activities, student activities, teacher activities, resources needed for both teacher
· Be prepared to share and discuss your lesson plan with others in the class. Seek and record relevant
constructive criticism that is offered by fellow classmates.
· A template to use will be provided during lectures
Summative Task No. 2 Topic Plan
Imagine you are going on leave for four weeks and your replacement is a beginning teacher who needs very thorough details of the topic to be covered in your absence.
· You are to prepare a TOPIC PLAN for a Stage 1 History topic of your choice.
· Your time frame is the twentieth century and should be focussed on either Europe or Asia
· Each student should endeavour to choose a topic not being covered by another student. · The replacement teacher should be able to easily follow your topic plan.
At the end of the course, it would be envisaged that your topic plans can be distributed amongst your peers and each of you will then have a very thorough starting point for your future teaching. This type of resource sharing is a VITAL part of successful teaching, especially for beginning teachers. Please be open to the process!
Your finished work must include:
· An overall topic plan setting out the lesson allocation for the content/activities you intend to present.
· Four weeks of individual lesson plans, two singles & one double, each 50 mins long.
· Copies of any handouts for learning activities.
· Copies of assessment activities. (formative and summative)
· An example of student evaluation that you will use to assess your effectiveness.
Both the lesson plan and unit plan will be in a standard format. This will be shown and discussed during the course. A copy of this will also be made available before the due date of the lesson plan. Wherever possible your work should be presented using MS Word, Excel or PowerPoint. This enables sharing and future editing.
1) Electronic versions of your assignment to be uploaded by you into the digital drop box on the MyUni site for this course.
2) One hard copy to be submitted via the Student Hub for marking and photocopying of any pages not available electronically.
Assignment coversheets to be submitted with all work. These can be downloaded from My Uni under Content/Assignments for this course.
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.
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 (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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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