EDUC 6522A - Senior History Curriculum & Methodology A
North Terrace Campus - Semester 1 - 2015
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General Course Information
Course Details
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 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 GradDipEd students only Course Staff
Course Coordinator: Matthew Muscat
Lecturer: Matthew Muscat
E-mail: matthew.muscat@adelaide.edu.auCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
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
& Skills4, 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:
Australian Professional Standards for Teachers (APST):
http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/Standards/?reFlag=1
Australian Qualifications Framework (AQF):
http://www.aqf.edu.au/aqf/in-detail/aqf-levels/
Graduate Attributes: University of Adelaide Graduate Attributes:
http://www.adelaide.edu.au/learning/strategy/gradattributes/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 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 -
Learning Resources
Required Resources
SACE:
Stage 1 History, https://www.sace.sa.edu.au/web/history/stage-1/planning-to-teach/subject-outline
Stage 2 Modern History https://www.sace.sa.edu.au/web/modern-history/stage-2/planning-to-teach/subject-outline
Stage 2 Australian History https://www.sace.sa.edu.au/web/australian-history/stage-2/planning-to-teach/subject-outline
Australian Curriculum: Senior SACE History (writing begins this year) TBA
ACARA:
http://www.acara.edu.au/curriculum_1/learning_areas/humanities_and_social_sciences/history.html (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:
http://www.ibo.org/en/programmes/diploma-programme/Recommended Resources
These will be provided at relevant points during the semester.
Online Learning
Steiner, A (2013) Remember the Holocaust: Art and the Holocaust YouTube channel:
http://www.youtube.com/user/andrewsteinerartist
Other Course materials will be available on MyUni. -
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.
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 assists 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
Schedule Week Topic Lecture Learning Outcomes Week 1 Introduction to Senior History Courses Course introduction, SACE, IB, upcoming Senior Australian Curriculumoverview, policies, procedures and discussion 1, 5 Week 2 Resourcing Collecting, gathering resources (pre-planning) 3, 5, 6, 7 Week 3 Online assignment - Resourcing Online assignment (no physical lecture, work and complete assignment) 3, 5, 6, 7 Week 4 Planning a Senior History unit Preparation for planning to teach Senior History 1, 2, 3, 4, 7 Week 5 Planning lessons Lesson planning for Senior History and how to maximise this on teaching
practicum1, 2, 3, 4, 7 Week 6 Delivering History lessons to Senior students Teaching strategies, discussion and group activities 1, 4 Week 7 Understanding Performance Standards and rubrics Unpacking the Performance Standards and rubrics. Developing explicit
understanding for students and teachers.1, 6 Week 8 Creating assessment tasks Good task design and practice. Preparation and discussion relating to
the upcoming Teaching Practicum.4, 7
Semester 2 course will include benchmarking sessions in line with moderation principles. Senior History Curriculum Methodology B in Semester 2, will have an emphasis on Assessment and Reporting. -
Assessment
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 Summary
Assessment Task Task Type Due Weighting Learning Outcome Online assignment – Resourcing for Senior History. Collect resources and websites for a Senior History topic and briefly analyse each to explain how they would be used in your teaching. 500 words. Online assignment
SummativeOnline assignment in lieu of lecture Thursday, Week 3 10%
3, 5, 6, 71500 words
Unit planning
Summative, Week 550% e.g. 1,2,3,4,6
1000 words
Lesson Planning. A series of lessons for one week of teaching Senior History to be shared with other pre-service students
Summative,
Week 7
40%
1, 2, 3, 4, 6, 7Assessment Detail
Assignments will be assessed through the conditions specified on the assessment task sheet.
Submission
Each of the assessment tasks are to be completed and submitted through TURNITIN through electronic submission.
There will be a penalty of 5% for late submission unless granted an extension for an extension had been applied for
and approved. Students should have their work graded two weeks after the final due date for each assignment.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.
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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 (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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- 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 Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
