EDUC 6522B - Senior History Curriculum & Methodology B

North Terrace Campus - Semester 2 - 2016

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 6522B
    Course Senior History Curriculum & Methodology B
    Coordinating Unit School of Education
    Term Semester 2
    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 Assessment and Reporting
    Available for Study Abroad and Exchange N
    Prerequisites Pass in 6 courses of History
    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 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:
    #

    Course Learning Outcomes

    APST

    GA Arts
    GA Uni
    Both Semesters
    1
    S1&S2
    Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning. 2.6 & 3.4 1, 2 1, 2
    2
    S1&S2
    Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.2 & 3.3 2 2
    3
    S1&S2
    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 6 6
    4
    S1&S2
    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 3, 5 3, 5
    5
    S1&S2
    Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 2.1, 2.6, 3.2 & 3.3 2, 3 2, 3
    Semester One
    6
    S1
    Demonstrate thorough knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area. 2.1, 3.2 & 3.3 1, 2 1, 2
    7
    S1
    Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles. 2.2, 2.3 & 3.2 1, 2 1, 2
    8
    S1
    Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations. 6.2, 6.3 & 7.4 4, 6 4, 6
    Semester 2
    9
    S2
    Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 3, 4, 6 3, 4, 6
    10
    S2
    Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 2, 3, 5 2, 3, 5
    11
    S2
    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 2, 3, 5 2, 3, 5
    12
    S2
    Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 2, 3, 5 2, 3, 5
    Note:

    Australian Professional Standards for Teachers (APST):
    http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/Standards/?reFlag=1 

    Graduate Attributes: Faculty of Arts Graduate Attributes:
    https://arts.adelaide.edu.au/learning-teaching/

    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 6, 7
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 2, 5, 6, 7, 10, 11, 12
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    4, 5, 9, 10, 11, 12
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    8, 9
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    4, 10, 11, 12
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    3, 8, 9
  • 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/


    Andrew Steiner's 'Remember the Holocaust: Art and the Holocaust' Virtual exhibition: http://www.youtube.com/user/andrewsteinerartist
    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: http://www.youtube.com/user/andrewsteinerartist
  • 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.

    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
    WEEK           TOPIC          LECTURE LEARNING OUTCOMES
    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
    Assessment Task Task Type Due Weighting Learning Outcome
    Prepare a Learning and Assessment Plan for teaching a Senior History class Summative

    Friday, Week 2

    30%, 1000 words 2, 4, 5, 10, 11, 12
    Folio Creation of Assessment Tasks Summative Monday, Week 10 45%, 1500 words 4, 5, 11, 12
    Grading and Reporting Assignment Summative Monday, Week 12 25%, 500 words 4, 11, 12
    Assessment Detail

    No information currently available.

    Submission
    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 (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
  • 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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