EDUC 4544A - History Curriculum & Methodology A (UG)

North Terrace Campus - Semester 1 - 2014

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 4544A
    Course History Curriculum & Methodology A (UG)
    Coordinating Unit School of Education
    Term Semester 1
    Level Undergraduate
    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 4 courses of History Studies
    Restrictions Available to BTeaching 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: Dr Grant Rodwell

    Course Timetable

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

  • Learning Outcomes
    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
    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
    Skills of a high order in interpersonal understanding, teamwork and communication. 4, 5
    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, 2, 4
  • Learning Resources
    Required Resources
    Required Resources
    Taylor, T, Fahey, C, Kriewald, J. & Boon D. (2012) Place and Time, Pearson, French’s Forest

    Recommended Resources
    Linda S. Levstick & Keith Barton (2011). Doing History (4th Edn), Routledge, London/New York. (Barr Smith) 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 (On Line)
    Online Learning
    Course materials available on MyUni
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will be taught through a weekly 2 hour lecture/workshop and will be run in conjunction with the compulsory CAL course. It is a full semester course and will run for 8 weeks in semester 1. The lecturer, Dr Grant Rodwell, will be available for consultation on a weekly basis by appointment. Please arrange a suitable time by emailing grant.rodwell@adelaide.edu.au
    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
    Classroom teaching strategies for effective History teaching and learning. Understanding ACARA History Curriculum. Selection of suitable, relevant and appropriate learning resources to promote interest in and to facilitate the comprehension of abstract historical ideas and processes. Approaches to assessment and evaluation of History learning achievement and successful linking of assessment strategies with lesson/unit outcomes. History curriculum resources available as publications (government and private), research reports, web-based resources
    Discussion of key aspects of History education and on-going research activities including: 1. Indigenous perspectives 2. Multi-cultural perspectives 3. Co-operative learning techniques 4. Historical literacy 5. Higher order thinking and open ended task design

    AITSL Standards

    4.1 5.1, 5.2, 5.3, 5.4, 5.5

    1.4 2.4 4.1 7.1

    1.2, 1.3, 1.4, 1.5 3.1, 3.2, 3.3, 3.4

    1.2, 1.3, 1.4, 1.5 3.1, 3.2, 3.3, 3.4

    1.1, 1.2, 1.3, 1.4, 1.5, 1.6 3.1 5.1, 5.2, 5.3, 5.4, 5.5

    1.1, 1.2, 1.3, 1.4, 1.5, 1.5 2.1, 2.2, 2.3, 2.4, 2.5, 2.5 3.2, 3.3, 3.4, 3.5 4.2

    1.1, 1.2, 1.3, 1.4, 1.5, 1.5 2.1, 2.2, 2.3, 2.4, 2.5, 2.5 3.2, 3.3, 3.4, 3.5 4.2

    1.1, 1.2, 1.3, 1.4, 1.5, 1.5 2.1, 2.2, 2.3, 2.4, 2.5, 2.5 3.2, 3.3, 3.4, 3.5 4.2
  • 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
    Classroom teaching strategies for effective History teaching and learning. Understanding ACARA History Curriculum. Selection of suitable, relevant and appropriate learning resources to promote interest in and to facilitate the comprehension of abstract historical ideas and processes. Approaches to assessment and evaluation of History learning achievement and successful linking of assessment strategies with lesson/unit outcomes. History curriculum resources available as publications (government and private), research reports, web-based resources
    Discussion of key aspects of History education and on-going research activities including: 1. Indigenous perspectives 2. Multi-cultural perspectives 3. Co-operative learning techniques 4. Historical literacy 5. Higher order thinking and open ended task design

    AITSL Standards

    4.1 5.1, 5.2, 5.3, 5.4, 5.5

    1.4 2.4 4.1 7.1

    1.2, 1.3, 1.4, 1.5 3.1, 3.2, 3.3, 3.4

    1.2, 1.3, 1.4, 1.5 3.1, 3.2, 3.3, 3.4

    1.1, 1.2, 1.3, 1.4, 1.5, 1.6 3.1 5.1, 5.2, 5.3, 5.4, 5.5

    1.1, 1.2, 1.3, 1.4, 1.5, 1.5 2.1, 2.2, 2.3, 2.4, 2.5, 2.5 3.2, 3.3, 3.4, 3.5 4.2

    1.1, 1.2, 1.3, 1.4, 1.5, 1.5 2.1, 2.2, 2.3, 2.4, 2.5, 2.5 3.2, 3.3, 3.4, 3.5 4.2

    1.1, 1.2, 1.3, 1.4, 1.5, 1.5 2.1, 2.2, 2.3, 2.4, 2.5, 2.5 3.2, 3.3, 3.4, 3.5 4.2
    Assessment Detail
    Formative:
    School-based lesson observations: lesson observations (ACARA) at Adelaide High School (AHS).
    THREE separate lesson observations (observation criteria, classrooms, teachers, provided and explained in our Workshops during Weeks 3 and 4). The observations will occur during University Weeks 4, 5,6 (weeks beginning 25 March, 2 April, 8 April [Monday-Wednesday]) The lesson observation will be followed by a debrief with Grant, a BIG Debrief session with the AHS teachers involved, during Week 8 (Week beginning 6 May (total of about one and a half hours). (History C&M students submit assignment # 1 = 1,000 – 1,500 words) = 40%

    Due: Monday Week 9 2014 (MyUni upload)

    Learning objectives covered: 1, 2, 3, 4, 5 and 6

    Summative: Essay: Does the ACARA History Curriculum provide enough scope for individual student interests? (2000 words) Weighting: 60% · Demonstrated understanding of the ACARA History document content · Balanced argument · Argument supported by research (at least 4 sources) · Quality of grammar, punctuation, sentences, formal syntax.
    Submitted/uploaded through MyUni

    Due: Monday Week 14 2014

    Learning objectives covered: 1, 2, 3, 4, 5 and 6

    Requirements Students in this course are expected to attend all lectures and workshops throughout the duration of the course. Students are expected to contribute to class discussions and offer professional and constructive criticism to the ideas and plans of others in the class.

    Submission Electronic versions of your assignment should be uploaded by you into the MyUni site for this course. This will be filed.
    Submission

    No information currently available.

    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
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