Location: Level 8, Nexus Building, Pulteney Street
Telephone: 0431738111
Email: andrew.buxton@osc-ib.com

There will be three 2 hour lecture/tutorials followed by two intensive day seminars, consisting of short lectures and tutorial style workshops. It is imperative that students attend both seminars, as they will contribute significantly to the program assessment requirements. The week one intensive includes a short walking tour.

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/

Due to the practical nature of this course most resources will be provided with links to websites where practical

ACARA: http://www.acara.edu.au/curriculum_1/learning_areas/humanities_and_social_sciences/history.html  

International Baccalaureate: http://www.ibo.org/en/programmes/middle-years-programme/

Taylor, Tony & Young, Carmel Making History: a guide for the teaching and learning of history in Australian Schools

Linda S. Levstick & Keith Barton (2011) Doing History (4th Edn) Routledge, London/New York (Barr Smith)

Taylor,T.Fay,C. Kriewald,J. & Boon,D. Place and Time Pearson French’s Forest

History Teachers Association of SA: www.htasa.org.au
Historical Society of SA: www.hssa.org.au
History SA: www.history.sa.gov.au
History Council of SA: www.historycouncilsa.org.au
National Trust (SA): www.nationaltrust.org/sa

Clarke, Anna A (2008) Comparative Study of History Teaching in Australia and Canada Monash University http://www.historyteacher.org.au/files/200804_HistoryTeachingReport.pdf

Australian Government: National history teaching resources:
http://www.australia.gov.au/information-and-services/education-and-training/resources-for-schools/resources-on-history 

Any additional resources to support the delivery of this program will be uploaded onto MyUni and students will be notified of these.

Course communication will be primarily through emails and MyUni postings. It is a course requirement that you access and frequently check (at least 2 times per week) these communications.

The lecture sessions will be in face to face mode. At the end of each presentation at least five minutes will be allowed for question time.

The format of the workshops/tutorials will vary

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.

	Content	Course Objectives
Session 1 22 Mar	Introduction to course Brief outline of History curriculum frameworks present & past: state, national and international (national curriculum, IB, UNESCO and SACE) An overview of the scope and sequence in the national curriculum for Middle Years 8-10 Personal reflections on history learning and teaching	CO: 1, 2,6,7
Tutorial Learning Activities: Assessment requirements and due dates
Session 2  29 Mar	Core elements of history learning and teaching (language & theory) Evidence analysis Discursive writing Historiography Family, local, regional, national, social, political, economic histories Counter-factuals	CO: 1,2,4,5
Tutorial Learning Activities: Interpreting history from different perspectives and the contestability of history. Discussion on the role of the historian in society.
Session 3  5 April	Core elements of history learning and teaching (language & theory) Cultural heritage education* Place based education* Accessing community resources / learning through the historical environment	CO: 1,2,4,6
Tutorial Learning Activities: Preparing for field work and learning through the historical environment. Discussing potential cultural heritage sites for case studies
Intensive Seminar 1  19 April	Content	Course Objectives
Session 1 9.00-10.00am	Cultural heritage & place based education : different perspectives and differentiated learning Introduction to Heritage is Precious (HIP) Movement Facebook page* Guest lecturer: Tammy Edwardson	CO: 1,2,3,4
Tutorial Learning Activities: Brainstorming and starting the learning design process for history
Session 2 10.00-11.30am	Sharing and evaluating student selected heritage site studies: Students present their research of heritage previously selected. Supportive group evaluation, incl. brainstorming alternative cultural heritage sites of Adelaide for field study purposes. Review the administrative and logistical needs and requirements of excursions/incursions	CO: 3,4,5,6,7
Tutorial Learning Activities: Inquiry based learning and professional sharing. Legal and administrative requirements.
Session 3 11.30-12.30	Walking tour of North Terrace heritage sites in Adelaide (incl. BYO lunch)	CO: 1,3,4,7
Tutorial Learning Activities: Modelling inquiry based learning
Session 4 12.30-2.00	Learning design in middle years and year 8 history; unit and lesson planning Pedagogy for: the diverse needs of middle school learners developing historical inquiry skills Role playing and ICTs Considering assessment Unit / lesson planning & delivery Year 8 history – ancient to modern world	CO: 1,2,3,4,5
Tutorial Learning Activities: Brainstorming and starting the learning design process for year 8 history. Introducing Assessment Requirements vis Unit Plans.
Intensive Seminar 2 Fri 22 April	Content	Course Objectives
Session 1 9.00am 10.30am	Year 9 making the modern world (1750 – 1918) - Unit / lesson planning & delivery Technological development and travel Long term effects imperialism World War I The industrial revolution European expansion, Asia and migration Political ideas and nationalism Pedagogy for: the diverse needs of middle school learners developing historical inquiry skills Role playing and ICTs Considering assessment	CO: 1,2,3,4,5
Tutorial Learning Activities: S: Brainstorming and starting the learning design process for year 9 history. Assessment Requirements vis Unit Plans.
Session 2 10.30-12.00pm	Year 10 the modern world and Australia (1918 to the present) – Unit / lesson planning & delivery Global conflict World War II UN peace keeping Civics rights movement Cold war conflicts Technology developments and sustainability Pedagogy for: the diverse needs of middle school learners developing historical inquiry skills Role playing and ICTs Considering assessment	CO: 1,2,3,4,5
Tutorial Learning Activities: Brainstorming and starting the learning design process for year 10 history Assessment Requirements vis Unit Plans.
Session 3 12.30-1.30pm	An evaluation of history resources What about textbooks? Sharing of history resources Sources of professional learning History learning communities & online support	CO: 1,2,4,5,6
Tutorial Learning Activities: Sharing of quality history resources.
Session 4 1.30-2.00pm	Beyond the middle years and course summary Teaching across the humanities and social sciences: the 16 SACE courses VET in the SACE (Tourism) Readiness for quality teaching and learning Semester 2 program	CO: 1,2,4,5,6,8
Tutorial Learning Activities: Reflection of own learning design and value of course to history

All students are required to attend the compulsory seminars. In the case of absence an email to the course coordinator, or a medical certificate or other verification is required. If a student is absent, additional work may be required by the student.

Not applicable.

Assessment Task	Weighting	Due Date	Learning Outcomes
Case study of a heritage site (an education and community resource)	20%	First Friday during first mid-semester break	1, 2, 4, 6, 7, 8
History curriculum programs for years 8, 9 and 10	50%	Friday, Week 10	5, 7, 8
Reflective paper (1,000 words)	20%	Friday, Week 13	3, 4, 5, 6
Attendance and participation	10%	End of Seminar 2	2, 3, 4, 5, 8

Students must attend both seminars and sign the attendance sheet on arrival. 

It is expected that students will not miss either seminar. If you are unable to complete the pre-readings and tasks or attend the seminars for some reason, it is expected that you will catch up with the readings and tasks in the week following.

‘Participation’ can mean a number of things but usually includes completing the required readings, thinking about any focus questions, making notes, listening to others and participating in in-class discussions and activities.

We are all responsible for creating an atmosphere where every student feels welcome to contribute. Be prepared to listen carefully and respectfully to your classmates and to reflect on your own participation so that you contribute to the class.

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Assignment 1: Case study of a heritage site (an education and community resource)

Weighting: 20%
Length: 400 words
Due Date: Friday 15th April 2016
Course Learning Objectives: 1,2,4,6,7,8

For this assignment students are required to select a cultural heritage site in Adelaide that is a suitable for year 8-10 history students and the general public to visit. Students take a photograph of the heritage site (please bring an A4 size photocopy to Semester 1) and write a brief case study of it, that includes suggestions for two inquiry-based activities for students. The case study must be uploaded to MyUni from where it will be accessed for the first intensive seminar day.

Students should include the following information in the brief description:

• Name of the building
• Year it was built
• Architect if known
• Purposes over time
• Architectural features
• Current use
• Any other relevant information for future visitors to the site
• Reference list of primary and secondary resources
• TWO suggested inquiry-based activities linked to ONE of the 8 dot points above

Examples of heritage sites could include:

Ayers House Memorials
Parliament House Adelaide Botanic Garden
Migration Museum Mortlock Library
South Australian museum Bonython Hall
Torrens Parade Ground & Drill Hall/Training Depot RiAus
Treasury building Art Gallery of SA

Rubric for Assignment 1: Case study of a heritage site (for education and community promotion)  Please refer to MyUni/History Curriculum and Methodology A (Combined)/ Course Informaiton/Course Oultine and Rubrics

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Assignment 2: History curriculum programs for years 8, 9 and 10

Weighting: 50%
Due Date: Friday 20th May 2016
Course Learning Objectives: 5,7,8

Using the ACARA History (year 8 to 10) framework, produce three programs; one for Year 8, 9 and 10 students. Each program must be four weeks in length and feature one assessment piece for students to complete. You must also include one cross curriculum priority in each program, an excursion and list your primary and secondary resources.

The cross curriculum priorities in the national curriculum are: 

• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia
• Sustainability

Your programs must include the following:

Year level:
Subject:
Topic:
Length: 4 weeks

Rationale:
Schedule of activities: Weeks 1 -4
Content:
Differentiated teaching and personalised learning:
An excursion to a cultural heritage site:
Primary Resources:
Secondary Resources:
Assessment:
Inclusion of a cross curriculum priority:

Rubric for Assignment 2: History curriculum programs for years 8,9 and 10 Please refer to MyUni/History Curriculum and Methodology A (Combined)/ Course Informaiton/Course Oultine and Rubrics

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Assignment 3: Reflective paper

Weighting: 20%
Length: 1000 words
Due Date: Friday 10th June 2016

During the second intensive seminar students will select and commence work on focus questions that provide a guide to writing a reflective paper of 1000 words. The questions are:

1. In this course you have explored the role of cultural heritage education and placed based education in the teaching of history. In your opinion how relevant to the study of history is cultural heritage education and placed based education? Explain how you will apply these to your teaching in the future.
2. In this course you have also explored how innovative pedagogy and differentiated teaching can enrich student learning. On reflection, how effectively did your course cater to the needs of a diverse range of learners? How would you improve your courses so there is greater innovation and more personalised learning for students?
3. Students in this course were involved in the development of community resources for the HIP Movement Facebook page. How effective do you think this site is for teachers and the community? Will you use this site in the future and why? How could it be improved?
4. The importance of joining professional learning communities has also been covered in this course. What are the keys to making such communities effective? What professional associations and learning communities will you become a member of and why?
5. This course is designed to give students the opportunity to start planning curriculum programs. How confident do you feel to start teaching students in year 8 to 10 history? Why?
6. How useful was this course to your future as a history teacher? What are your greatest learning points in relation to this course?

Please note a reference list is not required for this assignment.

Rubric for Assignment 2: Reflective Paper: Please refer to MyUni/History Curriculum and Methodology A (Combined)/ Course Informaiton/Course Oultine and Rubrics

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Assessment Item 4: Attendance and Participation

Weighting: 10%
Length: 2 Seminars
Due Date: Tuesday 19th April, Friday 22nd April
Course Learning Objectives: 2,3,4,5,8

Students are expected to attend the two day-long seminars and participate actively in all components of the seminars. In order to achieve at the highest standard students are expected to demonstrate that they are well prepared for each session, they will be expected to contribute regularly and thoughtfully to discussion, showing active reflection and initiative.

1. All assignments must be word-processed or typed. Illegibly written or badly presented assignments will be sent back for re-transcription. Legible typescript and the quality of English expression are considered to be integral parts of the assessment process.

2. Assignments must:
· have a margin of at least 4cm on one side of the page to leave room for comments
· have all pages numbered and securely attached

Clearly indicate on the front page of the assignment: your name, student ID, word length, course & name of your lecturer.
Include a detailed bibliography. Only list those sources actually used. Copies printed back to back are acceptable.

3. Content and quality of thought matter more than quantity but you should keep within 10% of the prescribed limit.

4. Online submission via MyUni is now becoming usual. Emailed assignments should be accepted in cases where students or their children are unwell or live in remote locations, such as a country town.

5. Markers can refuse to accept assignments which do not have a signed acknowledgement of the University’s policy on plagiarism or where a student has not accepted the plagiarism rules in an online submission of an essay (refer to the policy on plagiarism below). In the case on online submission, an accompanying email is required.

6. Requests for extensions will be considered if they are made three days before the due date for which the extension is being sought. In extreme circumstances, contact your course convener as a matter of urgency.

7. If an assessment is submitted after a due date, and without an extension, 5% of the total mark possible will be deducted for every 24 hours or part thereof that it is late, including each day on a weekend. For example, an essay that is submitted after the due date and time but within the first 24 hour period, and that has been graded at 63%, will have 5% deducted, for a final grade of 58%. An essay that is more than 24 hours late will lose 10%, etc. Hard copy submissions made after 5.00pm on a Friday will be assumed to have been submitted on the next business day and will be penalised 5% per day for every day including weekend days and public holidays.

8. Computer problems, resource availability and/or lost materials do not constitute grounds for an extension.

9. If you are experiencing any difficulties understanding an assigned task or meeting a deadline you are encouraged to make an appointment with your lecturer to discuss the matter as soon as the problem is apparent. We understand that illness and family responsibilities usually affect everyone at some point. If you discuss the difficulty with us promptly, we may be able to negotiate a solution.

10. Students are encouraged to check their marks and notify the lecturer-in-charge of any discrepancies.

11. Students must not submit work for an assignment that has previously been submitted and assessed for this course or any other course.

Both Fail grades/results and HD grades/results will be double marked by a second marker.