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

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 4544B
    Course History Curriculum & Methodology B (UG)
    Coordinating Unit School of Education
    Term Semester 2
    Level Undergraduate
    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 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: Andrew Buxton

    Location: Level 8, 10 Pulteney St
    Ph: 0431738111
    Course Timetable

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

    There will be two one 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.
  • Learning Outcomes
    Course Learning Outcomes
    On Successful completion of this course student will be able:

    Course Learning Outcomes


    GA Arts
    GA Uni
    Both Semesters
    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
    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
    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
    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
    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
    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
    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
    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
    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
    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
    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
    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

    Australian Professional Standards for Teachers (APST): 

    Graduate Attributes: Faculty of Arts Graduate Attributes:

    Graduate Attributes: University of Adelaide Graduate Attributes:
    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
    Recommended Resources
    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:
    Clarke, Anna A (2008) Comparative Study of History Teaching in Australia and Canada Monash
    Australian Government:  National history teaching resources:
    Online Learning
    Any additional resources to support the delivery of this program will be uploaded onto MyUni and students will be notified of

    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.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    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.


    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Please refer to Assessment Summary.

    Learning Activities Summary
    Week 1

    Introduction to course; Why assessment? Why reporting?
    Brief overview of students’, parents’, schools’ and external authorities’ perspectives and expectations on assessment.
    Brief outline of the purpose and nature of assessment and reporting.
    Through the prism of students’ recent Semester 1 teaching practicum, student will verbally and in writing reflect upon and begin to assess their performance. Writing in the third person, they will then begin preparing a report on their teaching performance during the practicum. Discussion to ensure understanding of assessment criteria for the reflection.
    Learning Outcome: 3,10,11,12
    APST: 3.6,5.1,5.2,5.4
    Week 2 Assessment and Reporting Policies
    Elaboration on the purpose and nature of assessment and reporting through an examination of the Australian Curriculum, the IB Middle Years Program and a sample of individual schools’ policies.Discussion of;Informal and formal assessmentFormative and summative assessment, criteria based and normative assessment, Diagnostic assessment NAPLAN testingIndividual task and Summative reportingParent/teacher interviews
    Learning Outcome: 3,9,11,12
    APST: 3.2,3.3,3.6,5.4

    Week 3 Principles of task design & the interface between curriculum content, course and unit  aims and objectives and assessment
    Assessment design in middle years – historical source analysis
    Pedagogy for:the diverse needs of middle school learners assessing  historical inquiry skills
    Learning Outcome: 1,2,10,11,12
    APST: 3.2,3.3,3.5,3.6,4.2,5.1,5.2,5.4,5.5,7.2
    AQF: Knowledge,/Skills/Application
    Week 4 Assessment design – beyond sources analysis and essay writing
    Guest presenter -Malcomlm Massie, Head of Humanities Scotch College. Vice-President HTASA

    Assessment task design and assessment criteria rubrics
    Pedagogy for:the diverse needs of middle school learners assessing  historical inquiry skills
    Learning Outcome: 1,2,10,11,12
    APST: 3.2,3.3,3.5,3.6,4.2,5.1,5.2,5.4,5.5,7.2
    AQF: Knowledge,/Skills/Application
    Week 5 Assessment Practice
    Group exercise in assessing and moderating source analysis and descriptive writing tasks. Identifying ‘evidence’ of tasks meeting assessment ‘performance standards and ‘best fit’ decision-making in respect to individual assessment criteria and overall assessment grade allocation.
    Pedagogy for:
    the diverse needs of middle school learners assessing historical inquiry skillscollaborative moderation role playing
    Learning Outcome: 1,2,3,9
    APST: 2.6,3.4,3.5,3.6,4.2,5.1,5.2,5.4,5.5,7.2
    AQF: Knowledge/Skills/Application

    Week 6 Assessment Practice
    Students are given a sample portfolio of student work to assess, in conjunction with their peers, following discussions to ensure understanding of:
    the assessment criteria
    the assessment rubrics

    Students prepare a brief written report on sample portfolio, in preparation for Parent/Teacher interview with sample student’s imaginary parents, following discussion of Schools’ policies on the purpose and conduct of Parent/Teacher interviews.

    Pedagogy for:
    developing assessment and reporting skills, teaching points derived from assessment in respect to the diverse needs of middle school learners
    formal reporting in writing and interview
    Learning Outcome: 2,3,12
    APST: 3.5,5,3.6,5.1,4.2,5.2,5.4,5.5,6.2,6.3,7.1,7.2,7.3,7.4

    Week 7 Simulating Parent/Teacher Interviews
    Quick review of Schools’ policies in purpose and conduct of Parent/Teacher interviews
    simulate Parent/Teacher interview report on at a simulated
    parent/teacher interview, in which various scenarios are played out. Reflection on the experience and practise of formal reporting, in writing and interview
    Learning Outcome: 3,4,10
    AQF: Knowledge/Skills/Application

    Week 8 Beyond the middle years and course summary
    Assessment and reporting across the humanities and social sciences: SACE & IB Diploma courses
    Readiness for quality assessment and reporting

    Learning Outcome: 9,10,11
    APST: 2.5,3.4,3.6,5.4

    Specific Course Requirements
    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.
  • 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 Weighting Learing Outcomes Due Date
    Reflective assessment & report on teaching practicum



    Monday 8 August
    Assessment task design (Sources analysis) Yrs 8,9 and 10 30% 11,12 Friday 19 August
    Assessment & report on sample tasks from Yrs 8,9,10 tasks from teaching practicum 30% 11,12 Monday 17 October
    Attendance and participation in Seminar 1 & 2 10%
    Assessment Related Requirements
    Students must attend both seminars and sign the attendance sheet on arrival.

    Assessment Detail
    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.

    Assignment 1: Reflective assessment and report on teaching practicum
    Weighting: 30%
    Length: 500 words
    Due Date: Monday 8th August 2016
    For this assignment students are required to give a detailed reflection on their teaching practicum from Semester 1 in which they assess their performance against criteria descriptors and prepare a written evaluation report.
    1.    Assessment against descriptors provided in class, with additional notes (200 words):
    2.    Written Report (200 words) in third person, outlining strengths and areas to work on:

    Assignment 2: Assessment Task Designs (Sources analysis)
    Weighting: 30%
    Due Date: Friday 19th August 2016

    Using the ACARA History (year 8 to 10) framework, or alternatively the IB MYP framework, produce three sources analysis assessment tasks; one for each year level at Year 8, 9 and 10.
    Every task must include these Essential Elements:
    •    The chosen year level and topic
    •    a minimum of 4 different sources
    •    at least one visual source
    •    at least one written source
    •    at least one primary source and one secondary source
    •    a minimum of 4 and a maximum of 6 questions for completion by students
    •    questions that collectively assess the skills of comprehension, comparison, evidence analysis and synthesis of evidence from sources and general knowledge
    •    an assessment rubric that outlines different performance standards descriptors against the skills of comprehension, comparison, evidence analysis and synthesis of sources and general knowledge.

    Assignment 3: Assessment and Report on Sample Tasks from teaching practicum
    Weighting: 30%
    Length: 1000 words
    Due Date: Monday 17th October 2016

    Assignment Rubrics can be located on MyUni
    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 and name of your lecturer.
    Include a detailed bibliography, except where specifically indicated that one is not required.  Only list those sources actually used.  Copies must be submitted electronically.

    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 expected.  Emailed assignments will only be accepted in cases where students or their children are unwell or live in remote locations, such as a country town.  Hard copy submissions are not acceptable.

    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.

    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.
    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 ( 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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