EDUC 6544B - History Curriculum & Methodology B

North Terrace Campus - Semester 2 - 2015

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 6544B
    Course 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 4 courses of History Studies
    Restrictions Available to Grad Dip Ed 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
    Email: ajgbuxton@gmail.com
    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:

    APST     Standard

    AQF7/8 GA
    Semester Two
    1

    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
    2

    Develope a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.3 & 3.2 Skills 2,3,5
    3

    Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 Knowledge 1, 2, 6
    4

    Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 Skill & Application 1, 2, 3, 4, 8
    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 Knowledge, Skill & Application 1, 4, 5
    6

    Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 Knowledge 1,2
    7

    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
    8

    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. 3,4,5,6
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,2,3,4,6,7
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2,4,7
    Skills of a high order in interpersonal understanding, teamwork and communication. 1,4,5,7,8
    A proficiency in the appropriate use of contemporary technologies. 1,2,5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 3
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1,4,7
  • 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: www.htasa.org.au
    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/topics/educatio-andtraining/resources-for-schools/resources-on-history 


      


    Online Learning
    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.

  • 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.


    Workload

    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
    Schedule
    Seminar 1 Friday 31/7/2015
    Session  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.
    CO: 3,4
    APST: 3.6,
    5.1,5.2,5.4
    AQF:
    Knowledge/Skill/Application
    GA: 1,2,3,4,6,8
    Session 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 assessmentNAPLAN testingIndividual task and Summative reportingParent/teacher interviews
    CO: 2,3
    APST: 3.2,3.3,3.6,5.4
    AQF:
    Knowledge/Skills
    GA:
    1,2,3,5,6
    Session 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
    ICTs
    CO: 2,3,4,5,8APST: 3.2,3.3,3.5,3.6,4.2,5.1,5.2,5.4,5.5,7.2AQF: Knowledge,/Skills/ApplicationGA: 1,2,3,4,5,6,8
    Session 4 Assessment design – descriptive writing
    Assessment task design and assessment criteria rubrics
    Pedagogy for:the diverse needs of middle school learners assessing  historical inquiry skills
    ICTs
    CO: 2,3,4,5,8APST: 3.2,3.3,3.5,3.6,4.2,5.1,5.2,5.4,5.5,7.2AQF: Knowledge,/Skills/ApplicationGA: 1,2,3,4,5,6,8
    Session 5 Assessment Design – beyond sources analysis and essay writing
    Guest presenter – Malcolm 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 skillsrole playing & ICTs
    CO: 1,3,4,5,8
    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
    GA:
    1,2,3,4,5,6,8
    Seminar 2
    Sat 15/8/2015
    Session 1
    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 moderationrole playing
    CO: 4,5,6,7
    APST: 5.1,5.2,5.3,5.4,5.5,6.2,6.3,7.1,7.2,7.3,7.4
    AQF:
    Knowledge/Skills/Application
    GA:
    1,2,3,4,5,8
    Session 2 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 moderationrole playing
    CO: 3,4,5,7,8
    APST:3.5,3.6,5.1,4.2,5.2,5.4,5.5,6.2,6.3,7.1,7.2,7.3,7.4
    AQF: Knowledge/Skills/Application
    GA: 1,2,3,4,5,6,8
    Session 3 Simulating Parent/Teacher Interviews
    Quick review of Schools’ policies in purpose and conduct of Parent/Teacher interviews
    Students 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
    CO: 3,4,5,7,8 APST: 3.5,3.6,5.1,4.2,5.2,5.4,5.5,6.2,6.3,7.1,7.2,7.3,7.4
    AQF: Knowledge/Skills/Application
    GA: 1,2,3,4,5,6,8
    Session 4 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
    Semester 2 teaching practicum
    CO: 1, 3
    APST: 2.5,3.4,3.6,5.4
    AQF:Knowledge/Application
    GA:1,2,4,5,6,8
    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 Due Date
    Reflective assessment & report on teaching practicum

    20%

    Saturday 15 August
    Assessment task design (Sources analysis) Yrs 8,9 and 10 30% Friday 28 August
    Assessment & report on sample tasks from Yrs 8,9,10 tasks from teaching practicum 30% Friday 18 September
    Attendance and participation in Seminar 1 & 2 20% Saturday 15 August
    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.
    Submission
    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 (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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