Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
EDHI599 History Curriculum, Pedagogy and Assessment 1 or EDSS520 History Curriculum, Pedagogy and Assessment 1 or EDSS599 Humanities and Social Sciences Curriculum, Pedagogy and Assessment 1 or EDSS534 Humanities and Social Sciences Curriculum, Pedagogy and Assessment 1
Incompatible
EDSS615 History Curriculum, Pedagogy and Assessment 2
Unit rationale, description and aim
In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need knowledge and understanding of the senior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas, including teaching/learning that responds to the high-stakes assessment that is a usual feature of senior secondary schooling.
In this unit, pre-service teachers will consider the place of History education in contemporary Australian society, and the senior secondary History curriculum, in particular. They will explore a range of evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for building knowledge of History and how to provide constructive feedback and reporting. They will learn approaches for engaging senior secondary learners and to meet the learning needs of diverse students in the senior secondary years. They will further develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate unit and assessment plans in order to demonstrate a knowledge of curriculum, learning and assessment theory. They will assemble a resource folio to demonstrate capacity to collect, create and critique resources for effective teaching and learning and to link with curriculum. They will investigate issues and considerations of curriculum implementation as found in the practical reality of schools.
The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching History at a senior secondary level.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Describe and explain the senior secondary History curriculum, including the place of History education within contemporary Australian society and the unique professional responsibilities of the History teacher (GA4, GA5, GA8; APST 2.1, 2.3, 3.4)
LO2 - Analyse the relationships between curriculum design, task design and student expertise so as to support student learning and the evaluation of teaching and curriculum design (GA4, GA5, GA8, GA9; APST 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.6, 4.2, 4.5, 5.1)
LO3 - Apply and evaluate the use of linguistic resources utilised to provide directions, demonstration, presentations and support of student learning (GA4, GA5, GA7, GA8, GA9, GA10; APST 1.2, 1.3, 2.1, 3.3, 3.5, 4.1, 4.2)
LO4 - Critically analyse, develop and implement a knowledge of the variety of pedagogical strategies in senior secondary History which allow the specific learning strengths and needs of students to be met (GA4, GA5, GA7, GA8, GA9; APST 1.3, 1.5, 3.1, 3.3, 4.1, 4.3)
Graduate attributes
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - work both autonomously and collaboratively
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 Include a range of teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. |
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. |
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour. |
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
Content
Topics will include:
- History in the Australian curriculum context: historical context and current frameworks and documentation
- The Australian senior secondary History curriculum
- Planning for effective teaching in History
- Effective senior History teaching and learning
- Differentiated teaching in History
- Needs of learners from diverse cognitive, physical, social, cultural backgrounds
- Digital resources and approaches for senior History education
- Engaging all learners in senior History education studies
- Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in History education
- Assessing student learning and reporting achievement in senior History education
- High-stakes assessment in senior secondary History education, including the specific moderation process and student data interpretation
- Composing assessment items in History education
- An introduction to data-informed teaching in History
- Professional responsibilities and relationships
- Professional associations and continued professional learning
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. The pre-service teacher will build an understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group work. The pre-service teacher’s teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing curriculum appropriate for a History education context. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
Teaching and learning strategy described above will use an appropriate selection of approach, including, for example:
- Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
- Hands-on tutorials and discussions that promote peer learning
- Microteaching opportunities
- Self-directed reading and research
- Collaborative learning opportunities
Assessment strategy and rationale
The assessment tasks and their weightings are designed so that the pre-service teacher can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on pre-service teachers acquiring content knowledge and developing the skills to assimilate conceptual knowledge in order for that knowledge to inform skills that will be applied in practice.
The three assessment tasks are sequenced to allow feedback and progressive development. By completing Task 1 the pre-service teacher will apply knowledge of curriculum planning and teaching and assessment strategies in the development of a unit of work for use in a specific classroom context. In Task 2 the pre-service teacher will report their findings from interview data collected from experienced History teachers about curriculum implementation in diverse contexts. Lastly, in Task 3 the pre-service teacher will carry out a critical analysis of suitable strategies and resources for ensuring literacy and numeracy strategies are pragmatic. These tasks reflect ‘real world’ school contexts and teaching responsibilities, thereby preparing the pre-service teacher for professional experience placement and their role as a teacher.
Assessment in this unit includes two Critical Tasks for Initial Teacher Education (CTITE). They are CTITE 5: Resource Folio and Critical Analysis and CTITE 6: Design of program/unit of work. Pre-service teachers must demonstrate mastery of every summative Graduate Teacher Standard identified for each CTITE (refer to the CTITE guidebook) and attain a score of at least 50 per cent in each CTITE in order to pass the CTITE assessment task.
In order to pass this unit, pre-service teachers are required to demonstrate achievement of learning outcomes by submitting all assessment tasks, obtaining a combined score of at least 50 per cent, and receiving a passing grade in both CTITE tasks.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Design of a program/unit of work (CTITE 6) The design of a program/unit of work for senior History students over a nominated period. Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio. This is submitted as a CTITE in the “second teaching area” | 40% | LO1, LO2, LO3, LO4 | GA4, GA5, GA7, GA8, GA9, GA10 |
Assessment Task 2: Critical analysis of curriculum implementation (GROUP TASK) Working as a group of 3-4 pre-service teachers, each will interview a teacher from a different secondary school. The focus of the conversation is the implementation of the senior secondary History curriculum in the specific school context. Explore with the teacher themes such as frequency of curriculum revisions, extent of revision expected, particular challenges and opportunities of new courses of study in the particular school context and student clientele, and pedagogical challenges of curriculum revisions. As a group, prepare a report which compares and contrasts the differences between schools. | 30% | LO1, LO2, LO4 | GA4, GA5, GA7, GA8, GA9 |
Assessment Task 3: Critical Task for Initial Teacher Education (CTITE) 5 - Resource Folio and Critical Analysis (as AT2) Create a folio of 6 – 10 learning activities across a range of curriculum topics and skills relevant to senior secondary History education, including strategies and resources to support the development of literacy and numeracy for and through History education. Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio. This is submitted as a CTITE in the “first teaching area” | 30% | LO1, LO2, LO3, LO4 | GA4, GA5, GA7, GA8, GA9 , GA10 |
Representative texts and references
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Relevant jurisdictional curriculum documents