Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
EDSS520 History Curriculum, Pedagogy and Assessment 1
Unit rationale, description and aim
This unit is designed to develop pre-service teachers' knowledge of curriculum, pedagogy and assessment relevant to the discipline of History for secondary school students in their senior years (Years 11-12). Emphasis is placed on developing confidence in using relevant syllabi and associated policy statements and planning engaging lessons that incorporate varied approaches to teaching and learning. Attention is given to developing pre-service teachers' understanding of, and ability to critically analyse and evaluate, current theories, concepts and issues impacting this curriculum area with a focus on assessment, examination, reporting, curriculum design and evaluation. In doing so, the unit will develop pre-service teachers' understanding of the philosophy, values and ethics which underpin the teaching of History in the senior secondary years.
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 - demonstrate in-depth understanding of the aims, content, structure, outcomes and theoretical concepts of the History Syllabus at senior secondary levels (GA5, GA8; APST 2.3, 2.1)
LO2 - critically analyse, develop and implement a variety of research-informed classroom strategies which cater for individual differences in student learning (e.g. differences informed by cognitive, physical, socio-economic, cultural, linguistic and religious diversity) and integrate general capabilities and cross-curriculum priorities in the History classroom (GA4, GA5, GA9; APST 1.2, 1.3, 2.1, 2.2, 2.5, 2.6, 3.3, 4.1, 4.5)
LO3 - critically examine a wide range of resources including relevant state-based Syllabus and Curriculum Support Documents, sample Unit Plans, school based texts and items from professional and other associations (GA4, GA5, GA8; APST 3.4)
LO4 - analyse the relationships between learning task design, student learning and expertise, higher order thinking, assessment, feedback and reporting in History, and apply to the development and modification of own teaching practice (GA4, GA5, GA8; APST 2.3, 3.1, 5.1, 5.2, 5.5)
LO5 - critically evaluate teaching strategies for basic History concepts, including those for those concepts which are commonly misunderstood by students (GA5, GA8; APST 1.2, 2.1, 1.5, 3.2)
LO6 - analyse and critique the relationship of assessment to intervention strategies, student learning and high stakes assessment, moderation and examination practices in History Education, and interpret student assessment data to evaluate student learning and modify teaching practice (GA3, GA5, GA8; APST 2.3, 5.1, 5.2, 5.3, 5.4)
LO7 - analyse and critique key perspectives associated with the teaching of History to develop a philosophy for the teaching of History based on research into teaching and learning in History (GA2, GA3, GA4; APST 2.1)
Graduate attributes
GA2 - recognise their responsibility to the common good, the environment and society
GA3 - apply ethical perspectives in informed decision making
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
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. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
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. |
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. |
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. |
Content
Topics will include:
- factors in the educational context of History (international, national, state, territory and local levels) including curriculum policies and perspectives that shape the identity of History Education in SecondaryYears
- the concepts, substance and structure of senior secondary curriculum content in History
- specific professional practices and key pedagogical approaches related to teaching and learning in History contexts, and their theoretical underpinnings
- alignment and coherence in content, learning outcomes, pedagogy in curriculum programming in Years 11-12 History classes
- catering for a diverse range of learners in History classes
- strategies to develop students’ General Capabilities (e.g., literacy and numeracy skills) in the context of this curriculum area
- specific teaching strategies and issues related to Indigenous students in History classes
- effective use of resources for teaching, including ICT’s and technologies specific to History
- pedagogical strategies to facilitate creativity, promote problem solving and foster critical and higher order thinking in History classes
- ways to assess student learning, provide effective feedback, make consistent and comparable judgments, interpret student data, report on student achievement and ethical practice in assessment
- resources and sources of professional learning for teachers for teachers, including professional associations, external professionals, community representatives and support networks.
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 two assessment tasks are sequenced to allow feedback and progressive development. By completing Task 1 the pre-service teacher will apply knowledge of assessment strategies. In Task 2 pre-service teachers develop a program of work for senior students over a period of time.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Curriculum, assessment and evaluation practice A program/unit of work constructed for senior students over a nominated period (e.g., term/semester), following a theme. The program will incorporate:
| 50% | LO1, LO2, LO3, LO4, LO5, LO7 | GA3, GA4, GA5, GA8, GA9 |
Assessment Task 2: Formative and Summative Assessment Folio Develop an assessment plan consisting of two or more tasks designed for senior students. The plan will include:
| 50% | LO1, LO4, LO6 | GA3, GA4, GA5, GA8 |
Representative texts and references
Relevant State and National Curriculum documents.
Drake, F. & Nelson, L. (2004). Engagement in teaching history: Theory and practices for middle and secondary teachers. New York: Prentice Hall.
Grabe, M. & Grabe, C. (2007). Integrating technology for meaningful learning (5th ed.). Boston, MA: Houghton Mifflin Company.
Jetson, T. (2012). Problematic pathway: Preparing pre-service teachers for the Australian curriculum: History [online]. Agora, 47(3), 12-19.
Kitson, A., & Husbands C. (2011). Teaching and learning history 11-18: Understanding the past. Buckingham, England: Open University Press.
Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. Crows Nest, NSW: Allen Unwin.
Morton, T. (2011). Historical thinking in secondary schools. In P. Clark (Ed.) New possibilities for the past: shaping history education in Canada (pp. 224-242). Vancouver: University of British Columbia Press.
Seixas, P. (2004). Theorizing historical consciousness. Toronto: University of Toronto Press.
Taylor, T. Fahey, C., Kriewaldt, J., & Boon, D. (2012). Place and time explorations in teaching Geography and History. Malaysia: Pearson.
Tosh, J. (2010). The pursuit of history: Aims, methods and new directions in the study of modern history (5th ed.). New York: Longman.