EDCU12042 - History Curriculum and Pedagogy
Term 2 - 2017


All details in this unit profile for EDCU12042 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

History Curriculum and Pedagogy develops pre-service teachers’ knowledge and understanding of the content and disciplinary approaches to teaching and learning history in primary school settings. The concept of historiography in evaluating and responding to sources is developed and applied to an analysis of the construction of the past embedded in the content of the Australian curriculum materials for this learning area. Students reflect on the knowledge base necessary for primary school teachers to structure historical inquiry and teach historical literacy skills that support learners in developing evidence-informed explanations of past events. Students analyse and select source materials and construct resources and teaching strategies that structure inquiry processes around big ideas; topics of relevance to local, national and global history; and problem solving approaches to historical perspectives including those of Indigenous and non-Indigenous Australians.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Bundaberg
  • Distance
  • Mackay
  • Noosa
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Group Work 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Reference list at the end of each week of the Moodle site was appreciated. Student feedback This element of the Moodle content to be maintained.
More clarity is required in what is meant by inclusive classroom practice in the second assignment. Student feedback This element of the assignment will be scaffolded in more detail in Collaborate and classroom sessions.
Very positive feedback was obtained regarding the expertise and engagement of the lecturer and campus tutors in this unit. Student feedback Ensure tutors for 2017 provide similar levels of expertise and engagement.
On successful completion of this unit, you will be able to:
  1. Apply knowledge of history as a discipline to identify implications for practice and professional learning.
  2. Appraise the content of the curriculum to identify representations of Indigenous and non-Indigenous histories, identity and perspectives.
  3. Select source materials, activities and teaching strategies for learning in History that develop students’ literacy, empathy and understanding of contestability and significance.
  4. Design inquiry learning that integrates knowledge, understanding and skills from the curriculum.
  5. Identify ICTs that encourage student participation and interaction and provide opportunities for accessing, constructing and communicating knowledge beyond the immediate environment.

Successful completion of the unit History Curriculum and Pedagogy provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.4, 2.1, 2.2, 2.4, 2.5, 2.6, 3.3, 3.4, 4.1, 6.2, 6.4 and 7.4.

Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage with artefacts specifically related to teaching and learning in History. Unit assessment also provides evidence of competence in meeting the ICT elaborations of these standards.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment    
2 - Group Work    

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Communication      
2. Problem Solving    
3. Critical Thinking
4. Information Literacy      
5. Team Work        
6. Information Technology Competence  
7. Cross Cultural Competence      
8. Ethical practice    

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment  
2 - Group Work  

Prescribed Textbooks

Teaching Humanities and Social Sciences: History, Geography, Economics & Citizenship in the Australian Curriculum
Author/s: Rob Gilbert & Brian Hoepper (Editors) Year: 2017
Edition: Sixth Edition Publisher: Cengage Learning Australia
City: South Melbourne State: Victoria
Country: Australia
View textbooks at the CQUniversity Bookshop
Note:

Bachelor of Education (Primary) should already have this text as it was used in Term 1 for EDCU12041 Sustainability through Active Citizenship.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorKarena Menzie (k.menzie@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

What is History?

Gilbert & Hoepper, Chapter 9, pp. 200 - 204

Week 2 17-07-2017

History in the Australian Curriculum

Gilbert & Hoepper, Chapter 9, pp. 204 - 206

Week 3 24-07-2017

Historical concepts

Gilbert & Hoepper, Chapter 9, pp. 207 - 214

Week 4 31-07-2017

Historical skills

Gilbert & Hoepper, Chapter 9, pp. 214 - 216

Week 5 07-08-2017

History and the Cross Curriculum Priorities

Gilbert & Hoepper, Chapter 9, pp. 216 - 217

Gilbert & Hoepper Chapter 16, pp 381 - 406

Gilbert & Hoepper, Chapter 17, pp. 407 - 427

Gilbert & Hoepper, Chapter 18, pp. 428 - 457

Vacation Week 14-08-2017
Critical Analysis Due Friday (18 Aug 17) 11:45 PM AEST
Week 6 21-08-2017

Historical inquiry

Gilbert & Hoepper, Chapter 3, pp. 50 - 72

Gilbert & Hoepper, Chapter 10, pp. 222 - 240

Week 7 28-08-2017

Analysing sources

Readings on Moodle site

Week 8 04-09-2017

History and the General Capabilities

Gilbert & Hoepper, Chapter 9, pp. 217 - 218

Gilbert & Hoepper, Chapter 6, pp. 126 - 149

Gilbert & Hoepper, Chapter 7, pp. 150 - 177

Gilbert & Hoepper, Chapter 19, pp. 458 - 482

Week 9 11-09-2017

Planning in History

Gilbert & Hoepper, Chapter 4, pp. 73 - 102

Week 10 18-09-2017

Assessment in History

Gilbert & Hoepper, Chapter 5, pp. 103 - 125

Week 11 25-09-2017

Using ICTs and exploring useful resources

Gilbert & Hoepper, Chapter 8, pp. 178 - 198

Week 12 02-10-2017

Unit Review

Review/Exam Week 09-10-2017
Planning for historical inquiry Due Monday (09 Oct 17) 11:45 PM AEST
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Critical Analysis
Task Description

Philips (2005, pp.16 -17) claims that "the authority vested in the word of the dominating view of Australian history is deemed to be unchallengeable not because it is beyond question, but simply because it has been reinforced by repetition and written text over the centuries".

Using the quote above as a stimulus, write a 2000 word critical reflection that examines the History component of the HASS curriculum to identify evidence for or against Phillips' claim with respect to Indigenous and non-indigenous views of the history of Australia. Your response should make reference to key ideas presented in the unit materials and show evidence of independent research, including information gathered from professional associations which support teachers in teaching History.

Your response should include answers to the following questions:

1. How does the curriculum document position teachers to treat the history of Australia?

2. How might an understanding of historiography affect teachers' interpretations or treatment of Australian History topics?

3. What knowledge and skills do teachers of primary school History need to promote inquiry into an historical event or period from Indigenous and non-indigenous perspectives and why is this important?

4. What strategies and resources can teachers use to help learners build their historical literacy?

5. How can teachers help students understand contestability and build respect for Aboriginal and Torres Strait Islander histories?

You must illustrate your response to Questions 4 and 5 by providing examples of strategies and resources that could be used for an inquiry at Year 3, 4, 5 or 6.

Phillips, J. (2005) Indigenous knowledge: making space in the Australian centre. In J. Phillips & J. Lambert (Eds.). Introductory indigenous studies in education: the importance of knowling. Frenchs Forest, NSW: Pearson.

Assessment Due Date Vacation Week Friday (18-Aug-2017) 11:45 PM AEST
Return Date to Students Feedback on this assessment will be provided in sufficient time to allow for academic support and advice as necessary to inform students’ responses to the next assessment task.
Weighting 50%
Assessment Criteria

Knowledge of the content and structure of the History component of the HASS curriculum

Understanding of the role of historiography in analysing and teaching historical content

Understanding of the history, culture and perspectives of Aboriginal and Torres Strait Islander peoples

Identification of implications of teachers' knowledge and skills on students' outcomes

Knowledge of strategies and resources appropriate for building historical literacy

Use of authoritative references and independent research to justify responses

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Apply knowledge of history as a discipline to identify implications for practice and professional learning.

2. Appraise the content of the curriculum to identify representations of Indigenous and non-Indigenous histories, identity and perspectives.

3. Select source materials, activities and teaching strategies for learning in History that develop students’ literacy, empathy and understanding of contestability and significance.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



2 Group Work

Assessment Title Planning for historical inquiry
Task Description

You may undertake this assessment individually or in pairs.

Choose an inquiry question from the Australian curriculum for any primary year level (F - 6) or create an appropriate key question yourself, then select at least four sources that you think would be effective in engaging learners in an inquiry to answer this question. Provide bibliographic details or copies of your chosen sources, classifying them as primary or secondary sources, and justifying their selection in terms of building understanding of a relevant historical concept (e.g. Significance) and exploring one appropriate year level content descriptor (e.g. Year 3, ACHASSK065).

Identify resources and activities, including appropriate ICTs, which would help students analyse, evaluate and pose questions on the sources you have chosen and collaborate, in both online and classroom contexts. For each source and its related activities, justify how they build one of the inquiry skills identified for that year level (e.g. ACHASS1056). Your planning should also show your application of inquiry-based learning, your ability to plan for critical and creative thinking and your ability to plan for the development of literacy and numeracy.

Your inquiry may be presented in the form of your choice (e.g. webpage, concept map, table, etc).

Assessment Due Date Review/Exam Week Monday (09-Oct-2017) 11:45 PM AEST
Return Date to Students Feedback on this final assessment response will be provided following moderation and prior to the Date of Certification of Grades for the term.
Weighting 50%
Assessment Criteria

Selection of primary and secondary sources that reflect the content, concepts and skills of the curriculum

Selection of primary and secondary sources that support inclusive classroom practice

Understanding of the use of ICTs to promote collaborative learning and support inquiry

Application of appropriate teaching strategies for inquiry-based learning

Ability to plan for critical and creative thinking

Ability to plan for the development of literacy and numeracy

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

3. Select source materials, activities and teaching strategies for learning in History that develop students’ literacy, empathy and understanding of contestability and significance.

4. Design inquiry learning that integrates knowledge, understanding and skills from the curriculum.

5. Identify ICTs that encourage student participation and interaction and provide opportunities for accessing, constructing and communicating knowledge beyond the immediate environment.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice




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