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
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
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).
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 Grading
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 Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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 from Unit coordinator self-reflection and consultation with HOC
Assessment currency
As per 2023 planning, update assessment tasks to reflect V9 of the Australian Curriculum as appropriate.
Feedback from Unit coordinator self-reflection
Assessment Task 2
As per 2023 planning, review distribution of group and individual criterion for AT2.
Feedback from Unit coordinator self-reflection, consultation with HOC and student feedback in unit evaluation
Moodle content
As per 2023 planning, continue to update Moodle content to reflect alignment to assessment tasks and incorporate further practical connections.
- Apply knowledge of history as a discipline to identify implications for practice and professional learning
- Appraise the content of the curriculum to identify representations of Indigenous and non-Indigenous histories, identity and perspectives
- Select source materials, activities and teaching strategies for learning in History that develop students’ literacy, empathy and understanding of contestability and significance
- Design inquiry learning that integrates knowledge, understanding and skills from the curriculum
- Identify ICTs that encourage student participation and interaction and provide opportunities for accessing, constructing and communicating knowledge beyond the immediate environment.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.3 Use teaching strategies
3.4 Select and use resources
4.1 Support student participation
6.2 Engage in professional learning and improve practice
6.4 Apply professional learning and improve student learning
7.4 Engage with professional teaching networks and broader communities
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 50% | |||||
| 2 - Group Work - 50% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| 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 | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 50% | ||||||||||
| 2 - Group Work - 50% | ||||||||||
Textbooks
Teaching Humanities and Social Sciences: Teaching and Learning Across Australia
7th Edition (2020)
Authors: Gilbert, R., Tudball, L., & Brett, P.
Cengage Learning Australia
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9780170424165
Binding: Paperback
Additional Textbook Information
This prescribed text is also the set text for EDCU12041 Sustainability through Active Citizenship (from the Primary course CC12) and EDCU14033 Geography (from the Primary course CC12 and the Early Childhood course CC14).
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
m.ham@cqu.edu.au
Module/Topic
What is History?
Chapter
Gilbert, Tudball & Brett (2020)(7th ed.)
p. 243 - 247
Events and Submissions/Topic
Module/Topic
History in the Australian Curriculum
Chapter
Gilbert, Tudball & Brett (2020)(7th ed.)
pp. 3 – 7
Events and Submissions/Topic
Module/Topic
Historical concepts
Chapter
Gilbert, Tudball & Brett (2020)(7th ed.)
pp. 251-259
Events and Submissions/Topic
Module/Topic
Historical skills
Chapter
Gilbert, Tudball & Brett (2020)(7th ed.)
pp. 181 - 183
pp. 249 – 250
pp. 271 - 272
Events and Submissions/Topic
Module/Topic
History and the Cross Curriculum Priorities
Chapter
Gilbert, Tudball & Brett (2020)(7th ed.)
pp. 259 - 264
pp. 397 - 427
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Historical inquiry
Chapter
Gilbert, Tudball & Brett (2020)(7th ed.)
pp. 92, 99 - 102
pp. 275 - 278
Events and Submissions/Topic
Assignment 1: Critical Analysis, Due Monday
Assessment 1: Critical Analysis Due: Week 6 Monday (19 Aug 2024) 11:45 pm AEST
Module/Topic
Analysing sources
Chapter
Gilbert, Tudball & Brett (2020)(7th ed.)
pp. 279 -285
Events and Submissions/Topic
Module/Topic
History and the General Capabilities
Chapter
Gilbert, Tudball & Brett (2020)(7th ed.)
pp. 190 – 211
pp. 132 - 133
Events and Submissions/Topic
Module/Topic
Planning in History
Chapter
Gilbert, Tudball & Brett (2020)(7th ed.)
pp. 102 - 105
pp. 273, 285 - 288
Events and Submissions/Topic
Module/Topic
Assessment in History
Chapter
Gilbert, Tudball & Brett (2020)(7th ed.)
pp. 144 - 162
pp. 274 - 275
Events and Submissions/Topic
Module/Topic
Using ICTs and exploring useful resources
Chapter
Gilbert, Tudball & Brett (2020)(7th ed.)
pp. 217 - 236
Events and Submissions/Topic
Module/Topic
Unit review
Chapter
Events and Submissions/Topic
Assignment 2: Planning for Historical Inquiry, Due Thursday
Assessment 2: Planning for Historical Inquiry Due: Week 12 Thursday (3 Oct 2024) 11:45 pm AEST
1 Written Assessment
Write a 2000-word response to the discussion questions outlined below. The response must make reference to key ideas presented in the course readings and show evidence of independent research gathered from professional associations supporting teachers in the implementation of History curriculum.
Phillips (2005, p. 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”.
Examine the content descriptions, elaborations and work samples for Years 3-6 of the Australian 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 include answers to the following questions:
1. How does the curriculum document position teachers to treat the history of Australia?
2. How could “historiography” (the way the topic has been dealt with by historians in the past) affect teachers’ interpretations or treatment of these topics?
3. What knowledge base do teachers of primary 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, resources and processes can teachers use to help learners understand contestability as a key aspect of historical literacy and build respect for Aboriginal and Torres Strait Islander histories?
You must illustrate your response to Question 4 by selecting and describing strategies for using specific primary and secondary source materials for an inquiry at a chosen year level of the curriculum.
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 knowing. Frenchs Forest, NSW: Pearson.
Task Description with further details available via Moodle.
WORD COUNT for written assignments:
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Successful completion of Assessment Task 1 in History Curriculum and Pedagogy provides opportunities for students to demonstrate the following Australian Professional Standards for Teachers;
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students2.1 Content and teaching strategies of the teaching area
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous
and non Indigenous Australians
6.2 Engage in professional learning and improve practice
6.4 Apply professional learning and improve student learning
Week 6 Monday (19 Aug 2024) 11:45 pm AEST
Week 8 Thursday (5 Sept 2024)
Assessment Task 1 will be marked, moderated and returned to students in a timely manner that provides sufficient time for feedback to inform Assessment Task 2 submission.
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
Application of academic writing conventions and use of authoritative references and independent research to justify responses
- Apply knowledge of history as a discipline to identify implications for practice and professional learning
- Appraise the content of the curriculum to identify representations of Indigenous and non-Indigenous histories, identity and perspectives
- Select source materials, activities and teaching strategies for learning in History that develop students’ literacy, empathy and understanding of contestability and significance
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Group Work
Group Work
Task Description
In small groups, choose an inquiry question from the Australian Curriculum for any year level and select at least four
sources that you think would be useful for engaging learners in the inquiry. Provide bibliographical details or copies of the
chosen sources; classify them as primary or secondary sources; and justify their selection in terms of developing the
target historical knowledge, understandings and skills for the chosen year level.
Identify resources and activities, including appropriate use of ICTs, which would help students analyse, evaluate and pose
questions on the sources you have chosen and collaborate in both online and classroom contexts to locate, organise and
interpret information and communicate their findings to a suitable audience. Your planning may be presented in a Word
Document file (which may include tables) or a PowerPoint Presentation file but should clearly show links between the
proposed resources and activities and the content outlined in the Historical Knowledge and Understanding and Historical
Skills strands of the curriculum.
Task Description with further details available via Moodle.
WORD COUNT for written assignments:
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Successful completion of Assessment Task 2 in History Curriculum and Pedagogy provides opportunities for students to demonstrate the following Australian Professional Standards for Teachers;
2.1 Content and teaching strategies of the teaching area2.2 Content selection and organisation
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
Week 12 Thursday (3 Oct 2024) 11:45 pm AEST
Assessment Task 2 will be returned to students within appropriate timeframes that accommodate marking, moderation and preparation for Certification of Grades.
Selection of primary and secondary sources that reflect 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
Application of academic writing conventions and adherence to APA style and referencing
- Select source materials, activities and teaching strategies for learning in History that develop students’ literacy, empathy and understanding of contestability and significance
- Design inquiry learning that integrates knowledge, understanding and skills from the curriculum
- Identify ICTs that encourage student participation and interaction and provide opportunities for accessing, constructing and communicating knowledge beyond the immediate environment.
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
