EDCU12042 - History Curriculum and Pedagogy

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2019

Term 2 - 2020 Profile
Bundaberg
Cairns
Emerald
Gladstone
Mackay
Noosa
Online
Rockhampton
Townsville
Term 2 - 2021 Profile
Bundaberg
Cairns
Mackay
Noosa
Online
Rockhampton

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).

Assessment Overview

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.

Assessment Tasks

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 Policy for more details of interim results and final grades

Past Exams

To view Past Exams, please login
Previous Feedback

Term 2 - 2019 : The overall satisfaction for students in the last offering of this course was 4.4 (on a 5 point Likert scale), based on a 29.45% response rate.

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.

Source: Unit Evaluation
Feedback
The first assessment is a little confusing where the quote does not link to the expectations of the task
Recommendation
Further clarity will be provided on the significance of the quote used in Assessment Task 1.
Action Taken
More time was spent discussing the significance of the quote in task 1 both in class and on Moodle.
Source: Unit Evaluation
Feedback
It was assumed that all students had gone through prac or have had experience in the classroom/school. This was not the case and did not always support those students who had not been involved in a school previously
Recommendation
Students will be made aware of the need for some classroom experience before commencing this unit as knowledge of classroom practice is important in engaging in the materials in this unit.
Action Taken
Students were made aware of this on the Moodle home page and in the week 1 class.
Source: Student feedback
Feedback
Further examples of HASS units of work from classrooms are needed.
Recommendation
Provide further examples of HASS units of work from classrooms in class.
Action Taken
Nil.
Source: Student feedback
Feedback
Unit content and layout are easy to use.
Recommendation
Update unit content as needed.
Action Taken
Nil.
Unit learning Outcomes

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 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
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 9
1 - Written Assessment
2 - Group Work