EDX2190 Australian History and Society: Curriculum and Pedagogy
|Semester 3, 2012 On-campus Springfield|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: Jacinta Maxwell
Moderator: Yvonne Salton
This course introduces students to significant curriculum and pedagogical issues that characterise History a discipline within the national school curriculum taught in Queensland primary schools. Students will develop professional knowledge, understandings and skills of relevance to the curriculum area and engage in critical and reflective analyses of its major perspectives, approaches and orientations. The construction of this professional knowledge and understanding is of critical importance for all beginning teachers and their contributions to the development of an active citizenry.
This course engages students in a comprehensive and evaluative analysis of key curriculum and pedagogical approaches to the teaching and learning of History in contemporary classroom settings. It will be conducted through a variety of lectures, tutorials, discussions and related activities in seminar groups, independent inquiry, individual and small-group consultations and participation in 'interactive workshops'. All sessions are designed to further elaborate, consolidate and extend understanding through social-constructivist learning experiences. The course is web supplemented and has a web-site which includes an electronic noticeboard and forum.
On completion of this course students will be able to:
- develop, through readings and discussions, an understanding of the conceptualisation, role and significance of History within the Australian K-10 curriculum and other national and international educational contexts as appropriate; (Critical Essay)
- critique and critically reflect upon official curriculum documents and supporting resources/materials for the teaching, learning and assessing/reporting of History; (Critical Essay)
- develop the skills and expertise for designing quality planning, teaching, learning and assessment/reporting of History that is meaningful, value-based, challenging and active for students in early and middle schooling; (Interactive Workshop)
- design appropriate learning experiences and outcomes for students in History; (Interactive Workshop)
- demonstrate appropriate levels of literacy in the engagement of course activities, discussion, and assessment tasks. (Interactive Workshop)
Reflecting Upon and Delineating Core Professional Knowledge, Skills, Competencies and Values for Beginning Teachers
Introduction: What are the key purposes, expectations and requirements of this course? What key professional knowledge and understandings have you developed in other courses and how can these be effectively demonstrated? What role does History play in the primary and middle years and what are its key conceptual bases?
Professional and Curricular Standards
What are the key purposes, knowledge, skills and values in History curriculum documents and supporting materials? How is learning in History linked to the knowledge and skills learnt in other areas such as English, mathematics, science, geography and civics and citizenship?
Professional and Curricular Issues
What are the key curricular and pedagogical issues in History and what contrasting perspectives are held in relation to these issues?
Presenting and Positioning Professional Knowledge and Experience
Presenting and Positioning Professional Knowledge and Experience in History. What are the key characteristics of the content strand descriptors comprising the Australian curriculum: History K-10?
5-10. Demonstrating and Reflecting on Teaching and Learning Sequences
Assessment and Review
Reflection and Review
Review and Reflection.
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=03&subject1=EDX2190)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
The Shape of the Australian Curriculum – History.
Brady, L., & Kennedy, K (2007), Curriculum Construction, 3rd edn, Pearson, NSW.
Gilbert, R., & Hoepper, B (2011), Teaching Society and Environment, 4th edn, Cengage Learning.
Harris-Hart, C (2009), The National History Curriculum: Tragedy or Triumph?,
Marsh, C (2008), Studies and Environment, 5th edn, Pearson, NSW. Australia.
McIntyre. S, The Challenge for History in the National Curriculum, www.acsa.edu.au/pages/images/Sturt%Macintyre%20Keynote% 20address.pdf.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||50||50||10 Dec 2012|
|ASSIGNMENT 2||50||50||28 Jan 2013|
Important assessment information
ONC: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
WEB: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.