EDS4404 Secondary History Curriculum and Pedagogy
|Semester 1, 2019 Online|
|Short Description:||Secondary History Curriculum|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Teacher Education and Early Childhood|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070105 - Teacher Education: Secondary|
|Grading basis :||Graded|
|Version produced :||20 March 2019|
Examiner: Martin Kerby
Pre-requisite: Students must be enrolled in one of the following Programs: BEDU or MOLT (Secondary)
Pre-requisite: BEDU Only - ESP2200
Co-requisite: MOLT Only - EDM5000
Teacher professional accreditation demands that secondary teaching graduates have a strong professional knowledge of discipline-specific curriculum and pedagogical studies within their chosen teaching areas. Although there are some common pedagogical approaches across clusters of disciplines, there are also distinctive practices within specific disciplines. This course enables pre-service educators to develop specific knowledges and pedagogical understandings within the History discipline.
The course begins with pre-service educators exploring specific structures and knowledges related to their teaching area. Building on this, they will then actively construct their own pedagogical practice and develop professional expertise in delivering discipline specific teaching for learning. The purpose of this course is to move beyond generic approaches of teaching for learning to provide a deep understanding of how to teach in their History discipline. This course provides the opportunity for pre-service educators to learn how History content, pedagogy and curriculum fit and work together to provide effective learning opportunities.
On successful completion of this course students should be able to:
- demonstrate an understanding of content selection and a wide range of teaching strategies to identify misconceptions in the History discipline
- demonstrate an ability to identify discipline skills, attitudes, values, and code of conduct in the History discipline
- demonstrate differentiate teaching to meet the specific learning needs of students across the full range of abilities in the History discipline
- demonstrate the ability to select, create and use relevant resources (including ICTs) in the History discipline
- demonstrate an understanding of providing feedback, assessment and reporting on student achievement and apply well-developed judgement to student work in the History discipline
- demonstrate knowledge and understanding of literacy and numeracy teaching strategies and their application in the History discipline
- demonstrate broad knowledge and understanding of maintaining student safety and compliance with legislative requirements in a range of contexts relevant for the History discipline
- engage with colleagues, professional teaching networks and broader communities to improve student learning in the History discipline
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing.
|1.||Know the content and how to teach it||15.00|
|2.||Plan for effective teaching for learning beyond the traditional classroom||20.00|
|3.||Assess, provide feedback and report on student learning||20.00|
|4.||Engage in professional learning and engage professionally with colleagues, parents/carers and the community||20.00|
|5.||Ability to identify discipline skills, attitudes, values and misconceptions||20.00|
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://omnia.usq.edu.au/textbooks/?year=2019&sem=01&subject1=EDS4404)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
The History Teachers’ eJournal http://www.qhta.com.au/eJournal.htm (First edition freely available online. Full access provided to members of the Queensland History Teachers’ Association).
Agora (Available to members of the History Teachers' Association of Victoria; full text available via USQ library website).
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||50||50||01 Apr 2019|
|ASSIGNMENT 2||50||50||29 May 2019|
Important assessment information
Online: 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.
On-campus: 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.
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:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
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:
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 at http://www.usq.edu.au/library/referencing.
Students will require access to e-mail and have Internet access to UConnect for this course.