Curriculum Studies – History: Part A

Effective history teaching results from integrating theory and practice with ongoing critical reflection. This unit then considers the postmodern philosophy of history characterised by secularism and compares it with other faith oriented constructs of History as well as a Christian philosophy of history.

Awards offering Curriculum Studies – History: Part A

This unit is offered as a part of the following awards:

• Graduate Certificate in Teacher Preparation
• Master of Teaching (Secondary)

Unit Content

Curriculum Objective

This subject is the first of two subjects in Curriculum Studies: History. Effective history teaching results from integrating theory and practice with ongoing critical reflection. This unit then considers the postmodern philosophy of history characterised by secularism and compares it with other faith oriented constructs of History as well as a Christian philosophy of history. It develops knowledge and understandings of key content, concepts and substance of the Years 7-10 History syllabi developed by NESA and ACARA, and explores a range of approaches to teaching, learning and assessing the curriculum including making links to literacy, numeracy and ICT requirements.

Outcomes

1. Demonstrate understanding of Australian and State educational policies and priorities and their effect on implementing ‘best practice’ teaching strategies and engaging resources fulfil the aims of the ACARA History curriculum 7-10 and NSW History syllabi (Stages 4 to 5);
2. Describe the subject’s organisation in understanding the teacher’s role involving support, mentoring, professional development goals, curriculum administration, WHS, and engaging with parents, professional and external community organisations in the teaching of 7-10 History;
3. Develop student-centred innovative and well-designed History lesson sequences including historical content (concepts, substance and structure), tools, and skills; language, literacy and numeracy demands of the content including the general capabilities and cross curriculum priorities, and differentiates for the full range of student abilities, and diverse backgrounds (multilingual and sociocultural) providing Explicit strategies to support students’ wellbeing and safety- legally and educationally within a range of contexts;
4. Design and critically reflect upon units of work, lesson sequences, and curriculum materials using threshold concepts and skills development, knowledge acquisition and signature pedagogies that incorporate ICT, Quality Teaching Framework, and Great Teaching Inspired Learning using Understanding by Design;
5. Prepare and critically reflect upon a variety of assessment instruments using ‘best practice’ hat demonstrate understanding of statistical information, assessment moderation and its application to judge student achievement through assessment of learning, for learning and in learning, suitable for reporting to parents/carers.

Subject Content

1. Develop a critical perspective on the nature of history, by understanding the various philosophies of history, comparing such to a Christian worldview of history and discerning the teaching of significant people in the discipline of history.
2. Comprehend the model of Historical Literacy that underlies the modern teaching of history and is foundational to the Australian Curriculum: History (7-10) as demonstrated in it being organised into two interrelated strands: Historical Knowledge and Understanding and Historical Skills.
3. Understand key concepts, content, skills and pedagogies in relation to the Australian Curriculum: History (7-10) to develop historical understanding and historical thinking in lesson plans and in selected inquiry units structured around key questions for Years 7-10. 
4. Develop the skills and teaching strategies, including inquiry-based learning, necessary to plan and implement lessons and units of work, and design appropriate resources and assessment instruments. 
5. Consider the role of the general capabilities such as literacy, numeracy, ICT capability in relation to programming.
6. Consideration the cross curriculum priorities Asia and Australia's engagement with Asia; Aboriginal and Torres Strait Islander Perspectives and Sustainability, in the selection of content and providing emphases in inquiry units.

This course may be offered in the following formats

• Face-to-Face
• Intensive
• Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

1. Professional Digital Presentation (20%)
2. Lesson Plan Sequence (40%)
3. Assessing a Unit of Work (40%)

Prescribed Text

• References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references