EDUC 7522B - Senior History Curriculum & Methodology B

North Terrace Campus - Quadmester 2 - 2022

The focus of this course and its prerequisite Curriculum and Methodology A is learning and teaching theory and its application in practice for teaching. This includes planning, developing and assessing learning for diverse student cohorts in line with the Australian and SACE Curriculum requirements in this subject specialisation.

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Course Details

Course Code	EDUC 7522B
Course	Senior History Curriculum & Methodology B
Coordinating Unit	School of Education
Term	Quadmester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 4 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	EDUC 7522A
Incompatible	EDUC 6522B & EDUC 7544B
Restrictions	Available to Postgraduate Initial Teacher Education students only
Assessment	Assessment Tasks 40%, Resources for learning and teaching task 50%, Reflective participation 10%

Course Staff

Course Coordinator: Kim Draper

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

#	Course Learning Outcomes	APST	GA Arts	GA Uni
1	Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning.	2.6 & 3.4	1, 2	1, 2
2	Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.	3.2 & 3.3	2, 3	2, 3
3	Demonstrate broad knowledge of appropriate strategies that can be used to evaluate teaching programs to improve student learning.	3.6, 5.4	3, 4, 6	3, 4, 6
4	Identify and interpret student learning needs and design learning strategies to respond to student diversity.	5.1, 5.2	2, 3, 5	2, 3, 5
5	Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative, and summative approaches to assess student learning in the subject area and for various curricula, SACE, AC and IB.	5.1, 5.2, 5.5, 7.2	2, 3, 5	2, 3, 5
6	Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning.	5.3, 5.4, 5.5	2, 3, 5	2, 3, 5
7	Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers.	6.2, 6.3, 7.1, 7.2, 7.3, 7.4	6	6
8	Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students.	3.5, 4.2, 5.5	3, 5	3, 5
Note: Australian Professional Standards for Teachers (APST): http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/Standards/?reFlag=1 Graduate Attributes: Faculty of Arts Graduate Attributes: https://arts.adelaide.edu.au/learning-teaching/ Graduate Attributes: University of Adelaide Graduate Attributes: http://www.adelaide.edu.au/learning/strategy/gradattributes/

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1, 2, 4, 5, 6
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	2, 3, 4, 5, 6, 8
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	9
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	4, 5, 6, 8
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	3, 7

Learning Resources

Required Resources

SACE:
Stage 1 History, https://www.sace.sa.edu.au/web/history/stage-1/planning-to-teach/subject-outline
Stage 2 Modern History https://www.sace.sa.edu.au/web/modern-history/stage-2/planning-to-teach/subject-outline
Stage 2 Australian History https://www.sace.sa.edu.au/web/australian-history/stage-2/planning-to-teach/subject-outline

Australian Curriculum: Senior SACE History (writing begins this year) TBA
ACARA:
http://www.acara.edu.au/curriculum_1/learning_areas/humanities_and_social_sciences/history.html (only a guiding document – the SACE Board is working on the Australian Curriculum Stage 1 course this year with working parties and focus groups).

International Baccalaureate:
http://www.ibo.org/en/programmes/diploma-programme/

Andrew Steiner's 'Remember the Holocaust: Art and the Holocaust' Virtual exhibition: http://www.youtube.com/user/andrewsteinerartist
LEARNING RESOURCES: For the Common Curriculum and Methodology Core seminars the textbooks are:

Teaching: Making a Difference
Rick Churchill, P. Ferguson, S. Godinho, N. Johnson, A. Keddie, W. Letts, K. Lowe, J. Mackay, M. McGill, J. Moss, M. Nagel, K. Shaw2nd, 3rd or online edition are all acceptable

Assessment & Reporting: Celebrating Student Achievement
Brady, Laurie & Kennedy, Kerry 2012, , 4th edition, Pearson

Details of required and recommended texts and readings for your subject specialisation will be provided on your subject specialisation MyUni site and may also be included in the course outline under Learning Resources.

Recommended Resources

Muscat, M (2012) Russian Revolution PowerPoint Series, Knowledge Books and Software: Brisbane

Online Learning

Andrew Steiner's 'Remember the Holocaust: Art and the Holocaust' Virtual exhibition: http://www.youtube.com/user/andrewsteinerartist
The focus of Curriculum and Methodology A & B courses is the practical application of theory. Topics covered in the common core seminars include teaching strategies, curriculum content, lesson and unit planning, assessment, classroom organisation, behaviour management within a supportive classroom environment. This will be contextualised for teaching your subject specialisation in workshops. Seminars and workshops will be interactive, incorporating a blend of whole class directed activity and group work.

Seminars and workshops will use a mix of online and face to face learning as well as requiring independent study outside of scheduled contact hours.

Learning & Teaching Modes

No information currently available.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The focus of Curriculum and Methodology A & B courses is the practical application of theory. Topics covered in the common core seminars include teaching strategies, curriculum content, lesson and unit planning, assessment, classroom organisation, behaviour management within a supportive classroom environment. This will be contextualised for teaching your subject specialisation in workshops. Seminars and workshops will be interactive, incorporating a blend of whole class directed activity and group work.

Seminars and workshops will use a mix of online and face to face learning as well as requiring independent study outside of scheduled contact hours.

Learning Activities Summary

Related Curriculum and Methodology Core Topics to be covered
TOPIC	APST	Learning Outcomes
Curriculum Frameworks: SACE curriculum and quality assurance Australian Curriculum International Baccalaureate Steiner Using Curriculum frameworks to inform planning and practice	1, 2,3	1, 2, 3, 8
ICT Integration Using ICT effectively for teaching, learning and assessment	1.5, 2.1, 2.6, 3.4, 4.5	1, 2, 7
Planning learning: Underlying priciples and concepts Planning tools and resources Sourcing and evaluating teaching and learning resources Matching resources to needs and contexts Planning to meet student needs-getting from intentions to outcomes Developing capabilities as well as subject matter knowledge Integrating knowledge, skills and application Aligning and sequencing learning Scaffolding, coherency and making connections Planning to meet student needs Identifying and responding to changing conditions and needs	1.2, 1.5, 2, 3, 4.1, 4.4, 4.5	1, 2, 3, 8
Assessment: Assessment as an integral part of learning Principles of Assessment and Rules of Evidence Evidence of Learning Forms of assessment of learning progress and achievement Identifying and meeting individual needs Criterion based assessment Rubrics and marking schema Peer and self assessment Seeking, giving and receiving feedback Feedback, questions and learning Formative assessment Identifying strengths and challenges Competition, collaboration and cooperation Engaging learners	1.2, 3.3, 4.1, 5	2, 3, 4, 5,6, 7, 8
Measuring and reporting on achievement: Benchmarking and Moderation Marking and justifying professional judgement Recording Evidence and Reporting International and National testing and benchmarks-PISA,TIMMS, NAPLAN	3, 6, 5	5, 6, 7

These topics will be explored in the context of, and supplemented with strategies for, teaching in your subject specialisation in the Subject Specialisation Curriculum and Methodology workshops.

Details of specific dates, times and locations for the Subject Specialisation workshops will be provided on MyUni.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Weighting	APST	Learning Outcome
Workshop Activities on Assessment	Summative	20%	1, 2.1, 3.3, 3.6, 4.1, 4.2, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4	2, 3, 4, 5, 8
Portfolio	Summative	40%	2.6, 3.3, 3.4, 3.6, 5.3, 5.4, 5.5, 7.1, 7.3, 7.4	1, 2, 3, 5, 6
Differential Learning Strategies Task	Summative	30%	3.5, 3.6, 4.2, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4	1, 2, 3, 4, 5, 7, 8
Attendance		10%	2.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4	2, 7

Assessment Related Requirements

All Curriculum Methodology lectures are compulsory. An attendance roll is taken. This is in keeping with university policy:
Attendance at other structured learning activities may be mandatory provided the achievement of learning outcomes is substantially dependent on the attendance, e.g. an orchestra/ensemble, placement, field trip, tutorial or seminar where there is an expectation of an interactive learning process. (Assessment for Coursework Programs Policy, Procedure 1, paragraph c; http://www.adelaide.edu.au/policies/700/; Downloaded 30/1/2014).

Assessment Detail

Criteria for Assessment, Portfolio and Differentiated Learning Strategies tasks include:

Evidence of understanding of Australian Curriculum and SACE Curriculum requirements and guidelines for the subject matter
Evidence of knowledge and understanding of APST standards regarding assessment and learning, and differentiated learning
Evidence that resources have been selected for year level, subject matter and learning needs appropriateness
Evidence of critical analysis, evaluation and reflection in selection of resources
Folio includes resources for use with various year levels, various topics and various learner needs
Evidence of understanding of the relationship between learning outcomes, learning activities and assessment
Evidence of understanding of concepts of and purposes for formative and summative assessment
Appropriate reference to the Principles of Assessment (Valid, Reliable, Flexible, Fair) and the Principles of Evidence (Valid, Reliable, Authentic, Sufficient)
Evidence of understanding of moderation and benchmarking processes and their purpose
Topic, learning activities and resources appropriate for the year level
Learning activities and resources enable appropriate differentiated learning for a range of learning needs
Learning Outcomes, Learning Activities and Assessment are in alignment

Workshop Participation:

All students are expected to ask questions, express their opinions, share their experiences and knowledge and listen to those of others in a respectful and professional manner. Where asked or instructed student will undertake activities in and in preparation for class in a timely and constructive manner.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator