EDUC 7119 - History Curriculum & Pedagogy

Course Details

Course Code	EDUC 7119
Course	History Curriculum & Pedagogy
Coordinating Unit	School of Education
Term	Semester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	3 hours week
Available for Study Abroad and Exchange	N
Incompatible	EDUC 7522A and EDUC 7522B,EDUC 6522A and EDUC 6522B
Assumed Knowledge	Pass in 6 courses of History
Restrictions	Available to MTS and MTMS students only
Assessment	A series of 8-10 lessons plans, A unit of work (inclusive of lesson plans), Designing an assessment task, Grading/marking criteria

Course Staff

Course Coordinator: Dr Samantha Schulz

Course Timetable

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

Course Learning Outcomes

1. Demonstrate deep knowledge and understanding of the concepts, substance, and structure of the content area and the complexity of the discipline teaching strategies in the learning area.

2. Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles.

3. Demonstrate understanding of assessment, moderation, and its application to support consistent and comparable judgments of student learning, and so as to modify teaching practices.

4. Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including the use of ICT.

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, 2, 3, 4
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.	2, 3
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.	3
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.	4
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.	2,3
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	2,3
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	4
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.	1, 2, 3, 4

Required Resources

Brady, L., & Kennedy, K. (2019). Curriculum Construction (6th edn.). Melbourne, Victoria: Pearson.
Brady, L., & Kennedy, K. (2019). Assessment and Reporting: Celebrating Student Achievement (5th edn.). Melbourne, Victoria: Pearson.
Flinders, D., & Thornton, D. (2017). The Curriculum Studies Reader (5th edn.). London: Routledge.
Kelly, A. (2009). The Curriculum: Theory and Practice (6th edn.). London: SAGE.
Ornstein, A., & Hunkins, F. (2018). Curriculum: Foundations, Principles, and Issues (7th edn.). Essex, UK: Pearson.
Smith, D., & Lovat, T. (1995). Curriculum: Action on Reflection Revisited (3rd edn.). Wentworth Falls, NSW: Social Science Press.
Webster, S., & Ryan, A. (2018). Understanding Curriculum: The Australian Context (2nd edn.). Melbourne, VIC: Cambridge University Press.

Recommended Resources

Refer to MyUni

Online Learning

Refer to MyUni

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.

Three hour tutorial/workshop per week.

PLEASE NOTE THAT ATTENDANCE AT ALL TUTORIALS IS COMPULSORY.

Students will not be permitted to go on Professional Experience if they are considered to be under-prepared.

Learning Activities Summary


Wk	Lecture Topic/Themes	AITSL Focus Area
1	The importance of planning in teaching • Lesson plans • Planning a sequence of lesson plans that incorporates each of the APST	1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
2	• Theoretical justification for the pedagogical approaches. • Justification for the inclusion of stipulated resources.	1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
3	The application of curriculum theory: theory into practice • Curriculum design, development, and implication as it relates to “units” of work.	1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
4	• Interpreting relevant curriculum frameworks for curriculum design. • “Unit of work” exemplars. • “Unit of work” workshop.	1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
5	Assessment as Integral to Learning and for Improving Teaching practices • Planning indicates assessment for learning, of learning, as learning • Evidence of learning (informal/formal; Diagnostic, Formative, Summative) • Criterion-based assessment and rubrics • Theoretical justification for the assessment approaches	5.1, 5.2, 5.3, 5.4, 5.5
6	The application of assessment: theory into practice • Developing assessment tasks that are curriculum specific (inclusive of unit of work) that use relevant curriculum frameworks.	5.1, 5.2, 5.3, 5.4, 5.5
Mid Semester Break Two Weeks + One Week School Holidays
Professional Experience (Placement) Total Five Weeks
7	• Interpreting relevant curriculum frameworks for developing assessment tasks. • Assessment task exemplars (used for moderation). • Assessment task workshop.	5.1, 5.2, 5.3, 5.4, 5.5
8	• Reporting and feedback on assessment. • Exemplars of reporting and feedback. • Consideration of how assessment can be used to evaluate student learning so as to modify teaching practice.	5.1, 5.2, 5.3, 5.4, 5.5

Specific Course Requirements

Refer to MyUni. In order to go on Professional Experience, students must successfully pass all interim assignments for Curriculum and
Pedagogy Courses. Students will not be permitted to go on Professional Experience if they are considered to be under-prepared.

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	COURSE LEARNING OUTCOME(S)
Assessment Task #1, Part A: A series of 8-10 lessons plans	Summative	1, 2, 3 & 4
Assessment Task #1, Part B: A unit of work (inclusive of lesson plans from assessment task 1, part A)	Summative	1, 2, 3 & 4
Assessment Task #2 Part A: Designing an assessment task (inclusive of lesson plans from assessment task 1, part A & B)	Summative	1, 2, 3 & 4
Assessment Task #2, Part B: grading/marking criteria + reflection on timely and appropriate feedback	Summative	1, 2, 3 & 4

Assessment Related Requirements

Refer to MyUni. In order to go on Professional Experience, students must successfully pass all interim assignments for Curriculum and
Pedagogy Courses. Students will not be permitted to go on Professional Experience if they are considered to be under-prepared.

Assessment Detail

Note that PSTs are assessed for their application of planning, teaching and assessing utilising strategies appropriate to each learning area.

Assessment	Description
Assessment Task #1, Part A	A series of 8-10 lessons plans. PSTs plan a sequence of lessons (i.e., 8-10 lesson plans) using either the Australian Curriculum or South Australian Certificate of Education (SACE) curriculum framework for each one of the teaching areas. These lesson plans need to demonstrate relevant APSTs for teachers that relate to planning for, and implementing effective teaching and learning.
Assessment Task #1, Part B	A unit of work (inclusive of lesson plans from assessment task 1, part A): Using the series of 8-10 lesson plans previously developed, PSTs integrate these lessons plans in a unit of work using the same curriculum framework for the specific teaching area selected. The unit of work needs to demonstrate relevant APSTs that relate to planning for, and implementing effective teaching and learning.
Assessment Task #2 Part A	Designing an assessment task (inclusive of lesson plans from assessment task 1, part A & B). PSTs are to design and implement an appropriate assessment task for one of their teaching areas. The assessment task needs to demonstrate relevant APSTs that relate to assessment.
Assessment Task #2, Part B	Grading/marking criteria + reflection on timely and appropriate feedback: Using the assessment task developed in assessment task previously, provide effective feedback to improve student learning outcomes and modify teaching programs. Feedback needs to demonstrate relevant APSTs that relate to assessment, feedback and report on student learning. Reflect on the potential effectiveness of the types of feedback you discussed and the chosen timeframe to provide feedback.

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.

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.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

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.

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