Details for Curriculum Studies – History: Part B
Modern History focuses on key events, ideas, movements, developments and people that have shaped the modern world, including contrasting perspectives. This subject considers the underlying philosophy of the relevant curriculum and critiques that with a Christian view of history and other faith and ethnic constructs of history.
- Currently offered by Alphacrucis: Yes
- Course code: CRS513
- Credit points: 10
- Subject coordinator: Jim Twelves
The following courses are prerequisites:
Awards offering Curriculum Studies – History: Part B
This unit is offered as a part of the following awards:
This subject is the second of two subjects in Curriculum Studies: History and considers the teaching of the Years 11-12 History syllabi developed by NESA and ACARA. The senior secondary Australian Curriculum: History in this context refers to Modern History. Modern History focuses on key events, ideas, movements, developments and people that have shaped the modern world, including contrasting perspectives. This subject considers the underlying philosophy of the relevant curriculum and critiques that with a Christian view of history and other faith and ethnic constructs of history. It develops knowledge and understandings of key content, concepts and substance of the senior secondary history subjects and allows students to specialise and become proficient in the teaching of one history discipline.
- Demonstrate advanced 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 11-12 and NSW Modern History syllabi (Stage 6);
- Describe in detail Modern History - its organisation, the teacher’s role involving support, mentoring, professional development goals, curriculum administration, WHS, and engaging with parents/carers, professional and external community organisations in the teaching of Year 11-12 Modern History in both Christian and state school contexts;
- Develop student-centred innovative and well-designed Modern History lesson sequences (history 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’ well-being and safety- legally and educationally, in a range of school contexts;
- 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;
- Prepare and critically reflect upon a variety of assessment instruments using ‘best practice’ that demonstrate understanding of statistical information, assessment moderation and its application to judge student achievement through assessment of learning, for learning and in learning. Develop examples which could be used to reliably report to parents/carers and professionals. Prepare and assess the integrating of assessment strategies, unit evaluation, course evaluation, and HSC examination.
- Through a process of critical reflection develop an understanding of secular and Christian theories of learning and teaching and an awareness of the relationship to current practices, policies and theories in education.
- Understand the structure, content, processes, skills and legislation of Senior Secondary courses of study in history together with an understanding of inquiry-based learning in the discipline.
- Understand key concepts, content, skills and pedagogies in relation to the relevant curriculum: History to develop historical understanding and historical thinking in lesson plans and in selected inquiry units structured around key questions for Years 11-12.
- Identify content and design effective learning and teaching sequences, which promote higher-order thinking, critical analysis and reflection as part of historical understanding and thinking in either Ancient History or Modern History.
- 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 in either Ancient History of Modern History.
- Consider the role of the general capabilities such as literacy, numeracy, ICT capability in relation to programming.
- Consider the cross curriculum priorities Asia and Australia's engagement with Asia; Australian Indigenous perspectives and sustainability along with a Christian worldview, in the selection of content and providing emphases in inquiry units.
This course may be offered in the following formats
- Distance/ Global Online
- Multimedia Resource (20%)
- Lesson Plan Sequence (40%)
- Assessing a Unit of Work (40%)
- References will include the most current curriculum requirements for schools.
Check with the instructor each semester before purchasing any prescribed texts or representative references