Details for Curriculum Studies – History: Part B

This subject is the second of two subjects in Curriculum Studies: History. It 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 from a variety of faith and ethnic constructs of history, including the rich tradition of Christian approaches to historiography. Given the diversity of Australian classrooms, the Teacher Education Student’s ability to navigate contested versions of history, particularly Australian, will be explored. 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.

Awards offering Curriculum Studies – History: Part B

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

• Associate Degree in Education Studies
• Bachelor of Arts (Education Studies)
• Bachelor of Education (Secondary)
• Diploma of Arts
• Diploma of Education Studies

Unit Content

Curriculum Objective

This subject is the second of two subjects in Curriculum Studies: History. It 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 from a variety of faith and ethnic constructs of history, including the rich tradition of Christian approaches to historiography. Given the diversity of Australian classrooms, the Teacher Education Student’s ability to navigate contested versions of history, particularly Australian, will be explored. 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. 

Outcomes

1. Demonstrate understanding of Australian and State educational policies and priorities and how they inform ‘best practice’ teaching strategies, which along with engaging resources, enable teachers to fulfil the aims  of senior secondary History with a focus on Ancient History or Modern History;
2. Describe in detail Ancient/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 Ancient/Modern History in either independent (including Christian) or state school contexts;
3. Develop student-centred innovative and well-designed Ancient/Modern History lesson sequences (history concepts, substance and structure), tools, and skills, with particular attention to the language, literacy and numeracy demands of the content including the general capabilities and cross curriculum priorities, seeking to differentiate for the full range of student abilities, and diverse backgrounds (multilingual and sociocultural) in the classroom, providing explicit strategies to support students’ well-being and safety- legally and educationally, in a range of school 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, the Quality Teaching Framework, and Great Teaching Inspired Learning using concepts drawn from the Understanding by Design framework;
5. 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.

This course may be offered in the following formats

• Face to Face (onsite)
• E-learning (online)
• Intensive
• Extensive 

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

Assessment Methods

• Presentation (40%)
• Lesson Plan Sequence (30%)
• Assessing a Unit of Work (30%)