Details for CRS333 Curriculum Studies – History: Part B

This subject is the second of two subjects in Curriculum Studies: History and considers the teaching of history in Years 11-12. The senior secondary Australian Curriculum: History consists of two subjects – Ancient History and Modern History. Ancient History focuses on the nature of the evidence of the ancient world, and the key features and developments of ancient societies. Modern History focuses on key events, ideas, movements, developments and people that have shaped the modern world, including contrasting perspectives. The NESA senior history curriculum also includes Extension History. Extension History focuses on the way history is constructed and the role of historians. This subject considers the underlying philosophy of the relevant NESA or ACARA curricula and critiques that from a variety of faith and ethnic constructs of history, including the rich tradition of Christian approaches to historiography. It develops knowledge and understandings of key content, concepts and substance of the senior secondary history subjects and allows TES to specialise and become proficient in the teaching of one of the history disciplines. 

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: CRS333
• Credit points: 10

Subject Coordinator

Prerequisite

The following courses are prerequisites:

• CRS223 Curriculum Studies – History: Part A 
• EDU103 Foundations in Christian Education
• EDU116 Introduction to Learning Theory
• or 40 credit points

Unit Content

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/Extension 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 both 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. Create 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. 

Subject Content

1. Australian Curriculum History Framework – Ancient and Modern, and NESA’s Ancient History Stage 6, Modern History Stage 6, and Extension History Stage 6 syllabi.  
2. Values and human issues  
   • Community Participation   
   • Teacher professional associations
3. Teaching 11/12 Ancient/Modern/Extension Historical content and skills 
   • Teacher Decision Making  
   • Teaching General Capabilities
   • Teaching for the range of abilities
   • Teaching for Diverse Settings 
4. Teacher program building 
   • Teacher decision making
5. Models supporting Assessment 

This course may be offered in the following formats

•  Face to face (on site/extensive)
•  E-learning (online/asynchronous) 
•  E-learning (online/synchronous) 

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

1. Presentation (40%)
2. Lesson Plan Sequence (30%)
3. Assessing a Unit of Work (30%)

Prescribed Text

No prescribed texts applicable.