Course Outline
EDU358 Teaching Junior Secondary History
Course Coordinator:Craig Johnston (cjohnston1@usc.edu.au) School:School of Education and Tertiary Access
2024Semester 1
UniSC Sunshine CoastUniSC Moreton Bay |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
This course builds capacity to design and recognize effective pedagogy within History for Years 7 - 10. You organize and plan lessons using the Australian Curriculum for History, apply your knowledge, understanding and skills to interpret, implement and adapt learning, in order to engage Junior Secondary students. You integrate Aboriginal and Torres Strait Islander histories, culture or languages into learning activities and reflect on your developing teaching practice
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – You are required to engage with online learning materials, associated activities and required/recommended course reading materials accessed through Canvas and using the required textbooks. | 2hrs | Week 1 | 9 times |
| Tutorial/Workshop 1 – A face to face tutorial which involves on-campus activities using technology to engage with and apply course content and outcomes. | 2hrs | Week 1 | 10 times |
Course Topics
- Australian Curriculum Content, General Capabilities and Cross Curriculum Priorities
- Key reports and policy in relation to teaching History in years 7-10
- Strategies for meeting the diverse needs of learners
- Evaluation and interpretation of student assessment data
- Concepts, principles and structure of History pedagogy, lesson planning and presentation
- Understanding of assessment, feedback, moderation and reporting
- ICT applications in teaching, learning and communication with parents and carers
- Depth Studies, historical interpretation and argument in lower secondary History
What level is this course?
300 Level (Graduate)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Australian Institute for Teaching and School Leadership | |
| 1 | Identify and apply knowledge of history content and historical inquiry and the Australian Curriculum History. |
Knowledgeable Creative and critical thinker |
2.1, 2.2, 3.1, 3.2 |
| 2 | Identify and apply a range of teaching and learning strategies, including ICT, that provide achievable challenges and engage the diversity of students in junior high school histories. |
Knowledgeable Creative and critical thinker |
2.2, 2.6, 3.1, 3.2, 3.3, 4.1, 4.2, 4.5 |
| 3 | Plan, create, explain and justify principles of assessment, moderation, feedback and reporting, that measure students' progress towards achievement standards in junior high school history. |
Creative and critical thinker Empowered Engaged |
2.3, 5.1, 5.2, 5.3, 5.4, 5.5 |
| 4 | Explain and justify planning, resourcing, teaching strategies, ICT, literacy, numeracy and 21st century skills developed through the ACARA 7-10 History curriculum and historical inquiry. |
Creative and critical thinker Ethical Engaged |
2.1, 2.2, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Australian Institute for Teaching and School Leadership | |
| 2.1 | Content and teaching strategies of the teaching area: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area |
| 2.2 | Content selection and organisation: Organise content into an effective learning and teaching sequence. |
| 2.3 | Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
| 2.5 | Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
| 2.6 | Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
| 3.1 | Establish challenging learning goals: Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
| 3.2 | Plan, structure and sequence learning programs: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
| 3.3 | Use teaching strategies: Include a range of teaching strategies. |
| 3.4 | Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
| 4.1 | Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities. |
| 4.2 | Manage classroom activities: Demonstrate the capacity to organise classroom activities and provide clear directions |
| 4.5 | Use ICT safely, responsibly and ethically: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
| 5.1 | Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
| 5.2 | Provide feedback to students on their learning: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning |
| 5.3 | Make consistent and comparable judgements: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
| 5.4 | Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
| 5.5 | Report on student achievement: Demonstrate understanding of a range of strategies for reporting to students and parents/ carers and the purpose of keeping accurate and reliable records of student achievement |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
Enrolled in Program (AE304 and a History Major or History Studies Extended Minor) or (ED315 and a History Minor)
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Not applicable
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
Early feedback will be provided through examples and scaffolding of the expectations for task 2 between weeks 1 and 3.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Written Piece | Individual | 20% | 1000 words |
Week 4 | Online Assignment Submission with plagiarism check |
| All | 2 | Portfolio | Individual | 35% | 1000 words in total |
Week 7 | Online Assignment Submission with plagiarism check |
| All | 3 | Portfolio | Individual | 45% | 2450 words |
Week 10 | Online Assignment Submission with plagiarism check |
| All - Assessment Task 1:Generative AI and marking in Junior History - a reflection | |
| Goal: | The goal of this task is to understand the benefits and limitations of generative AI and to understand and practise the process of marking and moderation. |
| Product: | Written Piece |
| Format: | Working in groups, you will be allocated a topic from the 7-9 ACARA history curriculum. You will: a) generate a responses to an essay question related to the topic; b) mark a response against the ACARA standard elaborations; c) moderate with your group; d) write and submit an individual reflection (1000 words) on the process of marking and moderation (aligned to APST 5.3) and ability, strengths and weaknesses of generative AI to create students' responses in junior history and what implications this has for your professional practice. |
| Criteria: |
|
| All - Assessment Task 2:Inquiry questions, Unit plan introduction, History in a Global Context | |
| Goal: | The goal of this task is for you to develop your ability to: (1) Select a valid and engaging source and prepare to tech with it; (2) Prepare the title page and introduction for a junior secondary History unit; (3) Demonstrate your knowledge and understanding of the global context of teaching History. |
| Product: | Portfolio |
| Format: | Create a portfolio that contains the following: (1) Locate a visual or print document that could be used as an authentic source of evidence (either primary or secondary sources) in a Year 7, 8 or 9 History unit. This may be news article, feature article, cartoon, photograph, picture of artefact, map, graph, set of statistics or other numerical data, painting, poster, song lyrics, poem etc. The evidence should be no longer than one A4 page. Internet sources can be used but the source must be downloaded, formatted, and able to be viewed on one A4 page only. (Guide: approx. 100 words.) Provide a reference for the source. Develop a sequence of 8 – 10 questions using a range of high and low order questions, closed and open questions. Your aim is to promote more than simple recall and develop higher order thinking or what is known as “critical thinking”. Ensure that the questions are ordered appropriately, from simple to more complex questions. (100-200 words approx) (2) Create the title page and introduction for a unit of work from Year 7, 8 or 9 from the current or proposed Australian Curriculum: History documents. (See Canvas for title page template and ACARA documents.) (200-300 words approx plus references) (3) Historian and sociologist Immanuel Wallerstein described history as 'a mode by which persons are persuaded to act in the present in ways they might not otherwise act.' (2000, p. 301). In contrast, the Alice Springs (Mparntwe) Declaration sets a goal to 'teach young Australians the value of our nation's rich history.' (2019, p. 10.) Discuss the competing views of History as an academic discipline and how this may impact your work as a history teacher. (350-400 words approx, plus references) |
| Criteria: |
|
| All - Assessment Task 3:History unit of work with lesson plans and micro-teaching | |
| Goal: | The goal of this task is to demonstrate your ability to develop aspects of a History unit plan, including lesson plans, resources and assessment, and to teach a section of a lesson to your peers. |
| Product: | Portfolio |
| Format: | Using the Australian Curriculum History, your History discipline content knowledge, and inquiry-based pedagogic strategies for active and engaged learning, submit a portfolio of work. For your submission will need to: (1) Create focus (inquiry) questions for 10-12 lessons for the unit you introduced in task 2. (200-250 words) (2) Write a context statement (3-4 paragraphs) that orients your reader to the unit. The context statement should address subject knowledge, skills and pedagogy, and be written for other teachers. (600-700 words) (3) Develop two consecutive lesson plans and three resources ready to implement in the classroom with clear instructions for students. (up to 1200 words total) (4) Describe and justify the summative assessment task for the unit. You do not have to create the task, but your justification must show how the assessment relates to the selected aspects of the assessment standard at the end of the relevant year level. (200-300 words) (5) Teach a 7-10 minute section of one of your lessons, utilising one of your resources. |
| Criteria: |
|
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Schedule
| Period and Topic | Activities |
Module 1 Week 1 Curriculum, Key reports, Policy and Initiatives in History |
Exploring the Australian Curriculum for History Exploring integration opportunities in the curriculum with the General Capabilities and Cross Curriculum Priorities Exploring National and State reports, initiatives and policy in History Alice Springs (Mparntwe) Declaration QLD Closing the Gaps Report Further readings and tutorial/online activities see Canvas – teaching module 1 |
Module 2 Weeks 2-4 History skills and content for junior secondary |
Exploring world and Australian History Exploration of Depth Studies in junior secondary History content History Skills: Exploration of the concepts of evidence and contestability History Skills: Developing inquiry questions in History History Skills: Examining teaching resources including ICT and its safe and ethical use in History teaching and assessment Further readings and tutorial/online activities see Canvas – teaching module 2 |
Module 3 Weeks 5-7 Lesson planning for the student cohort |
Designing and teaching History lessons with curriculum outcomes linked to the lesson objectives, assessment and teaching content Exploring how to organise History content into an effective learning sequence Examining a range of teaching strategies and skills for presenting a lesson in History Exploring junior secondary pedagogies for inclusion, engagement and behaviour management in History Exploring different types and purposes of assessment, feedback and moderation in History Further readings and tutorial/online activities see Canvas – teaching module 3 |
Module 4 Weeks 8-10 Setting History learning goals and assessing junior secondary History |
Exploring methods to evaluate students’ assessment data and set learning goals in History Exploring strategies to support the safe, responsible and ethical use of ICT by students in History classes Exploring strategies for recording student achievement in History and reporting to parents/carers Further readings and tutorial/online activities see Canvas – teaching module 4 |
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Heather Sharp,Jonathon Dallimore,Alison Bedford,Martin Kerby,James Goulding,Treesa Clare Heath,Darius von Güttner,Louise Zarmati | 2021 | Teaching Secondary History | eBook | Cambridge University Press |
Specific requirements
Not applicable
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Assessment: Submission penalties
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
SafeUniSC
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
Study help
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Wellbeing Services
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
AccessAbility Services
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
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In person:
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