Course Outline

EDU741 Teaching Junior Secondary History

Course Coordinator:Craig Johnston (cjohnston1@usc.edu.au) School:School of Education and Tertiary Access

2022Semester 1

USC Sunshine Coast

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 the USC website 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. 1hr Week 1 10 times
Tutorial/Workshop 1 – Tutorials will be on campus, including a mix of synchronous and asynchronous materials and activities accessed through Canvas. 2hrs Week 1 10 times
Independent Study/Research – In addition to engaging with the online learning materials, tutorial/workshop hours and completion of assessment tasks, you are required to engage in self-directed learning using other course materials via Canvas and engage with current research/readings via USC library databases, required/recommended textbooks and resources. You are expected to develop your History content knowledge applicable to Years 7-10. 3hrs Week 1 10 times
Seminar – Online 1hr Week 1 6 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?

700 Level (Specialised)

Demonstrating a specialised body of knowledge and set of skills for professional practice or further learning. Advanced application of knowledge and skills in unfamiliar contexts.

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 Apply and explain 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 Apply and explain 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, evaluate 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 Evaluate and justify planning, resourcing, teaching strategies, ICT, literacy, numeracy and 21st century skills developed through 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
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
4.1 Support student participation
4.2 Manage classroom activities
4.5 Use ICT safely, responsibly and ethically
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement

Am I eligible to enrol in this course?

Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.

Pre-requisites

Prerequisite: Enrolled in Program ED706 and an History Teaching area

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 1 between weeks 1 and 3.  The draft of a letter to parents regarding a proposed field trip will also be used to give feedback on planning, structure, style for written tasks.  

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 1a Examination - not Centrally Scheduled Individual 10%
30 minutes
Week 3 In Class
All 1b Examination - not Centrally Scheduled Individual 10%
30 minutes
Week 7 In Class
All 2 Portfolio Individual 35%
1100 words in total
Week 4 Online Assignment Submission with plagiarism check
All 3 Portfolio Individual 45%
3000 words
Week 10 Online Assignment Submission with plagiarism check
All - Assessment Task 1a:Examination
Goal:
The goal of this task is for you to demonstrate your knowledge and understanding of curriculum and pedagogy in History in the junior secondary school in the context of Australian government policies and societal expectations.
Product: Examination - not Centrally Scheduled
Format:
A 30 minute examination with multiple choice and short answer questions. You may bring in one A4 page of notes. The following topics will be included: * The Alice Springs (Mparntwe) Declaration 
* General Capabilities in History 
* Cross Curriculum Priorities 
* Developing identity as a junior secondary History teacher
Criteria:
No. Learning Outcome assessed
1
Apply and describe history content, curriculum, pedagogy, and assessment to the work of teaching junior secondary history
1 2
2
Create communication using credible sources.
1
All - Assessment Task 1b:Examination
Goal:
The goal of this task is to demonstrate your ability to identify and apply course topics, and to reflect on your learning.
Product: Examination - not Centrally Scheduled
Format:
A 30 minute short response examination that requires you to engage with a teaching scenario question and a reflection on your teaching practice and philosophy. You may bring one A4 page of notes.
Criteria:
No. Learning Outcome assessed
1
Identify and apply historical content in the Australian Curriculum: History with reference to contemporary debates on the study of History.
1 3
2
Create communication using credible sources.
1
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. 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. (150-250 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.) (250-350 words approx plus references)
(3) The Alice Springs (Mparntwe) Declaration refers to students becoming "responsible local and global members of the community in an interconnected world". Theorist and sociologist Roland Robertson famously described globalisation as both ‘the compression of the world and the intensification of consciousness of the world as a whole’ (1992, p. 8). 
Explain how Robertson’s definition may impact your work as a history teacher. (450-500 words approx, plus references)
Criteria:
No. Learning Outcome assessed
1
Using inquiry-based pedagogy to locate a source for an effective learning activity, using a series of questions that address higher order thinking.
1 2
2
Applying content knowledge of historical content and the Australian Curriculum to justify a unit of work that applies inquiry learning.
1 2 4
3
Knowledge and understanding of the Australian Curriculum: History reflecting on the goals of History education in a global context.
1
4
Written communication skills and academic literacies including grammar, English expression, APA referencing conventions, and technical accuracy.
2
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. (150-200 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. (500-600 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:
No. Learning Outcome assessed
1
Development of suitable key and focus questions to support historical inquiry learning.
1
2
Creation of a context statement that states unit aims and links to curriculum, and discusses core activities, concepts an inquiry-based learning.
1 2
3
Creation of effective learning plans with a range of teaching strategies and resources including ICT, literacy and numeracy, and effective pedagogy suitable for the student cohort.
1 2 4
4
Analysis and justification of a suitable summative assessment that is age-appropriate and which meets curriculum requirements, and an explanation of feedback practices.
2 3
5
Deliver lesson segment which flows smoothly, timed and paced for the 10 minute maximum period, which engages students and uses resources effectively.
1 2 4
6
Written and oral communication skills and academic literacies including grammar, English expression, APA referencing conventions, and technical accuracy.
2

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. Directed study hours may vary by location. 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 lower secondary
Exploring world and Australian History
Exploration of Depth Studies in lower 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 Hilary Cooper,Arthur Chapman 2009 Constructing History 11-19 eBook SAGE

Specific requirements

Not applicable

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

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.

SafeUSC

USC 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 SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email safe@usc.edu.au.

The SafeUSC 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
  • Administration of Central Examinations
  • Deferred Examinations
  • Student Academic Misconduct
  • Students with a Disability

Visit the USC website: https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

Student Charter

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General Enquiries

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