This unit entry is for students who completed this unit in 2016 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

EDF5143 - History education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

Faculty

Education

Coordinator(s)

Miss Ann Guns (Clayton); Dr Rosalie Triolo (Online)

Offered

Clayton

First semester 2016 (Day)
First semester 2016 (Online)

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5144).

Synopsis

This unit introduces pre-service teachers to the teaching and learning of history as either a stand-alone discipline or an identifiable and rigorous component of an integrated program in either Australian or overseas schools or wider educational settings. Successful completion of this unit enables students to demonstrate advanced knowledge, skills and capabilities in history education. The unit is practice-based, research-informed and resource-rich. It embraces diverse histories, perspectives, pedagogies and technologies and prepares pre-service teachers to tailor history education experiences to meet their students' different learning, career, leisure and life needs.

The unit explores: pre-service teachers' personal philosophies and latest research on why to teach and learn about the past, multiple definitions of 'historical literacy', and Australian Curriculum cross-curriculum priorities (especially Aboriginal and Torres Strait Islander histories and cultures, and Asia and Australia's engagement with Asia) and general capabilities. It explores Australian Curriculum: History and its implementation and evolution; civics and citizenship education and values education imperatives, strategies for engaging and purposeful lesson-planning and delivery, 'teaching by the textbook and the website', teacher-directed as well as student-centred questioning, English language proficiency including assisting students for whom English is another language, preparations for school placement, and introductions to inquiry methodology, Gardner's 'multiple intelligences', Bloom's 'taxonomy' and de Bono's 'six thinking hats'.

Outcomes

Upon successful completion of this unit students should be able to:

begin to develop their learners' study, career, leisure and life skills through the knowledge, skills, values, attitudes and behaviours associated specifically with the study of history
begin to locate, create, use and evaluate history education resources in diverse forms incorporating diverse perspectives and inclusive approaches
begin to articulate the research underpinnings of pedagogical models common to history education, such as inquiry methodology, and enact effectively such models in diverse learning settings
begin to cater to learners' different needs through inclusive strategies and engaging and diverse teaching, learning and assessment activities, such as those in keeping with multiple intelligences theory
begin to develop learners' abilities to demonstrate problem-solving capabilities in a variety of ways including creatively, collaboratively and with competence in information and communication technologies (ICTs)
begin to facilitate learners' identification of links, similarities and differences between the past and the present and between the experiences of different cultures in different locations
begin to develop learners' empathy, values, attitudes and behaviours consistent with informed and positive local and global citizenship for a more equitable and sustainable world.

Fieldwork

Fieldwork in history education settings (e.g. museums and galleries) may be arranged by negotiation with students.

Assessment

Learning sequence that demonstrates understanding of history education curriculum and pedagogy for local and global settings (2000 words, 50%)
History and media presentation that demonstrates design and conduct of research and integration of information and communication technologies (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

3 hour workshop per week

(b.) Additional requirements

9 hours of independent study per week

Chief examiner(s)

Dr Rosalie Triolo

This unit applies to the following area(s) of study

For course 1641:
Education - SecondaryEducation - Secondary (http://www.monash.edu.au/pubs/2013handbooks/aos/education---secondary/)

For course D3001:
Primary and secondary education
Secondary education
Secondary health and physical education

Prerequisites

A minor sequence in history