EDMT5609: Semester 1b, 2024

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Units EDMT5609 Semester 1b 2024 [Block mode]

Unit of study_

EDMT5609: History Curriculum 1

Semester 1b, 2024 [Block mode] - Camperdown/Darlington, Sydney

Overview

This unit of study aims to prepare graduates in the theory and practice of teaching history in the secondary school. Students will investigate the nature and purpose of history teaching and learning as well as human society and its environment education across the Australian Curriculum (History) Years 7-10. The unit draws on current research, thinking and practice in the field of history education and relates to the realities of history teachers' work and instruction.

Unit details and rules

Unit code	EDMT5609
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Tim Allender, tim.allender@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Devising a sequence of four lesson plans Lesson plans	50%	Formal exam period Due date: 17 Jun 2024 at 23:59	2000 words
Outcomes assessed:
Assignment	Understanding, influences and practices Essay	50%	Week 13 Due date: 22 May 2024 at 23:59	2500 words
Outcomes assessed:

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 07	Making history teachers: issues and problems	Lecture (1 hr)
	Introduction to debates about the nature of history as a discipline and school subject, and the impact of these debates on curriculum development at state and national levels	Seminar (2 hr)
	'Edmond Barton syndrome': history education in Australian classrooms	Workshop (2 hr)
Week 08	Framing history teaching and learning: planning and programming	Lecture (1 hr)
	1. Mapping and discussion of the Australian curriculum history stages 4-5; 2. Discussion about how syllabi in history have changed and not changed using a 1957 syllabus	Seminar (2 hr)
	Activity using rich sources and digital archives	Workshop (2 hr)
Week 09	Historical thinking	Lecture (1 hr)
	Fundamental principles of lesson planning in history - review and discussion	Seminar (2 hr)
	Lesson plans to be presented in the workshop and submitted for comment	Workshop (2 hr)
Week 10	Oral history and vernacular history approaches in the classroom	Lecture (1 hr)
	Introduction to units of work, followed by a detailed unit of work analysis	Seminar (2 hr)
	Developing an assessment task	Workshop (2 hr)
Week 11	Assessing history teaching and learning	Lecture (1 hr)
	Strategies for teaching causes of an historical event	Seminar (2 hr)
	Simulated marking activity	Workshop (2 hr)
Week 12	Preparing for the practicum	Lecture (1 hr)
	Discussion of the challenge of historical empathy and the development of empathy tasks in stages 4 and 5	Seminar (2 hr)
	Empathy script marking task	Workshop (2 hr)
Week 13	Literacy learning and history	Lecture (1 hr)
	Discussion of issues around the use of film in the history classroom	Seminar (2 hr)
	1. Historical thinking concept: 'contestability'; 2. Developing a guide for the critical use/evaluation of film as a source in the history classroom	Workshop (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed on the Library eReserve link available on Canvas.

Required text: History curriculum readings (Copy Centre, University of Sydney); Taylor, T., & Young, C. (2004).
Required text: Making history: A guide for the teaching and learning of history in Australian schools. Monash: National Centre for History Education (Copy Centre, University of Sydney)
Required text: Australian Curriculum (History) ACARA; Years 7-10 History: Advice on programming and assessment. Sydney: Board of Studies NSW.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. display a knowledge and understanding of the philosophies, practices and research base underpinning the teaching and learning of history stages 4 and 5 in NSW secondary schools
LO2. critically reflect on professional and personal beliefs about and conceptions of history teaching and learning to improve practice and address the diverse learning needs of stages 4/5 learners
LO3. interpret the Australian curriculum (history), support materials and policies for adolescent learners, and demonstrate a capacity to implement state and commonwealth policies and initiatives in the field of history education e.g. civics and citizenship education; Aboriginal education, multicultural education; gender education; literacy; numeracy; and addressing the needs of learners with specific needs
LO4. demonstrate the knowledge and skills to interpret, and capacity to implement, syllabus aims, objectives and learning outcomes through the utilisation of a range of subject-specific programming and pedagogical approaches appropriate to the teaching and learning of history stages 4/5
LO5. reflect on and evaluate lessons and sequences of lessons to ensure their relevance for teaching diverse learners, and for enhancing learning outcomes
LO6. demonstrate a capacity to structure appropriate assessment tasks based on stage 4/5 outcomes, and key components of historical literacy
LO7. exhibit skills to utilise ICT and other technologies to foster interest and support history teaching and learning.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

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