Outline

Overview

This Unit of Study aims to prepare History students to acquire the knowledge, skills and understandings necessary to implement the Australian Curriculum (History) Years 7 - 10. The unit focuses specifically on developing a range of approaches to history teaching and learning across age and ability groups.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	96 credit points of units, including EDSE3040
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Yeow Tong Chia, yeowtong.chia@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	Peer teaching: teaching a historical concept Individual reflective essay on micro-teaching presentation	40%	Week 06 Due date: 12 Sep 2025 at 23:59	1500 words	AI allowed
Outcomes assessed:
Written work	Unit of work: developing strategies to integrate diverse media into the tea Unit of work done in pairs	60%	Week 13 Due date: 09 Nov 2025 at 23:59	3000 words	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Peer teaching: teaching a historical concept: Students are required to chose a concept from the Australian Curriculum (History) and complete a seminar presentation demonstrating how they would teach this concept to Stage 4 or 5 learners. They are to provide a clear, specific and concise class presentation regarding the teaching of a chosen concept using appropriate visual aids. In addition to the presentation, students are to submit a detailed description of how they would teach their chosen concept.
Unit of work: developing strategies to integrate diverse media into the teaching and learning of history: Students are to complete an assignment in pairs covering five lessons (as part of a unit of work) based on one of the following approaches to history teaching and learning: (i) drama (ii) media (iii) visual image (iv) music. All assignments must include an element of Elearning (ICT). Students are to develop a well-structured resume.

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.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 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. 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 01	Micro-Teaching: Teaching a Concept	Lecture (1 hr)
	Preparations for Microteaching - choose partners/topic, decide on an approach and strategies, discuss resources, discuss with your lecturer your micro-teaching concept	Seminar (2 hr)
	Historical thinking concept: 'Evidence'	Workshop (2 hr)
Week 02	Literacy Learning and History	Lecture (1 hr)
	Micro-teaching presentations	Seminar (2 hr)
	1. Language of school history ( Coffin and Schleppegrell) 2. Activity on Paxton (1999)	Workshop (2 hr)
Week 03	The place of inquiry processes and higher-order thinking skills in History education	Lecture (1 hr)
	Micro-teaching presentations	Seminar (2 hr)
	1. The various uses of questioning; 2. Types of historical questions; 3. Key issues about using historical sources and evidence in the classroom; 4. Blooms taxonomy: cognitive and affective domains	Workshop (2 hr)
Week 04	AI, ICT and the Internet in the History Classroom	Lecture (1 hr)
	1. Activity on 'Outback ANZACS: Hay's Living Memorial' 2. Preparations for Assessment 2	Seminar (2 hr)
	1. History Elective 7-10 2. Using big history in the classroom	Workshop (2 hr)
Week 08	Presentation of assignment on experiential learning in History	Seminar (2 hr)
Week 10	No lecture (Labour day)	Lecture (1 hr)
	No seminar (Labour Day)	Seminar (2 hr)
	Using maps in history	Workshop (1 hr)
Week 11	Teaching values in history: civics and citizenship	Lecture (1 hr)
	Teaching values in history: civics and citizenship	Seminar (2 hr)
	Teaching values in history: civics and citizenship	Workshop (1 hr)
Week 12	Documents, Evidence and History	Lecture (1 hr)
	Presentation of assignment on experiential learning in History	Seminar (2 hr)
	Oral history teaching and assessment	Workshop (1 hr)
Week 13	Preparing for the practicum	Lecture (1 hr)
Week 13	Preparation for practicum: Case Study no. 6 'Back to Virtual School'	Workshop (1 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 Canvas, with the exception of the following:

Allender, Tim, Anna Clark and Robert Parkes (Eds.) (2019) Historical Thinking for History Teachers. Sydney: Allen and Unwin.
History K-10 Syllabus (on NESA website)

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.

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

LO1. demonstrate an ability to interpret and implement the objectives and outcomes driving the Australian Curriculum (History) Stages 4 and 5
LO2. display the knowledge and skills to apply current research findings in the field of history education to inform activities/tasks and improve pedagogical practices
LO3. demonstrate a capacity to evaluate the effectiveness of teaching and learning strategies, and apply alternative learning styles to improve practice and accommodate needs of diverse learners
LO4. display the capacity to work collegially to plan for student learning and enhance historical reasoning
LO5. demonstrate the capacity to apply ICTs to the planning and implementation of productive teaching and learning experiences in the history classroom
LO6. display an understanding of the role assessment plays in monitoring students’ progression in history.

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

Alignment with Competency standards

Outcomes	Competency standards
	Australian Children's Education & Care Quality Authority - 2.1. Alternative pedagogies and curriculum approaches. 2.5. Children with diverse needs and backgrounds 3.2. The Australian curriculum
	Australian Children's Education & Care Quality Authority - 1.2. Language development 1.3. Social and emotional development 1.4. Child health, well-being and safety 2.5. Children with diverse needs and backgrounds
	Australian Children's Education & Care Quality Authority - 1.6. Diversity, difference and inclusivity. 1.7. Learners with special needs 2.5. Children with diverse needs and backgrounds 2.6. Working with children who speak languages other than, or in addition to, English. 2.7. Contemporary society and pedagogy 4.2. Multicultural education 4.5. Culture, diversity and inclusion
	Australian Children's Education & Care Quality Authority - 2.4. Teaching methods and strategies 4.4. Socially inclusive practice
	Australian Children's Education & Care Quality Authority - 2.4. Teaching methods and strategies 3.3. Numeracy, science and technology 3.4. Language and literacy
	Australian Children's Education & Care Quality Authority - 2.4. Teaching methods and strategies 3.2. The Australian curriculum 3.9. Curriculum planning, programming and evaluation

Responding to student feedback

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

No changes have been made since this unit was last offered.

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

Use of generative artificial intelligence (AI)

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDSE3058: Teaching History 2

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links