EDSE3125: Semester 1b, 2026

Units EDSE3125 Semester 1b 2026 [Normal day]

Unit outline_

EDSE3125: Teaching History 1

Semester 1b, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

This is the first unit of study in a suite of history curriculum units. In this unit, students will consider how discipline knowledge is organised, taught, and experienced across the secondary school years. The unit will emphasise the integration of knowledge within and across the discipline and curriculum area of History and consider the role teachers play in facilitating pedagogy that scaffolds subject learning and connects to students' lives. This unit will provide students with the practical and theory-informed knowledge required to respond to the needs of diverse learners in history.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	72 credit points including (EDSE2010 or EDHP2001) and 12 credit points at 2000 level from Ancient History or History
Corequisites ?	None
Prohibitions ?	EDSE3040
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 May 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Essay Understandings, influences and practice	50%	Week 09 Due date: 01 May 2026 at 23:59	2000 words	AI allowed
Outcomes assessed:
Written work	Lesson Plans Devising a sequence of four lesson plans	50%	Week 13 Due date: 31 May 2026 at 23:59	2500 words	AI allowed
Outcomes assessed:

Assessment summary

Assessment Task 1: Students are requested to either a) write an essay discussing the perceived tension between popular/public and academic history, or 2) do an mini original historical investigation.

Assessment Task 2: Devising a sequence of 4 lesson plans.

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 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
Multiple weeks	Consultation as required	One-on-one supervision meeting (1 hr)
Week 07	Making history teachers, and introduction to historical thinking	Lecture (1 hr)
Week 07	Why teach history?	Tutorial (4 hr)
Week 08	Historical Thinking II	Lecture (1 hr)
Week 08	Syllabus mapping	Tutorial (4 hr)
Week 09	Framing history teaching and learning: planning and programming	Lecture (1 hr)
Week 09	Introduction to lesson planning in history	Tutorial (4 hr)
Week 10	Assessing history teaching and learning	Lecture (1 hr)
Week 10	Framing history teaching and learning: programming and assessment	Tutorial (4 hr)
Week 11	Why teach history?	Lecture (1 hr)
Week 11	Cause and effect	Tutorial (4 hr)
Week 12	Developing historical empathy	Lecture (1 hr)
Week 12	Historical empathy	Tutorial (4 hr)
Week 13	Using film and other media in history	Lecture (1 hr)
Week 13	Using film and other media in history	Tutorial (4 hr)

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.

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. Articulate the importance of curriculum and discipline knowledge in the lives of their future students.
LO2. Use curriculum and discipline content, strategies and resources to plan and implement activities for use in a range of contemporary education settings.
LO3. Select and design quality resources to develop a professional portfolio.
LO4. Demonstrate knowledge of teaching and learning strategies in discipline and curriculum areas that meet the diverse needs of students.
LO5. Demonstrate a research-based approach to teaching based on a critical analysis of curriculum- related documents.
LO6. Engage in collaborative professional practice with peers and colleagues.

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.

This is the first time that this unit code is offered. We welcome your feedback at any point on this unit.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links