Outline

Overview

This is the second unit of study in a suite of concurrent history curriculum units. In this unit, students will develop further skills in history pedagogy. The unit will emphasise the integration of knowledge within and across the discipline and consider the role teachers play in facilitating curriculum pedagogy that consider the subject and connect 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 ?	96 credit points including EDSE3125
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
Guest lecturer(s)	Regan Gauci, rgau5447@uni.sydney.edu.au
Lecturer(s)	Yeow Tong Chia, yeowtong.chia@sydney.edu.au
Lecturer(s)	Paul Kiem, paul.kiem@sydney.edu.au
Tutor(s)	Zuhra Hashimi, zhas3028@uni.sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Peer teaching: teaching a historical concept Individual reflective essay on micro-teaching presentation	40%	Week 07 Due date: 09 Sep 2024 at 23:59	1500 words
Outcomes assessed:
Assignment	Unit of work: developing strategies to integrate diverse media into the teaching and learning of history Unit of Work done in pairs.	60%	Week 13 Due date: 01 Nov 2024 at 16:19	3000 words
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.

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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	Microteaching: 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'	Tutorial (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)	Tutorial (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	Tutorial (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	Tutorial (2 hr)
Week 10	No lecture (Labor Day)	Lecture (1 hr)
	No seminar (Labor Day)	Seminar (2 hr)
	Using maps in history	Tutorial (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	Tutorial (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	Tutorial (1 hr)
Week 13	Preparing for the practicum	Lecture (1 hr)
	Presentation of assignment on experiential learning in History	Seminar (2 hr)
	Preparation for practicum: Case Study no. 6 'Back to Virtual School'	Tutorial (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.

Outcomes
Graduate qualities

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

LO1. Organise discipline and curriculum knowledge into effective lesson plans, sequences, and assessments that take account of students’ varying learning styles and abilities.
LO2. Collect and evaluate teaching resources that account for the literacy requirements in their specific discipline and curriculum areas.
LO3. Design student-centred, inclusive, creative and challenging learning experiences that cater for students from a range of cultural, social, and ethnic backgrounds.
LO4. Display an increasing competence in teaching their discipline and curriculum subject matter, employing appropriate reflective practices to continue developing their skills and identities as practitioners.
LO5. Demonstrate familiarity with current educational theories regarding discipline and curriculum including cross curriculum priorities.

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 this unit has been offered.

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

Disclaimer

On this page

Useful links

EDSE3126: Teaching History 2

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

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

Disclaimer

On this page

Useful links