Note: This is an archived Handbook entry from 2011.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2011:February, Parkville - Taught on campus.
Parkville, On Campus
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment: 125 hours total commitment. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H
CoordinatorMr John Whitehouse
ContactEducation Student Centre
The course prepares teacher candidates to teach history and social education in the compulsory years of secondary schooling, as well as VCE history, international studies and classics. Students are encouraged to reflect on the purposes of history education and to engage with public debate as they consider the place of this learning area in contemporary goals of school in Australia and in the Victorian curriculum in particular. By considering the principles of learning and teaching that underpin effective classrooms and the research that supports these principles, this subject will widen teacher candidates’ appreciation of exemplary teaching in this area.
The subject encourages teacher candidates to consider the knowledge, skills and values that they will foster in their classrooms and examines ways to tailor the curriculum to meet the needs of individual students. The subject has a focus on planning for learning, and this involves critical analysis of Victorian curriculum policies, as well as opportunities to reflect on theoretical issues that underpin the history curriculum. Key topics include: lesson design, co-operative learning activities, questioning techniques, critical thinking, inquiry method, empathy and resources. These areas are examined through the lens of discipline-based pedagogy.
The course engages with issues that link history to other disciplines such as global perspectives and social justice and seeks to produce skilled history teachers who reflect on their practice.
On completion of this subject, teacher candidates will be able to:
There are 3 assessment tasks:
|Prescribed Texts:|| |
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:||On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to: |
Master of Teaching (Secondary) |
Master of Teaching (Secondary)
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