Learning Area Humanities 1

This subject has the following teaching availabilities in 2011:

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

This subject develops teacher candidates’ understanding of 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 explores the characteristics of developmentally appropriate and socially just curriculum in humanities education by examining the theoretical frameworks of the humanities, and linking theory to practice. Through research and reflection teacher candidates will have opportunities to develop a personal philosophy, and understanding of what is best practice in teaching and learning of humanities. The course considers principles of citizenship, democratic process, social justice and ecologically sustainable development and includes an emphasis on providing and planning for, student – centred learning using inquiry-based teaching and learning approaches and current methods of assessment and evaluation.

The inquiry based learning approach will assist the development of professional understanding of the significance of classroom interactions as learning opportunities. The course prepares teacher candidates to teach in the broad area of social education, including history, geography and citizenship in the compulsory years of secondary schooling.

On completion of this subject teacher candidates will be able to:

• Appreciate the place of this learning area in Australian curriculum
• Describe an exemplary classroom in this learning area
• Apply democratic processes to a Humanities classroom and promote the growth of active citizenship in all students
• Foster developmentally appropriate and socially just curriculum and model learning strategies which foster inquiry and curiosity about the world
• Demonstrate competency in the use of concepts, knowledge and skills within in Humanities and develop units of work in accordance with current curriculum frameworks
• Demonstrate professional collegiality and participate effectively in team work
• Articulate a personal philosophy, and understanding of what is best practice, regarding the teaching and learning of humanities
• Reflect on their practice

There are 3 assessment tasks:

• Annotated Lesson Plans (800 words) due early semester (20%)
• Team Presentation (1200 words equivalent) due as individually scheduled (30%)
• Formal essay (2000 words) due end of semester (50%)

• Gilbert, R. (ed) (2004) Studying Society and Environment. Third edition. Melbourne. Thompson.

This subject is not available as a breadth subject.

• Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of changes.
• Be flexible and able to adapt to change through knowing how to learn;
• Understand the significance of developing their practice on the basis of research evidence;
• Work in teams with skills in cooperation, communication and negotiation;
• Be independent of mind, responsible, resilient, self-regulating;
• Have a conscious personal and social values base.