Note: This is an archived Handbook entry from 2012.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2012:July, 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.
You must have successfully completed the following subject/s prior to enrolling in this subject
Study Period Commencement:
|Recommended Background Knowledge:|| |
|Non Allowed Subjects:|| |
|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
Education Student Centre
This subject offers an advanced exploration of methods of teaching history in secondary schools. Drawing on research on the diversity of secondary students’ learning needs and research on effective assessment, teacher candidates will explore how to personalise the learning experience of each student within this discipline area.
The course encourages teacher candidates to deepen their pedagogical content knowledge and explore practical teaching strategies in the context of rich theoretical frameworks. This subject examines the relationship between historical knowledge and participatory citizenship. In addition, teacher candidates are required to critically evaluate their teaching practice as they examine the course design choices that teachers make when they build disciplinary and interdisciplinary programs. Key topics include: interdisciplinary programs, curriculum management, learning pathways and assessment from the perspective of discipline-based pedagogy. Reflection on the relationship between historiography and curriculum studies is a key aspect of the course along with an analysis of the concept of historical imagination.
The production of a portfolio is central to the development of knowledge and understanding of critical theories and approaches to the humanities. Teacher candidates will undertake a study of a chosen aspect of history education with this task emphasising research and collegiality.
On completion of this subject teacher candidates will be able to:
There are 3 assessment tasks:
|Prescribed Texts:|| |
VCAA, History VCE Study Design. 2004. (Available on-line from the VCAA)
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
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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