Learning Area Humanities (Additional) 1

Subject EDUC90447 (2012)

Note: This is an archived Handbook entry from 2012.

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2012:

Semester 1, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable

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.

460-575 Learning Area Humanities 1

460-569 Learning Area Geography 1or

460-573 Learning Area History 1 (co or prerequisite).

Study Period Commencement:
Credit Points:

460-575 Learning Area Humanities 1

460-569 Learning Area Geography 1 or

460-573 Learning Area History 1 (co or prerequisite).

Study Period Commencement:
Credit Points:
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


Mrs Dagmar Turnidge


Education Student Centre
Subject Overview:

Humanities Additional extends professional perspectives exploring policy and research beyond classroom practice. Models of curriculum design, policy making and approaches to assessment in the humanities will be the focus of investigations through research and critical discourse analysis.

This subject has an emphasis on learning, teaching, and curriculum issues and their contextual influences in Humanities. Practice in the humanities classroom which highlights critical reflection, inquiry and personalised learning, will be explored. In addition teacher candidates will undertake a negotiated, in-depth negotiated study arising from key themes in the subject enabling them to build on the main themes introduced in this subject.


On completion of this subject teacher candidates will be able:

  • To design learning which explores the capacity of Humanities to address cultural diversity, individual differences and nurture active citizenship in all students
  • To understand the concepts and skills embedded within the disciplines in Humanities
  • To foster understanding of key educational documents and issues relating to Humanities and its place in the school curriculum
  • To provide students with opportunities to explore the wider issues concerning the teaching of Humanities at secondary level.
  • Critique recent developments in Humanities education and their impact upon curriculum development and teaching approaches.

There are 3 assessment tasks:

  • Micro teaching (800 words equivalent) due as individually scheduled (20%)
  • Design of a Classroom resource for student centred learning (1200 words) due mid semester (30%)
  • Negotiated Study (2000 words) due end of semester (50%)
Prescribed Texts:
  • Gilbert, R. & Hoepper, B. (Eds). 4th ed. (2011) Studying Society and Environment. South Melbourne. Cengage Learning
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:
  • 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.
Related Course(s): Master of Teaching (Secondary)
Master of Teaching (Secondary)

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