Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:February, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment:
Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines, for entry into this 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 Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
CoordinatorMr John Whitehouse
This subject introduces teacher candidates to methods of teaching history. It aims to produce highly skilled history teachers by drawing on leading international research. The subject places emphasis on planning for learning. Teacher candidates develop their pedagogical content knowledge by examining a range of strategies for teaching the substantive and procedural dimensions of history. The use of primary sources to explore the past is the signature pedagogy of history. Teacher candidates learn to use primary sources in the classroom. This requires the application of literacy strategies for reading documents. It also involves the use of numeracy strategies. For example, teacher candidates need to use evidence such as tables, charts and graphs to explain change over time. Teacher candidates reflect on the relationship between policy and practice. The subject examines the Australian Curriculum/AusVELS and VCE Study Designs. Teacher candidates consider ways to tailor the curriculum to meet the learning needs of individual students. They consider the knowledge, skills and values that they seek to foster in their classrooms. They reflect on the contested nature and purpose of history and engage with public debate. Key topics include: lesson planning, teaching strategies, resources and assessment. These areas are viewed through the lens of discipline-based pedagogy.
In addition to history, this subject explores approaches to VCE Global Politics.
On the completion of this subject, students will
2.2 Organise content into an effective learning and teaching sequence;
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans;
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies;
3.3 Use a range of teaching strategies;
There are 3 assessment tasks:
|Prescribed Texts:|| |
VCAA, History VCE Study Design. 2004.
|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)
Download PDF version.