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 Jefferson Kinsman
This subject introduces teacher candidates to methods of teaching humanities. It prepares teacher candidates to teach history, geography, and civics and citizenship in the compulsory years of secondary schooling. Teacher candidates examine the Australian Curriculum/AusVELS. By exploring the principles of learning and teaching that underpin effective classrooms and the research that supports these principles, this subject widens teacher candidates’ appreciation of exemplary teaching in this area. They examine literacy and numeracy strategies appropriate to learning and teaching the humanities. For example, teacher candidates engage with literacy strategies for reading sources. They also address numeracy strategies; teacher candidates need to use evidence such as tables, charts and graphs to explain change over time in history and geography. The subject engages with best practice in teaching and learning of humanities. It explores frameworks of the humanities and links theory to practice. Through reflection on leading research, teacher candidates develop a personal philosophy of teaching in the humanities. The subject examines planning for learning, teaching strategies, approaches to inquiry in the classroom, and current methods of assessment and evaluation.
On the completion of this subject, students will
The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area;
There are three assessment tasks:
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
Gilbert, R. & Hoepper, B. (2014). Teaching humanities and social science: history, geography, economics and citizenship in the Australian Curriculum. South Melbourne: Cengage Learning.
|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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