|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject introduces Teacher Candidates to discipline-based pedagogy in history. It aims to produce skilled history teachers by drawing on foundational research on learning and teaching history. Teacher Candidates develop their pedagogical content knowledge by engaging with strategies for teaching the substantive and procedural dimensions of history. They consider the knowledge, skills and values that underpin the history curriculum. This includes investigation of the Victorian Curriculum and VCE Study Designs. Teacher Candidates begin to explore methods of teaching historical inquiry and argument. They are introduced to models of historical thinking. Key topics include: lesson planning, teaching strategies, unit planning, and the selection and use of resources. The subject also examines ways in which formative and summative assessment can inform learning and teaching in history.
Teacher Candidates consider ways to differentiate teaching to meet the specific learning needs of students in history across the full range of abilities.
The subject presents strategies that support the literacy and numeracy needs of students in history.
Teacher Candidates learn strategies for using digital technologies to expand curriculum learning opportunities for students in history.
In addition to history, this subject explores approaches to VCE Global Politics.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Begin to critically reflect on research into how students learn, and understand the concepts, substance, structure and implications for effective teaching practice in history, including the creation of effective learning environments (Graduate Standards 1.2, 2.1)
- Understand how to design lesson plans and learning sequences in history, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources (Graduate Standards 2.2, 2.3, 3.2).
- Understand how to set learning goals in history that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1).
- Show an understanding of how to select appropriate strategies to differentiate teaching in history to meet specific needs of students, drawing on digital technologies and literacy and numeracy understandings in order to engage and empower students in their learning (Graduate Standards 1.5, 2.5, 2.6, 3.3 & 3.4)
- Evaluate teaching programs relevant to history in order to improve learning and to determine the effectiveness of strategies and resources (Graduate Standards 3.3, 3.4, 3.6 & 5.1).
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning in history (Graduate Standards 5.1 & 5.4).
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
MTeach graduates will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship