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Semester 2 (Extended)
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This subject offers an advanced exploration of methods of teaching history in secondary schools. It takes as its focus the use of research to strengthen practice. It includes a comparative exploration of leading research on historical thinking. It considers the place of primary sources in the development of coherent and innovative teaching programs. Furthermore, it offers a series of strategies related to the analysis of source material. This provides the basis for discussion of approaches to historical investigation in schools. Building on Learning Area History 1, this subject provides an in-depth treatment of the use of historical interpretations in the classroom, historical narrative and historical empathy. These topics are explored within the context of the Victorian Curriculum and the VCE History Study Design.
Teacher Candidates consolidate their knowledge of ways to differentiate teaching to meet the specific learning needs of students in history across the full range of abilities.
The subject presents a range of strategies that support the literacy and numeracy needs of students in history.
Teacher Candidates develop their capacity to use digital technologies to expand learning opportunities for students in history.
In addition to history, this subject explores approaches to VCE Classical Studies.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- 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)
- Demonstrate a developed capacity 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).
- Consistently set learning goals in history that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1).
- Consistently 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)
- Demonstrate a developed capacity to 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).
- Demonstrate a developed capacity to use 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).
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
Last updated: 9 October 2020