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Learning Area History 2 (EDUC90444)
Graduate courseworkPoints: 12.5On Campus (Parkville)
For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 2 (Extended)
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Overview
Availability | Semester 2 (Extended) |
---|---|
Fees | Look up fees |
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).
Generic skills
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: 10 February 2024
Eligibility and requirements
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90443 | Learning Area History 1 | Semester 1 (Early-Start) (On Campus - Parkville) |
12.5 |
Corequisites
Full time teacher candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90909 | Clinical Teaching Practice (Sec) 2 |
Semester 1 (Early-Start) (On Campus - Parkville)
Semester 2 (Extended) (On Campus - Parkville)
|
12.5 |
Extended plan teacher candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91010 | Clinical Teaching Practice (Sec) 1 Ext | Year Long (On Campus - Parkville) |
12.5 |
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91011 | Clinical Teaching Practice (Sec) 2 Ext | Not available in 2024 |
12.5 |
Non-allowed subjects
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90446 | Learning Area Humanities 2 | Semester 2 (Extended) (On Campus - Parkville) |
12.5 |
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Due to the impact of COVID-19, assessment may differ from that published in the Handbook. Students are reminded to check the subject assessment requirements published in the subject outline on the LMS
Description | Timing | Percentage |
---|---|---|
Resource presentation (equivalent to 1000 words)
| As scheduled | 20% |
Literature Review
| Mid semester | 40% |
Analysis of Practice
| End of semester | 40% |
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 2 (Extended)
Principal coordinator John Whitehouse Mode of delivery On Campus (Parkville) Contact hours 36 Total time commitment 170 hours Teaching period 13 July 2020 to 1 November 2020 Last self-enrol date 24 July 2020 Census date 21 September 2020 Last date to withdraw without fail 16 October 2020 Assessment period ends 27 November 2020 Semester 2 (Extended) contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
A collection of readings and the following policy documents:
VCAA. (2016). Victorian Curriculum (available online)
VCAA. (2015). VCE History Study Design (available online)
VCAA. (2015). VCE Classical Studies Study Design (available online)
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary)
Last updated: 10 February 2024