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Semester 1 (Early-Start)
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This subject introduces Teacher Candidates to methods of teaching humanities in the compulsory years of secondary schooling, as defined by the Victorian Curriculum, including: history, geography, civics and citizenship, and business and economics. By exploring the research and principles of learning and teaching that underpin effective classroom practices, this subject widens Teacher Candidates’ appreciation of exemplary teaching in this learning area. Frameworks of the humanities are examined with the intention of linking theory to practice. A range of pedagogical approaches is investigated, including instructional, dialogic, information technology, experiential and inquiry methods. The subject examines planning for student evaluation, assessment and feedback. Teacher Candidates also engage with strategies for supporting the development of critical and creative thinking skills. They learn how to teach students about the analysis of evidence such as tables, charts and graphs, maps and historical sources – all in the context of lesson planning and designing units of works. Through reflection on leading research, Teacher Candidates develop a personal philosophy of teaching in the humanities.
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 foundational research into how students learn and understand the concepts, substance, structure and implications for effective Humanities teaching practice, including the creation of effective learning environments (Graduate Standards 1.2, 1.5, 2.1, 3.2, 3.6)
- Understand basic design of lesson plans and learning sequences, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources (Graduate Standards 1.2, 1.5, 2.2, 3.2, 3.3, 3.6)
- Understand how to set Humanities learning goals that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1, 3.2, 3.4, 3.6)
- Select appropriate strategies to differentiate teaching to meet specific needs of students, including digital technologies, literacy, numeracy and 21st Century skills in order to engage and empower students in their learning (Graduate Standards 1.2, 1.5, 2.5, 2.6, 3.3, 3.4)
- Evaluate Humanities teaching programs 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 of the Humanities curriculum (Graduate Standards 2.3, 3.4, 3.6, 5.1)
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: 17 July 2020