Units

---

Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This is the second of three complementary units in Social Education curriculum designed to prepare you for a professional role as a teacher of Senior Social Science subjects in the secondary school. This unit builds on the focus of your first curriculum studies unit and develops your knowledge and understanding of the nature of history and historical inquiry. You will investigate how inquiry-based learning develops specific historical understandings and skills as the foundations for historical literacy and why this is significant for students in the lower secondary school, and in the senior school in Senior Ancient and/or Modern History. This unit also emphasises that the most effective history teaching results from the integration of theory and practice and through continual critical reflection.

Aims

The aim of this unit is to introduce you to the significance of inquiry-based approaches in designing a history curriculum and for the teaching and learning of history. Throughout the unit, you are encouraged to develop a personal sense of purpose for teaching History in the secondary school.

Objectives

On completion of this unit, you should be able to:

1. Refine your understanding of contemporary principles of teaching, learning and assessment in integrative and discipline-based approaches in the social sciences in the secondary school . [QCT Standards 2 & 3]

2. Demonstrate an understanding of the principles of inquiry-based learning and analyse its influence on the teaching, learning and assessing of history. [QCT Standards 1 & 5]

3. Implement pedagogies and develop resources pertinent to teaching integrative and discipline-based approaches in the social sciences in the junior school and Ancient and/or Modern History in the senior school. [QCT Standard 1]

4. Develop modules of work and assessment instruments that foster the relationship between teaching, learning and assessing. [QCT Standards 1 & 3]

5. Critically reflect on your own learning and sense of purpose for teaching integrative and discipline-based approaches in the social sciences in the junior school and history in the senior school, and demonstrate acceptable standards of communication and professional responsibility. [QCT Standards 2, 9 & 10]

Content

This unit will cover the following topics and contribute to your developing Professional Learning Profile.

This unit examines the relationship between critical inquiry and the social investigative strategy as significant processes for discipline-based and integrative studies in social sciences at the lower secondary school together with specific discipline-based approaches in the Senior History syllabuses. Current curriculum documents and syllabuses are used as the basis for the development of unit/modules of work and the planning and designing of assessment programs and instruments. Teaching methodologies, learning and assessment strategies appropriate to lower and upper secondary school classroom are addressed, as well as the development of practical classroom resources.

Approaches to Teaching and Learning

As an internal student, you will experience a range of teaching strategies such as lectures, tutorials, workshops, seminars, group work, discussions and self-directed learning, supported by the Blackboard site. As an external student/online student, you will have access to the Unit Information and Study Guide on the Blackboard site and Readings. Specific tasks and activities in the study guide and online discussions replace the challenges set for internal students.

Assessment

The assessment for this unit is both formative (through discussion and feedback) and summative, and will provide you with opportunities to demonstrate the unit outcomes. This unit is assessed through two written assignments.

Assessment name: Essay
Description: Description:An essay comprising a rationale for the nature of inquiry-based learning for discipline-based approaches.
Length: 1500 words
Relates to objectives: 1, 2 & 3
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Professional Plans
Description: The development of a curriculum unit/module overview and one phase in-depth development including learning phases, resources and assessment items.
Length: Equivalent 3500 words
Relates to objectives: 2, 3, 4 & 5
Weight: 60%
Internal or external: Both
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Queensland Studies Authority. (2000). Study of Society and Environment syllabus edition including the Junior History Syllabus.

Queensland Studies Authority. (2004). Senior Ancient and/or Senior Modern History syllabus.

CLP416 Book of Readings available from the Kelvin Grove Campus Bookshop

Risk assessment statement

There is no out-of-the-ordinary risk associated with this unit. Workplace health and safety protocols in relation to computer use apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 29-Oct-2012