Faculty of Education

Undergraduate, Postgraduate - Unit

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate, Postgraduate
FacultyFaculty of Education
OfferedClayton First semester 2014 (Day)
Clayton First semester 2014 (Off-campus)
Coordinator(s)Dr Rosalie Triolo (Day); Alexis Watson (Off-campus)


This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF4866).


This unit introduces pre-service teachers to the teaching and learning of history as either a stand-alone discipline or an identifiable and rigorous component of an integrated program in either Australian or overseas school or wider educational settings. The unit is practice-based, research-informed and resource-rich. It embraces diverse histories, perspectives, pedagogies and technologies and prepares pre-service teachers to tailor history education experiences to meet their students' different learning, career, leisure and life needs.
The unit explores: pre-service teachers' personal philosophies and latest research on why to teach and learn about the past, multiple definitions of 'historical literacy', Australian Curriculum cross-curriculum priorities and general capabilities, Australian Curriculum: History and how it has been implemented by different government and other education authorities, civics and citizenship education and values education imperatives, strategies for engaging and purposeful lesson-planning and delivery, 'teaching by the textbook and the website', teacher-directed as well as student-centred questioning, English language proficiency and assisting students for whom English is another language when 'reading and writing' about the past, preparations for school placement, introductions to inquiry methodology, Gardner's 'multiple intelligences', Bloom's 'taxonomy' and de Bono's 'six thinking hats'.


Upon successful completion of this unit students should be able to:

  1. begin to develop their learners' study, career, leisure and life skills through the knowledge, skills, values, attitudes and behaviours associated specifically with the study of history
  2. begin to locate, create, use and evaluate history education resources in diverse forms incorporating diverse perspectives
  3. begin to articulate the research underpinnings of pedagogical models common to history education, such as inquiry methodology, and enact effectively such models in diverse learning settings
  4. begin to cater to learners' different needs through inclusive strategies and engaging and diverse teaching, learning and assessment activities, such as those in keeping with multiple intelligences theory
  5. begin to develop learners' abilities to demonstrate problem-solving capabilities in a variety of waysincluding creatively and collaboratively
  6. begin to facilitate learners' identification of links, similarities and differences between the past and the present and between the experiences of different cultures in different locations
  7. begin to develop learners' empathy, values, attitudes and behaviours consistent with informed and positive local and global citizenship.


Fieldwork in history education settings (e.g. museums and galleries) may be arranged by negotiation with students.


This unit is graded pass grade only (PGO)

History lesson learning sequence (2000 words, 50%)
History in the media: class presentation (2000 words equivalent, 50%)

Chief examiner(s)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 3 hour workshop per week

(b.) Additional requirements

  • 9 hours of independent study per week


A minor sequence in history