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EDSS520 - History Curriculum, Pedagogy

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Added on  2021-04-21

EDSS520 - History Curriculum, Pedagogy

   Added on 2021-04-21

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EDSS520 - Assessment 1 Audit tool InstructionsCompleting this audit will take approximately 2-3hours. As you are using this tool to evaluate your current historical skills, knowledge and conceptual understanding, you should complete this without conducting any‘research’ (internet or textbook searches!). There are several steps in completing this ‘audit tool’. Please note this is an indicative tool ONLY – it does not, nor can it, cover the complexity and depth of what an effective graduate history teacher can or should be able to do. It is a selection only. You are to complete this tool digitally (in the spaces provided and attach it as an appendix to Assessment 1) Step 1: Understanding the curriculum context Using the Australian Curriculum: History for Years 7 – 10, develop a course of study for Years 7-10 as it relates to the selection of depth studies (look back to the Week 1 task). Use the table below to guide this process. Year/Level The sequence of Depth StudiesRationale –explain and justify the narrative underlying the depth study sequence? 7Investigating the ancient pastThe Mediterranean WorldThe Asian WorldThe curriculum involves an elaboration of history from the earliest times to the end of the ancient times. It gives the student an understanding of the ancient world through discoveries to the mysteries of various societies[ CITATION Joh115 \l 1033 ].8The Western and Islamic WorldThe Asia-Pacific WorldExpanding ContactThe depth study sequence effectively explains the chronological occurrences from the ancient times to thebeginning of the modern period. During this period, major civilizations in the world began to meet each other[ CITATION Kat113 \l 1033 ].9Making a Better WorldAustralia and AsiaWorld War I (1914-1918)This level involves two strands: historical skills and historical knowledge and understanding. The sequence hence in interrelating the two strands and allows for appropriate placement of the curriculum into context.10World War IIRights and FreedomsThe globalizing worldThe sequence gives the students an understanding and better insight into the chronological changes that occurred from 1918 to the present[ CITATION Bar141 \l 1033 ]. From the sequence, the students get an introduction to the period of history; make links between the various occurrences and hence consolidating an understanding of the chronology.Step 2: Content knowledge The breadth of the Australian Curriculum: History, requires teachers to have a broad historical knowledge. a)Below is a list of Year 7-10 content knowledge for Australian Curriculum: History (options for each level included). For each depth study, rate your depth of knowledge and understanding.Depth StudiesStrong AdequateLittle/NoneAboriginal and Torres Strait and Islander Peoples and Cultures (Ancient history focus) Ancient China (60 000 BCE – c.650 CE)Ancient Rome (60 000 BCE – c.650 CE)Ancient Egypt (60 000 BCE – c.650 CE)1
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Ancient India (60 000 BCE – c.650 CE)Ancient China (60 000 BCE – c.650 CE)Medieval Europe (c.590 – c.1500)The Vikings (c.790 – c.1066) The Ottoman Empire (c.1299 – c.1683)Angkor/Khmer Empire (c.802 – c.1431)Mongol Expansion (c.1206 – c.1368)Japan under the Shoguns (c.794 – 1867)The Polynesian expansion across the Pacific (c.700 – 1756)Renaissance Italy (c.1400 – c.1600)The Spanish Conquest of the Americas (c.1492 – c.1572)Industrial Revolution (1750 – 1914)Australia and/or an Asian society in the period 1750 – 1918Australia at War: WWIAustralia at War: WWII2
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Rights and Freedoms (1945-present)Globalising world: Popular Culture (1945-present)Globalising world: Environment Movement (1945-present)Globalising world: Migration Experiences (1945-present)Globalising world: Political Crisis (1945-present)b)Complete the following year 7 pre-test on time: CLICK HERE (download, print and complete in hardcopy)How do you think you performed on this test? The test is evaluating skills and techniques that are supposed to be used in teaching history. These skills are among them those are used to ensure the learners understand the various concepts that they are being taught.This is achievable through the various questions that are raised from the test[ CITATION Mar175 \l 1033 ]. The responses of the test are meant to provide insights into what is supposed to be done accurately in order to achieve the desired learning objectives of the test.What areas might students find challenging? Why?The most challenging areas of the test included the areas that tested on what approaches could be deployed to ensure that learners who had different levels of understanding were brought to speed together ensuring that they are at the same level by the end of a lesson[ CITATION Ann121 \l 1033 ]. This bit of the test was challenging as the different levels of understandings among learners is a bit challenging to balance.How might teachers address these challenges? Improving on the score on this test would involve engaging the learners at personal levels to establish the problem of each of the student from which the various techniques and approaches would be devised.c)Complete the following test (do not undertake ANY research or study – use your current knowledge onlyYear 8 Medieval Europe: CLICK HERE (download, print and complete in hardcopy)What is this test trying to assess/evaluate?3
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