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EDET100 Effective Teaching 1: Becoming a Teacher


EDSS220 Curriculum, Pedagogy and Assessment in History Education 1

Unit rationale, description and aim

Intending secondary teachers need an understanding of the junior secondary curriculum in order to plan lessons that promote learner engagement and enhance student learning.

Pre-service teachers will study relevant curriculum frameworks, including general capabilities and cross-curriculum priorities and other allied materials. They will explore theoretical frameworks associated with teaching and learning in History education and evidence-based approaches to plan for effective teaching and learning, including embedded literacy and numeracy, and the use of digital technologies. They will learn strategies to engage learners and to meet the learning needs to diverse students. They will learn to compose good questions, to assemble productive assessment tasks and develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate lesson and unit plans in order to demonstrate a knowledge of curriculum and learning theory. They will engage in microteaching to practice engaging students and guiding the classroom discourse. They will assemble a resource folio to demonstrate capacity to collect, create and critique resources for effective teaching and learning and to link with curriculum.

The aim of this unit is for the pre-service teacher to become familiar with the knowledge, understanding and skills necessary for teaching History at a junior secondary level to promote the development of pedagogical content knowledge.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1     Demonstrate an in-depth knowledge of the junior secondary History curriculum (GA4, GA5, GA8; APST 2.1, 2.3)

LO2     Apply a research-informed understanding of how students learn in History, together with the range of pedagogical approaches emblematic of History teaching, to the planning of engaging and purposeful teaching/learning sequences and the selection of resources for junior secondary History (GA4, GA5, GA8, GA9; APST 1.2, 2.1, 2.2, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.5)

LO3     Apply and critique a variety of pedagogical strategies in History which allow the specific learning strengths and needs of students to be met (GA4, GA5, GA7, GA8, GA9; APST 1.3, 1.5, 3.1, 3.3, 4.1, 4.3)

LO4     Demonstrate an awareness of conversational and questioning techniques to effectively provide directions, explanations and support student learning (GA4, GA5, GA7, GA8, GA9, GA10; APST 1.3, 2.1, 3.3, 3.5, 4.1)

LO5     Demonstrate an understanding of how to create and maintain a safe and supportive learning environment (GA1, GA4, GA5, GA8; APST 1.3, 1.5, 3.3, 4.3, 4.4, 4.5, 7.2)

LO6     Demonstrate ability to plan, structure and sequence learning programs in junior History including an awareness of assessment principles (GA4, GA5, GA8, GA9, GA10; APST 2.1, 2.2, 2.3, 2.6, 3.2, 3.4, 5.1)

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA7 - work both autonomously and collaboratively 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

GA10 - utilise information and communication and other relevant technologies effectively.


On successful completion of this unit, pre-service teachers should be able to:

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.

4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.


Topics will include:

  • History in the Australian curriculum context: historical context and current frameworks and documentation
  • General capabilities and cross curriculum priorities
  • Theoretical frameworks associated with History teaching and learning
  • Pedagogical approaches emblematic of History teaching and learning
  • Planning and curriculum alignment
  • Planning for effective teaching and learning in junior History education
  • Differentiated teaching in History
  • Needs of learners from diverse cognitive, physical, social, cultural backgrounds
  • Needs of learners from Aboriginal and Torres Strait Islander backgrounds
  • Incorporating literacy and numeracy in History teaching
  • Digital technologies for teaching/learning in History education
  • Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in History education
  • Teacher-presented explanations
  • Assessment in junior secondary History education
  • Learning beyond the classroom
  • Student welfare and safety in History education classrooms and typical History teaching/learning environments

Learning and teaching strategy and rationale

This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of planning and assessment and skills in applying effective pedagogies through active engagement and collaborative learning. The pre-service teacher will have the opportunity to build on his/her understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group activities and culminating in micro-teaching opportunities. Her/his teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing History education curriculum. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.

Teaching and learning strategies may include:

  • Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
  • Hands-on tutorials and discussions that promote peer learning
  • Microteaching opportunities
  • Self-directed reading and research
  • Collaborative learning opportunities

Technology Enhanced Learning

The unit will include a Learning Environment Online (LEO) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between on campus content and school experiences. It may include:

  • Online review exercises.
  • Discussion board to exchange ideas and refine learning.
  • Video illustrations of teaching practice and focussed readings addressing a wide spectrum of teaching contexts, practices and competencies

Assessment strategy and rationale

The assessment tasks and their weightings are designed to allow the pre-service teacher to progressively demonstrate achievement against the course learning outcomes by demonstrating attainment of academic and professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of the Australian Professional Standards for Teachers: Graduate.

The four assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1 the pre-service teacher will have the opportunity to demonstrate knowledge of curriculum, planning and teaching strategies. Through completing Task 2, the pre-service teacher will develop communication and teamwork skills and will deepen her/his understanding of effective teaching strategies. In Task 3 the pre-service teacher will deepen his/her knowledge of curriculum and effective teaching by curating teaching resources. In Task 4, the pre-service teacher will demonstrate knowledge of curriculum, planning and assessment in the development of a unit of work for use in a specific class context. These tasks mimic the ‘real world’ of school contexts and teaching responsibilities, thereby preparing the pre-service teacher for professional experience placement and one’s role as a teacher.

Minimum Achievement Standards

In order to pass this unit, pre-service teachers are required to demonstrate achievement of learning outcomes by submitting all assessment tasks and obtaining a combined score of at least 50%.

Assessment in this unit includes two Critical Tasks: Observation and Targeted Lesson Plan and Resource Folio and Critical Analysis. Pre-service teachers must demonstrate mastery of every summative Graduate Teacher Standard identified for each of these two Critical Tasks and attain a score of at least 50% in both Critical Tasks in order to pass this unit.

Electronic Submission, Marking and Return

Assessment task submission and return of marked assessment will be done through Turnitin on LEO. Tasks will be marked and returned three weeks after the assessment is completed.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1: Critical Task - Lesson Planning

Develop a teaching and learning plan outlining a sequence of learning experiences in History education

Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate, and can be included in the ePortfolio.


LO1, LO2, LO3

GA4, GA5, GA7, GA8, GA9

Assessment Task 2: Microteaching portfolio

A selection of 3-4 video excerpts that illustrate a capacity to present explanations and also provide clear instructions and ask meaningful questions interactively.

Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate, and can be included in the ePortfolio.



GA4, GA5, GA7, GA8, GA9, GA10

Assessment Task 3: Critical Task - Resource Folio and Critical Analysis

Create a folio of 6 – 10 learning activities across a range of curriculum topics and skills relevant to junior secondary History education, including strategies and resources to support the development of literacy and numeracy for and through History education.

Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate, and can be included in the ePortfolio.


LO1, LO2, LO3

GA4, GA5, GA7, GA8, GA9

Assessment Task 3: Outline of a unit of work

The high-level design of a program/unit of work for junior History education students over a nominated period (e.g. half term) including the formative and summative assessment tasks.


LO1, LO2, LO3, LO5, LO6

GA1, GA4, GA5, GA7, GA8, GA9, GA10

Representative texts and references

Required text(s)

Australian Curriculum

Australian Curriculum, Assessment and Reporting Authority (ACARA)

Relevant jurisdictional curriculum documents

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