Course Title: Humanities Method B
Part A: Course Overview
Course Title: Humanities Method B
Credit Points: 12.00
|Sem 2 2006,
Sem 2 2007,
Sem 2 2008,
Sem 2 2009,
Sem 2 2010,
Sem 2 2012,
Sem 2 2013,
Sem 2 2014
Course Coordinator: Michael Crowhurst
Course Coordinator Phone: +61 3 9925 6625
Course Coordinator Email: email@example.com
Course Coordinator Location: 220.04.012
Pre-requisite Courses and Assumed Knowledge and Capabilities
This is a methods course that focuses on the teaching of the Humanities in secondary school. Students will be introduced to the broad, complex and dynamic field of the Humanities. This course will examine contemporary learning and teaching strategies and approaches. Students will be encouraged to explore social and environmental issues using critical, socially just and participatory processes and perspectives. This course will focus on pedagogy, assessment and reporting practices.
Objectives/Learning Outcomes/Capability Development
This course is designed to assist students to:
• Develop their philosophy in relation to teaching Humanities.
• Appreciate the diversity of the Humanities curriculum.
• Develop effective teaching and learning strategies.
• Work collaboratively as part of a team.
• Develop content knowledge of the Humanities field.
• Effectively assess and report on students’ learning in the Humanities.
Upon completion of this course students will be able to:
• Elaborate and critically reflect on the values and beliefs that underpin their philosophy and practice for learning and teaching in Humanities.
• Develop an understanding of and plan for diverse learners underpinned by inclusive practices for VCE Humanities.
• Examine the broad nature of the Humanities field and develop an understanding of the perspectives that influence the Humanities curriculum.
• Explore effective assessment and reporting practices in Humanities.
• Participate in Professional Learning Teams to investigate, develop and plan quality curriculum for Humanities teaching and learning.
• Construct a professional understanding of the Humanities curriculum field and pedagogy.
At the conclusion of this course, students will have demonstrated and/or acquired the following ICT capabilities:
• Understandings of the role of ICT in learning and implications for the classroom.
• Awareness of a range of contemporary ICT resources suitable for the classroom.
• Skills in using ICT for communication, presentation, work preparation and implementation.
This course is aligned with the following standards:
• Teachers know how students learn and how to teach them effectively.
• Teachers know the content they teach.
• Teachers plan and assess for effective learning.
• Teachers create and maintain safe and challenging learning environments.
• Teachers use a range of teaching strategies and resources to engage students in effective learning.
• Teachers reflect on, evaluate and improve their professional knowledge and practice.
• Teachers are active members of their profession.
Overview of Learning Activities
Students’ learning in this course will involve a range of activities including lectures, tutorials, workshops, on-line discussions, curriculum design and readings in order to support the development of the learning outcomes of this course.
Overview of Learning Resources
References that may support your learning in this course include*:Text based Australian Education Council (AEC), 1994, A Statement on Studies of Society and Environment: A Curriculum profile for Australian Schools, Curriculum Corporation, Carlton. Bellanca, J.A., Fogarty, R. & Dalton, J. 1991, Blueprints for thinking in the cooperative classroom, Hawker Brownlow Education, Cheltenham, Vic. Board of Studies, 2000, Victorian Curriculum Standards Framework II for SoSE, Melbourne. Boomer, G. (ed) 1992, Negotiating the Curriculum: Educating for the 21st Century, Ashton Scholastic, Sydney. Collis, M. & Dalton, J. 1989, Becoming Responsible Learners – Strategies for Positive Classroom Management, Foot & Playstead, Launceston. Dalton, J. 1985, Adventures in Thinking, Creative and Cooperative Talk in Small Groups, Thomas Nelson, Australia. Gilbert, R. 1996, Studying Society and Environment: A Handbook for Teachers, Macmillan Education Australia, South Melbourne. Hamston, J. & Murdoch, K. 1996, Integrating socially: planning integrated units of work, Eleanor Curtain Publishing, Armadale. Hart, R. A. 1997, Children’s Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care, Earthscan Publications, London. Leckey, M. & Michael, C. 1991, Social Education: A Cooperative Approach, McGraw-Hill, Sydney. Leckey, M. & Michael, C. 1993, Social Education: Making Decisions, McGraw-Hill, Sydney. Marsh, C.J. 2001, Teaching Studies of Society and Environment, 3rd edn, Prentice Hall, Frenchs Forest, NSW.
Overview of Assessment
Assessment tasks are directly linked to the stated objectives and outcomes. Assessment in the course will be both theoretical and practical in nature. A range of formative and summative assessment types will be incorporated into the course (for example, written, oral or performance based assessment).
Students should refer to Part B of the course guide for further information on assessment.