History: Curriculum Studies (EDUC4641)

GENERAL OVERVIEW

To demonstrate successful lesson planning, students:

1. work in groups to select a topic from a particular year level in the Australian Curriculum: History 7-10 (Version 9) (ACV9) and make key curriculum decisions in relation to this topic - all of which is recorded in a group statement
2. create their own lesson plan aligned with these group decisions and is complemented by a statement of pedagogy, resource package and reference list
3. showcase their lesson plan in a face-to-face presentation in front of their group that principally involves delivering a microteaching activity from their lesson (this will be recorded).
4. consider their own presentation and another person's presentation - both of which are recorded in reflections
5. submit a single written document that includes the: group statement, lesson plan, statement of pedagogy, resource package and reference list.

GROUP WORK

In groups of 3 or 4 people, create a 100-word group statement based on the ACV9 that includes the following:

• full names of everyone in the group (first name and surname or vice versa is fine)
• time and date of the group presentation (e.g. 19 March at 16:00)
• the year level your group is focusing on (i.e. Year 7, 8, 9 or 10)
• a topic from the nominated year level that students will study and is covered under the knowledge and understanding sub-strand (e.g. Deep Time History of Australia which is the first knowledge and understanding sub-strand included for Year 7 students)
• an inquiry question (singular) that forms the central focus for the selected topic (e.g. use, adapt or create an alternative to one of the inquiry questions listed in the section titled, 'Year level description' for the nominated year level)
• the type, duration and timing of the assessment linked to the selected topic and inquiry question (e.g. One-hour short responses to historical sources examination that takes place in Lesson 21 of the 21-lessons included for the study of the nominated topic)
• the number of lessons that will need to be delivered to cover the selected topic, inquiry question and nominated assessment (i.e. the course of study)
• the location of each person's lesson across the course of study (e.g. Lesson 7 of 21 that cover the whole course of study).

The same group statement is included in everyone's written work (see below).

INDIVIDUAL WORK

The individual work consists of written and spoken elements.

INDIVIDUAL WRITTEN WORK

The individual written work consists of a single document that is approximately 1500-2000 words in length, is based on the ACV9, and includes the following:

• Group statement
• Statement of pedagogy
• Lesson plan
• Resource package
• Reflections
• Reference list

The word count for these written resources is interpreted liberally and does not include: Titles (e.g. Curriculum document used; Year level selected; and Group statement), references cited (including links) in the lesson plan and reference list; and materials included in the resource package).

Group statement

This section expresses the group decisions noted above (See comments in Group work noted above).

Statement of pedagogy

This section explains briefly the pedagogy (or pedagogies) underpinning the lesson and how they link to learning strategies applied in the lesson plan.

Lesson plan

Your lesson plan needs to:

• align clearly and closely with the group statement (see above) and the ACV9
• cover a 60-minute lesson
• demonstrate your knowledge and understanding of: the learning needs of the students that takes into account their intellectual maturity and their familiarity with and experience of the curriculum, discipline and assessment; teaching strategies (including pedagogy) that: convey your views on how students learn; and align with curriculum- and/or disciplinary-specific expectations; the sequencing of lessons, learning activities within lessons, evidence from historical sources and other scaffolds; historical concepts and the specific content descriptors (and possibly content elaborations) associated with the skills, knowledge and understanding strands and/or sub-strands associated with your lesson; and cognitive verb/s that are associated with the targeted historical concepts and specific content descriptors.

To facilitate the above, the lesson plan also needs to be formatted to include explicit reference to the following:

• version number of the Australian Curriculum: History 7-10 being applied (i.e. Version 9 and not Version 8.4)
• year level being applied (7, 8, 9 or 10)
• location of the lesson within the course of study (see comments on group work noted above)
• lesson-specific intention/s
• success criteria (plural)
• lesson-specific inquiry question that aligns with the nominated topic-specific inquiry question
• knowledge and understanding sub-strand selected as the topic for the course of study (see comments on group work noted above)
• content descriptor/s (whole or part thereof) from the knowledge and understanding sub-strand developed in the lesson (e.g. If a group decides to focus on the knowledge and understanding sub-strand in Year 7 called 'Deep Time History of Australia', then one or more people from the group may choose to focus their lesson on all or part of the content description labelled AC9HH7K02 - 'theories about the causes and effects of the arrival of early First Nations Australians on the Australian continent and their migration routes across the continent')
• skill sub-strand selected for the lesson (e.g. To support the delivery of the content description for the knowledge and understanding sub-strand AC9HH7K02, the lesson may also focus on skill sub-strand in Year 7 called called, 'Questioning and researching') Whole or part of the Skill sub-strand selected for the lesson
• content descriptor/s (whole or part thereof) from the skill sub-strand content description developed in the lesson (e.g. To support the delivery of the knowledge and understanding strand content description AC9HH7K02, the lesson might also focus on all or part of the content description under the 'Questioning and researching' sub-strand labelled AC9HH7S02 - 'locate and identify primary and secondary sources to use in historical inquiry')
• How the nominated strands, sub-strands and content descriptors align with the achievement standard
• relevant prior knowledge of students
• materials required for the lesson
• cognitive verb/s identified as needing to be addressed within the lesson to support the teaching and learning of the targeted historical concepts and sub-strands
• assessment technique (formative or summative) that is used to verify student learning and understanding of nominated topic
• timing and phases of the lesson
• learning activities, including how teachers and students contribute to the learning activities
• pedagogy and/or associated learning strategies (Examples include, but are not limited to the pedagogies expressed by: Bloom, Vygotsky, Gardner, Marzano or Harvard Visible Thinking).

Resource package

This section needs to include the materials being cited in the lesson plan that are crucial for the lesson. Other materials cited in the lesson do not have to be included.

Reflections

In this area you write about a peer's and your own microteaching experience for this assessment. The peer review can be based on a presentation from someone in your group or another group. The length of the reflections can vary, but approximately 200 words is sufficient.

Reference list

Used to cite all sources used in any one or more of the above sections.

INDIVIDUAL SPOKEN WORK 

The individual spoken work is comprised of a microteaching presentation. This presentation is an interactive teaching activity that requires each member of the group to:

• take no more than five minutes to describe where and how their lesson plan fits into the nominated topic and identify which activity (or part thereof) of their individual lesson will be used and the pedagogy underpinning this activity.
• take no more than ten minutes to simulate their chosen aspect of their lesson (typically, this will involve simulating part of a learning activity included in the lesson plan).

GENERAL OVERVIEW

To demonstrate successful unit planning, students:

1. create their own Teaching, Learning and Assessment Plan (TLAP) and a Year 11 or Year 12 version of the Internal assessment 1: Examination - extended response (including stimulus and marking guide) (IA1) - both of which must be based on one of Senior History Syllabuses used in Queensland high schools in 2025 and 2026
2. contextualise these resources by developing a rationale and reference list.

INDIVIDUAL WRITTEN WORK

The individual written work consists of approximately 3000 words that are based on Queensland's Ancient History Syllabus 2025 (Version 1.2) (AH2025) or Modern History Syllabus 2025 (Version 1.2) (MH2025) and includes the following:

• Rationale
• IA1
• TLAP
• Reference list

The word count for these written resources is interpreted liberally and does not include, for example: titles; reference details; links; lists of teaching practices, resources, literacy skills, numeracy skills in the TLAP; Generic instructions, Sources and Marking Guide included in the IA1; and materials included in the appendix (if included). All of the written elements are submitted in the one document via Blackboard.

RATIONALE

Can be conveyed in bullet points and includes the following:

• Explanation and justification for the choice of topic and (for Modern History only) the aspect of the topic chosen for study.
• Contextualisation of the topic and (for Modern History only) the aspect of the topic within the course of study.
• Description of prior learning. 
• Discussion regarding the specific pedagogical choices/conceptual frameworks that underscored the variety of learning experiences in the TLAP (this will include showing how the syllabus document generally and the historical inquiry process in particular have been implemented). Academic references are required here.
• Explanation about how the underpinning factors (literacy and numeracy) have been implemented in the learning activities for the unit. To that end, use specific examples.
• Explanation about how the TLAP incorporated strategies to differentiate teaching to meet the specific learning needs of students across the full range of abilities.
• Explaining how previous assessment (e.g. assessment from the previous topic studied in the nominated unit or previous unit) was used to inform both teacher and student in the sequence of learning activities and how these will assist the student in preparing for the IA1.

IA1

• Is principally described in the following sections and/or sub-sections of the AH2025 and MH2025: 'Internal assessment 1: Examination - extended response (25%)'; 'Features of assessment techniques in [Ancient History or Modern History]'; 'Determining and reporting results'; and 'Additional subject-specific information'.
• Directions for implementing this type of assessment (examination) are included in the QCE and QCIA policy and procedures handbook (Version 5) (e.g. Section 8.3.1).
• The main elements consist of a: task sheet, stimulus booklet and marking guide. All these elements must be included in the submission.
• The task sheet includes: general task details, assessment conditions, and assessment instructions that include an unseen question.
• The stimulus booklet includes evidence from historical sources that help to address the unseen question. Each of the sources must include a context statement.
• The marking guide is designed to assess the extent to which students have addressed the nominated or prescribed assessment objectives in Year 11 and Year 12, respectively.
• Most of the task elements are created or (in the case of sources) selected by you.
• A Year 11 or Year 12 version of the assessment must be submitted.
• A Year 12 version of the assessment must be aligned with a topic (singular) covered in Unit 3. Additionally, all elements of the assessment must align closely and fully with the IA1 descriptions included in the AH2025 or MH2025.
• A Year 11 version of the assessment must be aligned with a topic (singular) covered in Unit 1 or Unit 2. However, elements of the assessment can vary from the IA1 descriptions included in the AH2025 or MH2025 (e.g. A Year 11 IA1 can include a stimulus booklet that: only has seen sources; includes evidence from only five historical sources; and/or does not reflect a range of sources).
• Like all assessments, this task is developed with reference to the attributes of quality assessment such as, validity and accessibility (For further details, refer to webpage for the Queensland Curriculum and Assessment Authority, e.g. https://www.qcaa.qld.edu.au/downloads/senior/snr_qce_attrib_qual_assess.pdf).
• A template that may be used to design the assessment is provided.

TLAP

• Is created by you only.
• Applies the advice regarding the study of a topic and the IA1 as described in the AH2025 or MH2025
• Focuses on one topic from within a unit of work.
• Is developed for the one topic studied across nine weeks (approximately 27 hours), with each lesson typically being one hour long.
• Assumes the IA1 is: conducted over two consecutive hours, with an additional 15 minutes included for planning time; and included in the total amount of time budgeted for the study of the selected topic 
• Format is flexible, but it must include several sections, namely: Topic subject matter information; Topic timing information; Assessment plan and Review of lessons.
• These sections will typically include comparatively brief details. For example, in the Review of lessons, the information provided should not be as detailed as what appears in an individual lesson plan. Instead, the amount of information should be sufficient to allow a teacher to identify the central learning activities and how they align with the overarching teaching and learning objectives.
• The Topic subject matter information includes the: name of the subject selected (i.e. AH2025 or MH2025; Unit number (i.e. 1, 2 or 3 only); Unit name (e.g. In Modern History, Unit 1's name is: 'Ideas in the Modern World'); Topic number; Topic name; Aspect of the topic (for Modern History only); key inquiry question; and sub-questions (refer to the 'Additional subject-specific information' section in both syllabuses for additional details regarding the nature of these historical questions).
• The Topic timing information includes details about the total notional hours for the selected topic; and the total hours dedicated to the contextual, depth and concluding studies for the selected topic. This section also indicates when the mandated assessment will be implemented (both time and timing) (For more information on the studies included in each topic, refer to the sections titled, 'Subject matter in Ancient History' and 'Subject matter in Modern History' included in the AH2025 and MH2025, respectively).
• The Assessment plan includes in grid-format: assessment details, weighting, assessment objectives, task conditions and the time/date of implementation.
• The Review of lessons is ordered sequentially (i.e. Lesson 1, 2, 3 and so on) and includes the: part of the topic the lesson is linked to (i.e. contextual, depth or concluding study); learning activities included in lessons that incorporate, for example: key content, key historical vocabulary, terms and concepts, key cognitions and/or historical skills (when appropriate, these learning activities should also identify strategies that cater for a diverse range of learners); Unit objectives being applied; questions addressed by the learning activities included in lessons (these questions could be alternatively framed as learning intentions and/or success criteria); pedagogical theory or strategy being applied during lessons and/or specific activities implemented during lessons; elements of the historical inquiry process being covered during lessons; technology (if any) being used; and resources being used during the lessons (NOTE: These resources should be noted very briefly by, for example: describing these resources in general; listing the resources with reference details and hyperlinks; and/or snipping and pasting in the resource section of the TLAP).
• A template that may be used to address all of the above features is provided.

REFERENCE LIST

A properly referenced list of all the sources cited from all parts of the assessment must be included.

GENERAL OVERVIEW

To demonstrate informed professional goal-setting for the teaching of the Australian Curriculum: History 7-10 (Version 9) (ACV9), Ancient History Syllabus 2025 (Version 1.2) (AH2025) and/or Modern History Syllabus (Version 1.2) (MH2025), students:

1. work in groups to select a professional goal that aligns with the graduate benchmarks of the Queensland College of Teachers: Professional Standards: Australian Professional Standards for Teachers (APST) (https://www.qct.edu.au/standards-and-conduct/professional-standards)
2. decide what part/s of the selected professional goal each student will be examining and discussing during a group panel presentation (Students within the group can all examine the same part/s of the selected professional goal, but consider its application to different history-teaching spaces, e.g. ACV9, AH2025 and/or MH2025)
3. submit a group abstract that captures the information described in points 1 and 2
4. create their own research paper based on fulfilling the professional goal nominated by the group and aligned with points 1, 2 and 3
5. discuss via a face-to-face group panel presentation their research paper (this will be recorded)
6. consider their own presentation and another person's presentation - both of which are recorded in reflections
7. submit a single written document that includes a: group statement, research paper, reflections and reference list.

GROUP WORK

In groups of 3 or 4 people, create a 250-word group abstract that outlines briefly the:

• full names of everyone in the group (first name and surname of vice versa is fine)
• time and date of the group presentation (e.g. 22 October at 16:00)
• the group's professional goal - the focus and the related standard (e.g. Acquiring additional 'strategies for teaching Aboriginal and Torres Strait Islander students' which is the expressed as Focus 1.4 under Standard 1 of the APST (i.e. 'Know students and how they learn')
• the areas that will be researched by each member of the team in relation to the same professional goal.

The same group abstract is emailed prior to the presentation and a final version is submitted as part of the research paper (see below).

INDIVIDUAL WORK

The individual work consists of written and spoken elements.

INDIVIDUAL WRITTEN WORK

The individual written work consists of a research paper that is approximately 1500 words and includes the following:

• Group abstract (See group work comments above)
• How the nominated professional goal is being approached (e.g. If the nominated professional goal for the group relates to Focus 1.4 under Standard 1 of the APST at the graduate benchmark, then each person within the group may have: conducted research into different 'strategies for teaching Aboriginal and Torres Strait Islander students' and/or considered the application of this professional goal in relation to the ACV9, AH2025 and/or MH2025)
• Reason/s why the nominated professional goal was selected and how it is linked to the feedback received from supervisors and teachers during placement/s (Note: If placements do include the teaching and/or observation of history classes, then general principles derived from the teaching of other classes can be addressed)
• Current academic research associated with the nominated professional goal, including possible strategies that may help to address this professional goal (e.g. Classroom interventions and practical tips)
• Likely consequences for your future of teaching history that may come from fulfilling the nominated goal
• Overview regarding how professional associations and/or community representatives will be used to build professional knowledge and enhance history-specific teaching practices
• Reflections on a peer's and your own panel presentation. The peer review can be based on a presentation from someone in your group or another group. The length of the reflections can vary, but approximately 200 words is sufficient.
• Reference list.

The word count for these written resources is interpreted liberally and does not include the: Group abstract (see above), titles, references cited and reference list. All of the written elements are submitted in the one document via Blackboard.

INDIVIDUAL SPOKEN WORK 

The individual spoken work arises from the panel presentation. This presentation is an interactive activity that requires each member of the group to:

• take no more than five minutes to discuss their own research paper by highlighting dot points two to six as noted above in the individual written work (see above)
• take no more than five minutes to: respond to questions posed by other team members about the presentation; and ask questions about the presentations made by other members of the group.