EHI702 - Teaching History: Senior Years
Unit details
| Year | 2026 unit information |
|---|---|
| Enrolment modes: | Trimester 2: Burwood (Melbourne), Online |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Unit Chair: | Trimester 2: Rebecca Cairns |
| Cohort rule: | Students must be enrolled in D303, E377, E763, E765, E779 |
| Prerequisite: | D303 students must have passed 24 credit points of study at levels 1, 2 & 3 with a minimum WAM of 60% E377, D303 , E779 students must have passed EHU701 or EHI701 |
| Corequisite: | Nil |
| Incompatible with: | ECS772 |
| Educator-facilitated (scheduled) learning activities - on-campus unit enrolment: | 1 x 2-hour on campus seminar per week |
| Educator-facilitated (scheduled) learning activities - online unit enrolment: | 1 x 2-hour online seminar per week |
| In-person attendance requirements: | Students who are completing professional experience (placements) are not required to attend lectures or scheduled synchronous sessions during their professional experience (placement). For the most up-to-date advice regarding your professional experience (placement) please see here. |
| Typical study commitment: | Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. |
Content
The History Curriculum Inquiry Senior Years unit prepares pre-service teachers for teaching year 11 and 12 modern and ancient history units in their state context. It is framed by two inquiries: one focuses on curriculum planning at the unit level and the other involves planning a sequence of learning at the lesson level. Assessment task 1 develops skills in navigating senior secondary History curriculum documents and demonstrating knowledge of the concepts, substance and structure of content and assessment by backwards designing a year 12 unit. Evaluating the strengths and limitations of using GenAI as a tool for curriculum planning will be part of this inquiry. Assessment task 2 builds on the understanding of backwards design developed in the first task by focusing on developing a sequence of learning that connects to a summative assessment task in a year 11 unit. Both tasks will explore the substantive and procedural knowledges specific to the discipline of history, including historical thinking. Pre-service teachers will identify and plan their professional learning needs in relation to senior secondary history. The unit also grapples with some big questions around historical consciousness and approaches to teaching history that are relevant and responsive to issues in the contemporary world. This includes critically reflecting on how we are positioned by our own historical consciousness and settler colonialism in Australia and exploring strategies for decolonising the teaching of national and transnational histories.
Learning outcomes
| ULO | These are the Unit Learning Outcomes (ULOs) for this unit. At the completion of this unit, successful students can: | Alignment to Deakin Graduate Learning Outcomes (GLOs) |
|---|---|---|
| ULO1 | Curriculum: Demonstrate understanding of the concepts, substance and structure of the content and organise into teaching sequences relevant to senior secondary History curriculum | GLO1: Discipline-specific knowledge and capabilities |
| ULO2 | Pedagogy: Plan, structure and sequence learning programs that include a range of effective teaching strategies | GLO1: Discipline-specific knowledge and capabilities |
| ULO3 | Assessment: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans | GLO1: Discipline-specific knowledge and capabilities |
| ULO4 | Resources: Use digital tools and digital resources to expand curriculum learning opportunities and engage students in their learning | GLO1: Discipline-specific knowledge and capabilities GLO3: Digital literacy |
| ULO5 | Evaluation: Identify and evaluate digital tools and professional learning needs that can support improvement of teaching programs | GLO1: Discipline-specific knowledge and capabilities GLO3: Digital literacy GLO5: Problem solving |
Assessment
| Assessment Description | Student output | Grading and weighting (% total mark for unit) | Indicative due week |
|---|---|---|---|
| Assessment 1: Backwards Designing a Senior Secondary History Unit Outline and Critical Reflection | 2500 words or equivalent | 50% | Week 5 |
| Assessment 2: Designing a Senior Secondary History Learning Sequence Rationale, Outline of Learning Sequence and Professional Learning Plan | 2500 words or equivalent | 50% | Week 11 |
The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Learning resource
The texts and reading list for EHI702 can be found via the University Library.
Note: Select the relevant trimester reading list.
Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.
Unit Fee Information
Fees and charges vary depending on the type of fee place you hold, your course, your commencement year, the units you choose to study and their study discipline, and your study load.
Tuition fees increase at the beginning of each calendar year and all fees quoted are in Australian dollars ($AUD). Tuition fees do not include textbooks, computer equipment or software, other equipment or costs such as mandatory checks, travel and stationery.
For further information regarding tuition fees, other fees and charges, invoice due dates, withdrawal dates, payment methods visit our Current Students website.