Unit Synopsis
History Curriculum and Pedagogy develops pre-service teachers’ knowledge and understanding of the content and disciplinary approaches to teaching and learning history in primary school settings. The concept of historiography in evaluating and responding to sources is developed and applied to an analysis of the construction of the past embedded in the content of the Australian curriculum materials for this learning area. Students reflect on the knowledge base necessary for primary school teachers to structure historical inquiry and teach historical literacy skills that support learners in developing evidence-informed explanations of past events. Students analyse and select source materials and construct resources and teaching strategies that structure inquiry processes around big ideas; topics of relevance to local, national and global history; and problem solving approaches to historical perspectives including those of Indigenous and non-Indigenous Australians.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 2 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 1 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
There are no pre-requisites for the unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2026
Term 2 - 2026 Profile
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Written Assessment | 50% |
| 2. Group Work | 50% |
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 2 - 2025 : The overall satisfaction for students in the last offering of this course was 84.85% (`Agree` and `Strongly Agree` responses), based on a 15.21% response rate.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Source: UC as of 2023
The assessment tasks need to be updated to incorporate V9 of the Australian Curriculum.
Update assessment tasks to reflect V9 of the Australian Curriculum as appropriate.
Asssessment tasks and course materials updated to V9 of AC by LMS UC 2025
Source: Feedback from students, reflection from UC
As reflected in the high score for the relevance of the unit, the content and activities are viewed as appropriate for classroom teaching.
The unit should continue to maintain its excellent standard of content and practical activities.
Weekly recorded content lectures (by previous uc) need to be updated to V9 of AC by the 2026 uc. The weekly tutorial activities are of a high standard and appropriated for classroom teaching.
Source: UC 2025 and student feedback
Recorded lectures
Updated recorded lectures to reflect V9 of the Australian curriculum.
In Progress
Source: UC 2025 and student feedback
Assessment
Review assessment task 2 to be an individual task.
In Progress
On successful completion of this unit, you will be able to:
- Apply knowledge of history as a discipline to identify implications for practice and professional learning
- Appraise the content of the curriculum to identify representations of Indigenous and non-Indigenous histories, identity and perspectives
- Select source materials, activities and teaching strategies for learning in History that develop students’ literacy, empathy and understanding of contestability and significance
- Design inquiry learning that integrates knowledge, understanding and skills from the curriculum
- Identify ICTs that encourage student participation and interaction and provide opportunities for accessing, constructing and communicating knowledge beyond the immediate environment.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.3 Use teaching strategies
3.4 Select and use resources
4.1 Support student participation
6.2 Engage in professional learning and improve practice
6.4 Apply professional learning and improve student learning
7.4 Engage with professional teaching networks and broader communities
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment | • | • | • | ||
| 2 - Group Work | • | • | • | ||
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | • | • | |||
| 2 - Problem Solving | • | • | • | ||
| 3 - Critical Thinking | • | • | • | • | • |
| 4 - Information Literacy | • | • | |||
| 5 - Team Work | • | ||||
| 6 - Information Technology Competence | • | • | • | • | |
| 7 - Cross Cultural Competence | • | • | |||
| 8 - Ethical practice | • | • | • | ||
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Written Assessment | • | • | • | • | • | • | • | ||||
| 2 - Group Work | • | • | • | • | • | • | • | ||||