| Assessment |
| Title |
Exam Length |
Weight |
Mode |
No. Words |
| Assignment 1 |
|
40%
|
|
2000 |
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-5
GA: 1,2,3,4,6 |
| Assignment 2 |
|
60%
|
|
4000 |
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-5
GA: 1,2,3,4,6 |
|
| Learning Outcomes (LO) |
Upon completion of this unit, students will be able to:
-
introduce students to the history of the family in Australia, including the influences which have shaped and altered the nature of the family;
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encourage students to acquire an understanding of the diversity of family types in Australian history;
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encourage students to see the different ways family life is experienced by family members according to their age, gender, class, ethnic background and the period when they lived;
-
examine the most significant of an individual's life course stages and the ways they are experienced in and mediated by the family;
-
develop skills in locating, gathering and interpreting a variety of source material relating to personal family history and to see that material in relation to the history of the family; and to provide students with the opportunity to deal with primary source material, both in terms of research and interpretation.
|
| Graduate Attributes (GA) |
|
Attribute |
Taught |
Assessed |
Practised |
| 1 |
Knowledge of a Discipline
Knowledge of the history discipline will be taught with lecture notes and through discussions on Blackboard (student centred). It will be assessed through written assessments.
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| 2 |
Communication Skills
Students will be taught communication skills through written and oral feedback on the essays. Students studying off-campus will learn valuable communication skills through participation in the online discussion board. Students will be assessed on the style of writing, clarity of writing, expression and development of ideas, and referencing. Students will practice their communication skills through completing the assessment tasks (written through the essays).
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| 3 |
Global Perspectives
History students confront different worlds and cultures in everything they study so this attribute is inevitably taught, assessed and practised.
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| 4 |
Information Literacy
Students will be taught, and directed, to relevant historical literature and how to assess its validity. Students will be assessed (through the essays) on their ability to identify relevant literature, and on their ability to critically analyse the literature
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| 5 |
Life-Long Learning
This unit will promote lifelong learning through its emphasis on competencies in research, analysis and writing, skills that students will ideally continue to develop beyond the duration of their course. This unit will also encourage students to better understand their local environments in historical terms, which is surely an essential foundation for future personal and professional development.
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| 6 |
Problem Solving
Students are taught how historians research, analyse and interpret the past. Problem solving lies at the heart of online participation sessions and essay writing. The skills is both practised and assessed in essays.
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| 7 |
Social Responsibility
A key feature of the practice of history is balancing the reality that knowledge is contingent and value-laden with the responsibility to tell the truth and avoid falsifying the past. Accordingly, this issue is integral to the work required for this unit.
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| 8 |
Team Work
Students will practice their teamwork skills through participating in online discussion postings. They will be required to discuss the weekly topics with their fellow students in a thoughtful and respectful manner (practice).
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