教育学硕士课程

📖 核心知识点：Teaching of History in Queensland Schools: An Introduction In Lecture 1, an overview of this year-long course is provided, with emphasis given to: how the course is organised; attendance; communication; assessment; learning resources; and useful websites. In terms of the learning resources, the lecture focuses on identifying, distinguishing between, locating and/or (if required) the downloading of important documents for the study of History. In terms of useful websites, students are introduced to the History-specific curriculum pages administered by theAustralian Curriculum, Assessment and Reporting Authority(ACARA) and theQueensland Curriculum and Assessment Authority(QCAA). By doing the above, students engage with the Australian Professional Standards for Teachers (Graduate Benchmarks): 1.2, 3.4, 4.5 and 6.2. Learning outcomes: L01, L02。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）

📖 核心知识点：Australian Curriculum: History 7-10 (Version 9): Chronology, Administration and Dimensions In Lecture 2, the _Australian Curriculum: History 7-10_ (Version 9) (ACV9) is unpacked (with comparisons between it and its predecessor, the _Australian Curriculum: History 7-10_ (Version 8.4), being made periodically). To that end, attention is given to the various facets of the ACV9, including its chronology, administration and Dimensions. When reviewing the Learning Area Dimension, special attention is given to: identifying and locating essential information; unpacking its organisation (e.g. Rationale, Aims and Structure); reviewing the knowledge and understanding strand and the skills strand that are central to the Structure of the ACV9; and differentiating between content descriptors and content elaborations that are associated with these same strands. In this last vein, specific reference is made to the content descriptors and content elaborations that are associated with the study of First Nations Australians and appear in sub-strands such as, Deep time history of Australia, Second World War and Building Modern Australia (post-1945). By doing the above, students engage with the Australian Professional Standards for Teachers (Graduate Benchmarks): 1.2, 2.1, 2.4 - 2.6 and 7.2. Learning outcomes: L01, L02, L04。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）

📖 核心知识点：Australian Curriculum: History (Version 9): Scaffolds, General Capabilities, Cross-Curriculum Priorities, Achievement Standards and Reporting Standards In Lecture 3, a detailed review of the Learning Area Dimension of the _Australian Curriculum: History 7-10 (Version 9)_ (ACV9) continues, with the focus now being on identifying and unpacking the various scaffolds in this area. To that end, reference is made to various parts of the ACV9, such as the: historical concepts described in ‘About the Learning Area’; historical ideas and assumptions reflected in the ‘Key considerations’; and historical definitions cited in the ‘Glossary’. Afterwards, the other two Dimensions in the ACV9 – General Capabilities and Cross-Curriculum Priorities – are explored, with examples of both discussed. Finally, reference is made to the achievement standards and how they may be translated into reporting standards applied in Queensland schools. By doing the above, students engage with the Australian Professional Standards for Teachers (Graduate Benchmarks): 1.2, 2.1, 2.4 - 2.6 and 7.2. Learning outcomes: L01, L02, L03, L04。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）

📖 核心知识点：Australian Curriculum: History (Version 9): Lesson Planning In Lecture 4, the focus is on planning individual lessons with supporting materials based on the_Australian Curriculum: History 7-10_(Version 9)(ACV9). To that end, students review the key features included in a lesson planning template and an example (but not an exemplary) response, including, but not limited to, the following: curriculum version number; year level; lesson sequence; lesson-specific intention/s; success criteria; lesson-specific inquiry question; knowledge and understanding sub-strand nominated as a topic; content descriptor/s selected from the nominated knowledge and understanding sub-strand; skill sub-strand nominated for the lesson; content descriptor/s selected from the nominated skill sub-strand for the lesson; 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; timing and phases of the lesson; learning activities; and pedagogy and/or associated learning strategies. In terms of the relevant prior knowledge of students, examples of factors that might be considered are noted, such as: the physical, social and intellectual development and characteristics of students; students with diverse linguistic, cultural, religious and socio-economic backgrounds; strategies for teaching students who identify as First Nations Australians; differentiating teaching to meet the specific learning needs of students across the full range of abilities; and strategies to support the full participation of students with a disability. This review is followed by an examination of the assessment rubric for the first task in this subject. By doing the above, students engage with the Australian Professional Standards for Teachers (Graduate Benchmarks): 1.1 - 1.6, 2.1 - 2.6, 3.1 - 3.5, 4.1, 4.2, 4.5 and 5.1 Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）

📖 核心知识点：Australian Curriculum: History (Version 9): Microteaching In Lecture 5, microteaching in groups begins, which in turn, reflects the application of the Australian Professional Standards for Teachers (Graduate benchmarks): 1.2 - 2.6, 3.1 - 3.6, 4.1 - 4.5, 5.1 and 5.2. Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）

📖 核心知识点：Australian Curriculum: History (Version 9): Microteaching (Continued) In Lecture 6, microteaching in groups continues, which in turn, reflects the application of the Australian Professional Standards for Teachers (Graduate benchmarks): 1.2, 2.1 - 2.6, 3.1 - 3.6, 4.1 - 4.5, 5.1 and 5.2. Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）

📖 核心知识点：Senior History Syllabuses Versions 1.3 (2025): Chronology, Online Scaffolds, Course of Study Requirements, Topics and Assessment Techniques In Lecture 7, the Senior History Syllabuses - _Ancient History Syllabus_ Version 1.3 (2025) (AH2025) and _Modern History Syllabus_ Version 1.3 (2025) (MH2025) are unpacked. To that end, attention is given to the various facets of the AH2025 and the MH2025, including their: course requirements, topic options, topic construct, assessment techniques and their application across Units 1-2 and 3-4. As part of this discussion, reference is also made to how the histories of First Nations Australians are supported in: * AH2025 as Topic 1 in Unit 1 requires the examination of at least one archaeological site to develop students' understanding of First Nations Australians in Ancient Australia) * MH2025 as a school's program must include the study of Topic 1 in Unit 1 (Australian Frontier Wars, 1788 - 1930s) or Topic 1 in Unit 2 (Empowerment of First Nations Australians since 1938) * AH2025 and MH2025 provide general guidance regarding the inclusion of Aboriginal perspectives and Torres Strait Islander perspectives into a course of study. By doing the above, students engage with the Australian Professional Standards for Teachers (Graduate benchmarks): 1.4, 2.1 - 2.4, 5.1 and 5.5. Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）

📖 核心知识点：Senior History Syllabuses Versions 1.3 (2025): Unit Planning - Overview In Lecture 8, the initial focus is on: placement reflections, taking into account future professional goals and the Queensland College of Teachers: Professional Standards: Australian Professional Standards for Teachers; and feedback regarding the first assessment. Attention then shifts to planning a unit and associated materials based on the _Ancient History Syllabus_ Version 1.3 (2025) (AH2025) or _Modern History Syllabus_ Version 1.3 (2025) (MH2025). To that end, the second assessment task is unpacked and examples (but not exemplars) of the rationale, teaching, learning and assessment plan (TLAP), Internal assessment 1: Examination (IA1) and reference list are explored. By doing the above, students engage with the Australian Professional Standards for Teachers (Graduate Benchmarks): 1.2, 2.1 - 2.6 and 6.1 - 6.4. Learning outcomes: L01, L02, L03, L04。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）