Semi Specialist Humanities (Primary)
| Module title | Semi Specialist Humanities (Primary) |
|---|---|
| Module code | EHUM009 |
| Academic year | 2023/4 |
| Credits | 30 |
| Module staff | Mrs Ruth Flanagan (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 12 | 12 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
This module meets the central Government requirements in relation to the National Curriculum for History and Geography and locally agreed syllabuses for RE. The module will develop the knowledge, skills and confidence for you to teach humanities in Key Stage 1 and Key Stage 2, and to understand how it is taught in related phases. There is an emphasis within the module for peer support and developing you as a future subject leader in humanities. The module also includes humanities in out of school learning contexts and it is hoped that you develop a longer-term view on effective teaching of humanities grounded in theory and practice.
Taught sessions will be delivered via lectures, seminars, and workshops as appropriate. They will include sessions on and off campus, and peer teaching.
To take this module, you will normally need to possess an upper second class or first class Honours degree in a history or geography or a related subject e.g. anthropology, good ‘A’ levels and a B profile in Mathematics, English and Science at GCSE.
Module aims - intentions of the module
The module will focus on extending the breadth and depth of your understanding of humanities education in several directions, in order that you can develop children’s humanities learning in a number of ways. These include enabling you to:
- understand how children learn in history and geography;
- help develop a critical, reflective and creative approach to teaching history and geography that fosters
children’s natural sense of awe and wonder for their world, their identities and what it means to be human
- appreciate the wider role of the humanities, in relation to cultural diversity, sustainability and cross-curricular links;
- use research to develop a continuing view of effective history and geography teaching;
- understand the role of assessment in the teaching of history and geography;
- develop your role as an inspirational teacher of primary humanities
- understand and prepare for assuming the role of curriculum leader for history/geography in due course;
Each of these strands is developed throughout the module. Peer learning and teaching is a feature of the module both by sharing strengths within the humanities specialist group and by providing support for fellow non-specialist students.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. identify and evaluate educational concepts and issues related to the teaching of humanities; and engage in critical debate about current educational issues in the teaching of humanities drawing on evidence from theory, research and practice;
- 2. recognise pupils learning needs in humanities and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work;
- 3. demonstrate confident academic and pedagogic subject knowledge to teach humanities in Key Stage 1 and 2, including a sophisticated understanding of the role of the humanities in out of school learning contexts, such as fieldwork and museums;
- 4. demonstrate secure understanding of the statutory requirements of the National Curriculum for History and Geography, and SACRE locally agreed syllabus for RE;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. critically evaluate the relevance of educational theory to practice;
- 6. synthesise relevant educational literature in support of an argument;
- 7. use appropriate technologies for data handling and writing in education;
- 8. present data and findings in a form appropriate in educational studies;
- 9. use research data in support of an argument in education;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 10. manage your own learning development;
- 11. learn effectively and be aware of your own learning strategies;
- 12. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes;
- 13. think creatively about the main features of a given problem and develop strategies for its resolution.
Syllabus plan
The module introduces students to current thinking in the teaching of humanities and develops students’ pedagogic and academic subject knowledge in the wider field of humanities education.
Whilst the module’s precise content may vary from year to year, it is envisaged that key elements of the module I will include: education theories related to good humanities learning and teaching; progression of graphicacy skills; humanities learning and teaching in out of school contexts (e.g. coastal fieldwork; using museums); using primary and secondary evidence to interpret the past; links with sustainable development and citizenship; a focus on a non-European History study unit; making effective use of assessment in the humanities; use of fictional texts to support humanities learning and teaching; the role of the coordinator.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 51 | 249 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 33 | Practical classes and workshops: History and Geography Pedagogy & theory workshops; Fieldwork and Peer Teaching |
| Scheduled Learning & Teaching activities | 8 | Seminar Days |
| Scheduled Learning & Teaching activities | 9 | Specialist pathway activities such as coastal fieldwork and using museums |
| Scheduled Learning & Teaching activities | 1 | Tutorials with academic tutor |
| Guided independent study | 40 | Reading set texts |
| Guided independent study | 50 | Wider reading |
| Guided independent study | 22 | Web-based activities |
| Guided independent study | 35 | Seminar/workshop preparation and follow up |
| Guided independent study | 12 | Peer teaching activity preparation |
| Guided independent study | 30 | Learning support group preparation |
| Guided independent study | 60 | Coursework assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written assignment: Literature review Using research, policy & theory to explore a question. | 1,500 words | 1, 3, 4,7,11 | Written feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Specialist written assignment: Research Based Enquiry, to include scheme of work and resources | 100 | 4,000 words | 1-12, 14 | Written feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assignment: Research Based Enquiry | Specialist written assignment: Research Based Enquiry, to include a scheme of work or 6 lesson plans | 1-13 | See notes below. |
Re-assessment notes
If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed.
You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final PGCE Assessment, Progression and Awarding Committee (APAC) in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the PGCE Assessment, Progression and Awarding Committee with the fail mark. You will then be referred to the College level Assessment, Progression and Awarding Committee who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1st September. You should discuss these options with your tutor.
Note: if you choose the second option, the award of PGCE will be delayed until the Assessment, Progression and Awarding
Committee meeting following any successful resubmission (normally held in December).
If an assignment is deemed to be a Fail, the mark obtained on resubmission will be capped at 50%.
Indicative learning resources - Basic reading
Core Reading:
Core Texts:
Cooper, H. (2012). History 5-11: A guide for teachers (Primary 5-11 Series), 2nd edition. London: David Fulton.
Corbishley, Mike. (2011) Pinning Down the Past: Archaeology, Heritage, and Education Today (Heritage Matters). Woodbridge: The Boydell Press.
Elton-Chalcraft, S. (2014) ‘Teaching RE creatively’ Routledge.
Pike, Susan. (2016) Learning Primary Geography: Ideas and inspiration from classrooms. London: Routledge.
Roberts, Margaret. (2010) ‘Geographical Enquiry’ Teaching geography Volume: 35 Issue 1 ISSN: 0305-8018 Online ISSN: 2043-6831
Indicative learning resources - Web based and electronic resources
Geographical Association http://www.geography.org.uk
Historical Association http://www.history.org.uk/
Nuffield Primary History http://www.primaryhistory.org/aboutus/
Geography teacher training http://www.geocapabilities.org
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | Educational & Professional Studies module (EPSM000) Primary Professional Learning module (EDUM034) Primary Curriculum Studies module (EDUM033) |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/08/2009 |
| Last revision date | 10/05/2022 |
