Module EDUM046 for 2017/8
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM046: Secondary History Subject Knowledge and Pedagogy
This module descriptor refers to the 2017/8 academic year.
Module Aims
The principal aims of the module are to:
- enable you to gain a comprehensive understanding of the background theory, issues and practice relating to the current teaching of history in the secondary curriculum;
- support you to meet the Standards required for the award of Qualified Teacher Status and thus to be in a strong position to gain employment as a history teacher; and
- nurture your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in your subject knowledge and pedagogy, through evaluating current professional practice in relationship to developments in research and curriculum theory.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 1. identify and evaluate educational concepts and issues related to history education; 2. recognise pupils learning needs in history 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 history; 4. demonstrate secure understanding of the statutory requirements of the National Curriculum for history; |
Discipline-Specific Skills | 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 for educational contexts; 9. use research data in support of an argument in education; |
Personal and Key Skills | 10. manage your own learning development; 11. learn effectively both independently and co-operatively, 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. work productively in different kinds of teams (formal, informal, project based, etc); and 14. think creatively about the main features of a given problem and develop strategies for its resolution. |
Module Content
Syllabus Plan
The module introduces students to current thinking in the teaching of History and develops students’ pedagogic and academic subject knowledge in the field of history education. Key elements of the module include:
- History Lecture Programme: lectures to cover the theoretical basis of history education.
- National Curriculum History Course: a series of lectures, seminars and workshops which address the requirements and opportunities of the English National Curriculum in History.
- Teaching History Seminars: practical classes which are designed to develop your understanding of teaching History at Key Stages 4 and 5, the place of history within the wider curriculum, progression and assessment in History and differentiation and personalised learning.
- Peer Teaching: sessions in which students use the University of Exeter model of initial teacher education to develop their subject and curriculum knowledge and their skills of reflective practice.
- Seminar Days: Five days when students return to the university to share school-based work experiences and develop the links between theoretical and practical aspects of teaching history.
On the Secondary PGCE, you will learn and reflect on the skills and knowledge required by the programme’s credit-bearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across all three terms both in the context of your university taught course and in the context of your 24 weeks of applied professional experience in schools.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
103 | 197 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning & Teaching activities | 72 | Lectures, seminars and workshops: The theoretical basis of teaching history; The National Curriculum; Teaching History |
Scheduled Learning & Teaching activities | 18 | Peer Teaching sessions |
Scheduled Learning & Teaching activities | 18 | Seminar Days |
Scheduled Learning & Teaching activities | 10 | Tutorials with academic tutor |
Scheduled Learning & Teaching activities | 3 | Tutorials with academic tutor |
Guided Independent Study | 179 | Independent Study |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
Written notes about 2 week school induction period | 2 weeks in schools prior to beginning course | 1, 2, 5, 13 | Verbal (tutorial) and written |
Set exercise: written subject knowledge audit | 3 hour task | 3, 4, 10, 11 | Verbal (tutorial) and written action plans |
Set exercise: short written notes on a range of tasks. | Set exercise: short written notes on a range of tasks. | 2, 3, 10 | Verbal (tutorial) |
Written assignment based on literature | 1,500 words | 1, 3, 4, 5, 6, 7, 8, 9, 12 | Written feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Essay | 100 | 6,000 words | 1, 3, 4, 5, 6, 7, 9, 10, 11,12 | Written |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
---|---|---|---|
Essay | Resubmission of essay (6,000 words) | 1, 3, 4, 5, 6, 7, 9, 10, 11,12 | See notes below. |
Re-assessment notes
RE-ASSESSMENT NOTESIf 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 Exam Board 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 Exam Board with the fail mark. You will then be referred to the Consequences Board 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 Exam Board following any successful resubmission (normally held in December).
In the case of the assignment for the Education and Professional Studies module, there may not be time to mark a resubmitted assignment before the end of the programme; this will mean that the award of PGCE will be delayed until the first Examination Board after July (this is normally held in December).
If an assignment is deemed to be a Fail by the Exam Board, the mark obtained on resubmission will be capped at 50%. If after submitting a revised assignment, you have still failed to gain an overall pass mark for the module, you will have been deemed to have failed the PGCE with no further opportunity for resubmission. If however, you have passed the Professional Learning module, you can leave the programme with QTS only and can therefore gain employment as a Newly Qualified Teacher (NQT). If you pass both the History Subject Knowledge & Pedagogy and the Educational & Professional Studies modules but fail the Professional Learning module, you can leave the programme with a PGCert (Subject and Education Studies).
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Barton, Keith & Levstik, Linda (2004) Teaching History for the Common Good, Mahwah: Lawrence Erlbaum
Bourdillon, Hilary (ed) (1999) Teaching History, London: Routledge
Cannadine, David, Keating, Jenny, Sheldon, Nicola (2011) The Right Kind ofHistory, Palgrave
Counsell, Christine (1997) Analytic and Discursive Writing, Historical Association –(1997) Planning the C20 World, Historical Association [downloadable from HA website at www.history.org.uk by HA members]
Davies, Ian (2010) Debates in History Teaching, London: Routledge
Haydn, Terry et al. (2008) Learning to Teach History in the Secondary School, London: Routledge
Historical Association: Teaching History– journal for the teaching of history in secondary education
Historical Association (2007) Teaching Emotive and Controversial History 3-19, downloadable from http://www.history.org.uk/resources/secondary_resource_780_32.html
Husbands, Chris, Kitson, Alison & Pendry, Anna, (2003) Understanding History Teaching, Open University Press
Kitson, Alison, Husbands, Chris (2011) Teaching and Learning History 11-18, Open University Press
Ofsted (2011) History for all report downloadable from www.ofsted.gov.uk/publications/090223
Oftsed (2012) History survey visits supplementary subject-specific guidance downloadable from www.ofsted.gov.uk/resources
Phillips, Robert (1998) History Teaching, Nationhood and the State, Cassell
Phillips, Robert (2002) Reflective Teaching of History 11-18, London: Continuum
Web based and electronic resources: see PGCE History page on ELE (http://vle.exeter.ac.uk/