Module EHUM009 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EHUM009: Semi Specialist Humanities (Primary)
This module descriptor refers to the 2019/0 academic year.
Module Aims
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.
On successfully completing the programme you will be able to: | |
---|---|
Module-Specific Skills | 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; |
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 in educational studies; 9. use research data in support of an argument in education; |
Personal and Key Skills | 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. work productively in different kinds of teams (formal, informal, project based, committee based etc); and 14. think creatively about the main features of a given problem and develop strategies for its resolution. |
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 |
---|---|---|---|
Specialist reading task: Research paper critique | 750 words | 1,11,13 | Verbal (group tutorial) |
Written assignment: Literature review Using research, policy & theory to explore a question. | 1,750 words | 1, 3, 4,7,11 | 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 |
---|---|---|---|---|
Specialist written assignment: Research Based Enquiry, to include scheme of work and resources | 100 | 5,000 words | 1-12, 14 | Written feedback |
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 |
---|---|---|---|
Written assignment: Research Based Enquiry | Specialist written assignment: Research Based Enquiry, to include a scheme of work or 6 lesson plans | 1-12, 14 | 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 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.
Core Reading:
Core Texts:
Catling, S. & Willy, T. (2009). Teaching Primary Geography: Achieving QTS series. Exeter: Learning Matters.
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.
Martin, F. (2006). Teaching Geography in Primary Schools: Learning to Live in the World. Cambridge: Chris Kington Publishing. [This will be available to everyone as a pdf]
Pike, Susan. (2016) Learning Primary Geography: Ideas and inspiration from classrooms. London: Routledge.
Turner-Bisset, R. (2005) Creative Teaching: History in the Primary Classroom. London: David Fulton.