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. |
Module Content
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 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 |
|---|---|---|
| 51 | 249 | 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 | 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 |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
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
