Postgraduate Module Descriptor

EDUM046: Secondary History Subject Knowledge and Pedagogy

This module descriptor refers to the 2021/2 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.

Intended Learning Outcomes (ILOs)

This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills1. 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 Skills5. 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 Skills10. 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.

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.

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 (available as an E-book at Exeter University Library)

 

Haydn, Terry et al. (2008) Learning to Teach History in the Secondary School, London: Routledge  (available as an E-book at Exeter University Library)

Historical Association: Teaching History – journal for the teaching of history in secondary education (available online and selected issues at Exeter University Library)

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 (available as an E-book at Exeter University Library)

Kitson, Alison, Husbands, Chris (2011) Teaching and Learning History 11-18, Open University Press (available as an E-book at Exeter University Library)

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

 

Web based and electronic resources: see PGCE History page on ELE  (http://vle.exeter.ac.uk/