HS3HED-History Education

Module Provider: History
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Summer & Autumn Terms
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded: HS3DAC Discovering Archives and Collections
Placement opportunity: Mini placement
Current from: 2022/3

Module Convenor: Dr Elizabeth Matthew
Email: e.a.e.matthew@reading.ac.uk

Type of module:

Summary module description:

This module enables students to test and develop their interest in careers in teaching by applying their skills and communicating their knowledge in local schools. Two-week placements in secondary-school history departments, with pre-placement training and post-placement assessments at the university, give students the opportunity to gain, and reflect on, the practical work experience required for successful applications for postgraduate teacher-training.

Aims:

The History Education module aims to increase choice and enhance personal career-development opportunities within the Part 3 History degree programme.

Assessable learning outcomes:
By the end of the module, it is expected that students will be able to:
􀀕 identify and critically evaluate a range of different teaching approaches and methods suitable to the delivery of the History curriculum at one or more Key Stages at Secondary level;
􀀕 for a particular school class, research and plan a History lesson suitable for shared delivery with the school supervisor, design supporting presentational and learning materials, and reflect critically on all stages of this process;
􀀕 give a 10-minute, oral presentation at the University, explaining what has been learned from the placement, and respond effectively to examiners􀀒 questions.

Additional outcomes:

The module also aims to develop the following understanding, attributes and transferable skills:

• fuller understanding of the Secondary (and Primary)Ìýeducation system, of the place and content of the History curriculum within it, and of the needs of individual pupils;


• adaptability, tact and quick-thinking in response to the demands of a school environment;


• IT skills through use of online resources and presentational technologies;


• a wide range of other presentational, organisational and interpersonal skills readily transferrable to other areas of employment besides teaching.

Outline content:

Following acceptance for the module through successful application and interview in the Spring Term of the Part 2 year, and, where required by the placement school, a successful Disclosure and Barring Service (DBS) check, students will attend training seminars at the university at the end of the Summer Term, before undertaking a two-week placement (10 placement days)Ìýin a local school. They will maintain a log (with attendance validated by school supervisor’s signature), recordingteaching methods observed and tried, skills developed and critical self-evaluation. Before the end of the placement, students will research and plan a History lesson for a particular class, sharing its delivery with their school supervisor. In the Autumn Term of their Part 3 year, besides completing their placement log, students will compile a full report on this lesson, with supporting rationale (making reference to relevant literature), self-reflective evaluation, bibliography, and copies of supporting presentational and learning materials. Students will also make a 10-minute presentation at the University, explaining what they have learned from their placement, with 5 minutes’ questioning from examiners. Should any placement be withdrawn or curtailed at short notice due to staffing or resourcing problems in the participating school, the student concerned will be offered an alternative placement, or transferred to an alternative OptionÌýmodule scheduled for the Part 3 Autumn Term.

Brief description of teaching and learning methods:

The pre-placement seminars will introduce the module and its assessment, the organisation and supervision of placements, the History Curriculum in schools, working in a school environment, behaviour management of pupils, and provision for Special Educational Needs. Placements will be arranged for students individually in consultation with su