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: 2021/2

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 History Education by applying their skills and communicating their knowledge in local schools. Two-week, subject-specific, school placements and related coursework 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 proc ess;
£ 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) education 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) in a local school. They will maintain a log (with attendance validated by school supervisor’s signature), recording teaching 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 s upporting 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 Option module scheduled for the Part 3 Autum n 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 supervisors in participating schools, but will in each case cover a total of 10 working days (normally two consecutive working weeks) scheduled in June/July or September preceding the start of the Part 3 Autumn Term. Students will need to allocate sufficient time for independent study during their placement to keep logs up to date and to research and plan their shared-delivery lesson. Three seminars will be scheduled in the Autumn Term to help students with the further independent study then required for the completion of coursework and preparation of the oral presentation to examiners. 

Contact hours:

	Autumn	Spring	Summer
Seminars	3		9
Project Supervision	1
Placement			50
Guided independent study:	127		10
Total hours by term	131		69
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Report	35
Portfolio	35
Oral assessment and presentation	20
Practical skills assessment	10

Summative assessment- Examinations:
n/a

Summative assessment- Coursework and in-class tests:

In the Autumn Term, students will submit a reflective placement log (including 10 observation log sheets of about 500 words each) no later than the Thursday of Week 3, and a full reflective report of up to 2,500 words on their shared-delivery lesson (this word limit to exclude bibliography and accompanying copies of supporting presentational and learning materials) no later than the Tuesday of Week 7. Students will give a presentation of 10 minutes, plus 5 minutes questioning from examiners, in Week 8 or 9. 

Report on independently researched and planned lesson: 35%

Placement log: 35%

Presentation to examiners and response to questions: 20%

Performance on placement - School Supervisor's Assessment: 10%

Formative assessment methods:

One draft Log Sheet (completed on the Placement Log Sheet template) to be submitted by email before or by the end of Week 1 in the Autumn Term.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:
A mark of 40% overall

Reassessment arrangements:

Students who fail Part Three are permitted one further attempt at a resit in each module they have failed. Students who fail Part Three will no longer be eligible for an Honours Degree but, assuming the necessary threshold after the resit (normally an average of 35% or above) is achieved, students will obtain a Pass Degree. It is not possible to retake this module in the same format. if the placement has been completed, reassessment will be by resubmission of coursework by 12 noon on the third Friday of August, followed by a further presentation to examiners. If the placement has not been completed, reassessment will be by submission of two new coursework assignments (each weighted 50%). The first, based on the study of published material, will require students 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. The second will require students to research, plan and reflect on a History lesson on a topic of their own choice, for a notional mixed-ability class in a particular Secondary Year Group of their choice, and to design appropriate presentational and supporting learning materials.

Additional Costs (specified where applicable):

1) Required text books: 

2) Specialist equipment or materials: 

3) Specialist clothing, footwear or headgear: 

4) Printing and binding: 

5) Computers and devices with a particular specification: 

6) Travel, accommodation and subsistence: 

Last updated: 15 December 2021