Learning Outcomes:
On completion of this module, students will be enabled to:
• Effectively facilitate their pupils’ enquiry-based exploration of historical events and issues and their research-based investigations of specific historical themes
• Refine their knowledge and understanding of developments in history teaching in order to identify and develop an extended repertoire of teaching and assessment strategies
• Extend their repertoire of teaching strategies to enrich student participation in their own learning
• Critically integrate insights from the literature on history teaching and apply these insights to their developing pedagogical expertise
• Indicate a sophisticated knowledge in respect of the planning, pedagogical and assessment dimensions of their role as a history teacher
• Enhance the integration of ICT and other multimedia into their history teaching
• Embed the promotion of literacy and numeracy as fundamental elements of their planning, pedagogy and assessment
• Review and critically analyse reform initiatives in history education
• Research and synthesise key issues in classroom pedagogy and assessment, and demonstrate their improved knowledge and understanding in their professional dissertation
Indicative Module Content:
Indicative Reading List
Bartlett, T. (ed.) (2018) The Cambridge History of Ireland, Volumes I-IV. Cambridge: Cambridge University Press.
Department of Education and Science / NCCA (2003) Leaving Certificate History Syllabus (Ordinary and Higher Levels. Dublin: Government of Ireland.
Department of Education and Science / NCCA (2004) Leaving Certificate History: GUIDELINES FOR TEACHERS. Dublin: Government of Ireland.
Donovan, M.S. and Bransford, J.D. (2005) (eds) How students learn: history in the classroom.
Washington DC: National Academies Press.
Haydn, T., Stephen, A., Arthur J. and Hunt, M. (2015) Learning to teach history in the secondary
school: a companion to school experience. London and New York: Routledge.
Harris, R., Burn K., and Woolley, M. (eds.) (2014) The Guided Reader to Teaching and Learning
History. London and New York: Routledge.
Hunt, M. (ed.) (2007) A practical guide to teaching history in the secondary school. London and New York: Routledge.
Stradling, R. (2001) Teaching 20th-century European history. Strasbourg: Council of Europe
Publishing.
Stradling, R. (2003) Multiperspectivity in history teaching: a guide for history teachers. Strasbourg:
Council of Europe.
Indicative Module Content
1. Approaches to teaching history in Transition Year
2. Getting to grips with the Leaving Certificate History syllabus: emphases and terminology
3. Remembering the wider context: helping students develop more robust ‘big pictures’ of the past
4. Embedding the syllabus emphases on evidence and enquiry in your teaching
5. Working with evidence in the classroom: the Documents-based Study and the DBQ
6. Working with evidence in the classroom: the Research Study. Task for mid-term
7. Guest speaker, Turlough O’Riordan (RIA) on using the online Dictionary of Irish Biography to support students undertaking the Research Study + review of mid-term task
8. Approaches to teaching the most popular Irish history topic, ‘The pursuit of sovereignty and the impact of partition, 1912-1949’ (incl. enquiry approach and use of a/v resources)
9. Guest speaker from National Library on using its resources to enhance LC History teaching
10. Approaches to teaching the topic, “Dictatorship & democracy in Europe, 1920-1945’
11. Subject, planning, subject inspections and the subject association (HTAI)
12. Guest speaker from History Teachers’ Association of Ireland )HTAI) + Open Forum