EDUC42270 Subj Pedag: History II

Academic Year 2023/2024

In the course of this module, students will continue to be engaged in the critical evaluation of key issues relating to the teaching of history at second level and deliberation on the implications of research findings for their own professional practice. They will develop a nuanced understanding of the educational principles underpinning the history curriculum in senior cycle and will explore a wide range of teaching and learning approaches through which these principles may be effectively realised. Key areas of focus will include the development of historical skills - such as the critical evaluation of sources and the skills of research – and the ability to match appropriate teaching and learning approaches to different learning styles and special educational needs. The manner in which conceptual understanding facilitates the acquisition of historical knowledge will be further explored and exemplified. The module will facilitate students in extending their repertoire of approaches to the teaching of history and will promote the effective incorporation of Information Technology (IT) and other multimedia as key elements of classroom learning in history. The centrality of questioning to good teaching in history will continue to be a recurring theme and students will be given advice and support in improving their professional expertise in this area.

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Curricular information is subject to change

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

Student Effort Hours: 
Student Effort Type Hours
Lectures

24
Specified Learning Activities

50
Autonomous Student Learning

50
Total

124
Approaches to Teaching and Learning:
Active/task-based learning; peer and group work; lectures; critical writing; reflective learning; debates; enqiry-based learning; case-based learning and student presentations. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Essay: Reflective Essay Varies over the Trimester n/a Graded Yes

100

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Opportunities will be provided for self and peer-review strategies throughout the module and individual feeback will be provided post-assessment.

Name Role
Mr John Dredge Lecturer / Co-Lecturer
Dr Ruth Ferris Lecturer / Co-Lecturer
Ms Cathrina Gaffney Lecturer / Co-Lecturer
Ms Larissa Lamb Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Autumn
      
Lecture Offering 1 Week(s) - Autumn: All Weeks Wed 14:00 - 15:50