History in Schools
Undergraduate: Level 5
Monday 13 January 2020
Friday 20 March 2020
20 August 2019
Requisites for this module
This module is designed for students who are considering a career in school teaching and may wish to apply for a place on a postgraduate teacher training programme, such as the Postgraduate Certificate in Education (PGCE). This module gives students an opportunity to experience planning and delivering history curricula in schools, which will give a taste of what it is like to be a teacher, and support their applications for training.
This experience will include observations of experienced teachers, participating in lessons as assistants before finally delivering a session of their own. Students will have an introduction to learning theories, planning sessions, creating resources and delivering sessions to a range of age-groups.
In addition to this, they will gain valuable experience which can be used in their applications for teacher training. Students will be supported in class to research the national curriculum and use their own historical skills and knowledge to inform their practice. They will also undertake an assessed micro-teach before delivering in a school. The aim of this module is to give students an insight into teaching as well as provide relevant guidance on their teacher training applications.
To provide quality training through practical experience in local school settings and to develop key transferable skills including; leadership, communication, research skills and flexibility.
1. Develop practical teaching experience through school visits and observing experienced teachers that can be used in a teacher training application.
2. Successfully plan, prepare and deliver a history lesson in a school.
3. Demonstrate written communication and analytical skills through the writing of the reflective portfolio and personal statement.
4. Develop presentation skills including clear and effective delivery to a range of audiences.
5. Gain insight into the teacher training application process and produce a high-quality personal statement.
Please note that as this module involves activities at schools, full attendance is especially important. Therefore, a pre-requisite of 75% attendance at first year teaching events (allowing for notified absences and extenuating circumstances) applies to this module. Students are also expected to have passed GCSEs in Maths and English at grade C/4 or above, or equivalent.
General reading list:
Davies, I. (ed), Debates in History Teaching: Routledge. 2011.
Dewey, J. How We Think. London: Heath & Co., 1910.
Haydn, T. et al. Learning to Teach History in Secondary School. London: Routledge, 2010.
Phillips, I. Teaching History - Developing as a Reflective Secondary Teacher London: Sage, 2008.
KS3 History national curriculum -https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study.
KS4 History GCSE subject content -https://www.gov.uk/government/publications/gcse-history.
The module will be taught through a mixture of workshops and school visits. Please note that attendance is especially important on this module.
- Hunt, Martin. (2014) 'Learning to Teach History - Chapter 3: Subject Knowledge: What do history teachers need to know?', in Learning to Teach History in the Secondary School, London: Taylor & Francis Ltd., pp.35-61
- (no date) History National Curriculum: KS3.
- Capel, Susan; Leask, Marilyn; Younie, Sarah. (2019) Learning to Teach in the Secondary School, London: Taylor & Francis Ltd.
- Teacher Training Personal Statement - tips on how to write yours, https://www.ucas.com/postgraduate/teacher-training/apply-through-ucas-teacher-training/how-write-ucas-teacher-training-personal-statement
- (no date) Interpreting sources - Guidance from Edexcel on GCSE study.
- Hunt, Martin. (2014) 'Learning to Teach History - Chapter 4: Planning for Learning', in Learning to Teach History in the Secondary School, London: Taylor & Francis Ltd., pp.62-93
- Younie, Sarah. (2016) 'Learning to Teach in the Secondary School - Chapter 3.2 Motivating pupils', in Learning to Teach in the Secondary School, London: Taylor & Francis Ltd., pp.160-179
- Hunt, Martin. (2014) 'Learning to Teach History - Chapter 5: Teaching approaches and methods: What can you do in a history lesson?', in Learning to Teach History in the Secondary School, London: Taylor & Francis Ltd.
- Hunt, Martin. (2014) 'Learning to Teach History: Chapter 2 - Ideas about the purpose and benefits of school history', in Learning to Teach History in the Secondary School, London: Taylor & Francis Ltd., pp.17-34
- (no date) GCSE History subject content.
- Get Into Teaching, https://getintoteaching.education.gov.uk/
The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.
Assessment items, weightings and deadlines
|Coursework / exam
||A session plan (750 words)
||An observed evaluation of a session in school (750 words)
||A Portfolio (2500 words)
||A micro-teach of 15 minutes to peers
Module supervisor and teaching staff
Belinda Waterman, Department of History, 01206 872313
Dr Rachel Rich
Leeds Beckett University
Available via Moodle
Of 28 hours, 12 (42.9%) hours available to students:
16 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
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