Study-Unit Description

Study-Unit Description


CODE LHH5001

 
TITLE Planning and Organising the Teaching and Learning of History

 
LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
ECTS CREDITS 5

 
DEPARTMENT Languages and Humanities Education

 
DESCRIPTION This unit will introduce student teachers to the basics of history teaching. It will discuss the nature of history as a subject and how this effects the way it is taught. The pedagogy of the subject will be introduced and how this can be prepared for the secondary classroom. Focus will be mainly on history schemes of work within the National Curriculum, lesson planning and lesson delivery in history secondary classrooms. Particular attention will be given to evidence-based work in history.

Study-Unit Aims:

The aims are to:
- Introduce the basics of history pedagogy.
- Present effective history teaching approaches and methods.
- Explain how one can go about planning and organising the teaching and learning of history in secondary school.
- Assist students in understanding how evidence work and history thinking skills can be targeted in history lesson preparation.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:
- Recognise the importance of a history teaching file which is made up of various components and why each one is important and how each one functions.
- Know which are the different components of a history teacher’s file that is, a) list of contents b) school background c) basic history scheme of work d) detailed history scheme of work e) history lesson plans f) lesson evaluation g) student profiles.
- Explore and synthesise information on different learning theories in history.
- Appraise what is evidential work in history teaching.
- Distinguish between primary and secondary historical sources and give various examples of each.
- Assess the different ways how students’ work on primary and secondary history sources can be assessed.
- Comprehend that different people might require different approaches when presented with tasks on evidential work in history lessons.

2. Skills:

By the end of the study-unit the student will be able to:
- Prepare a history teacher’s teaching file and include the following components in a history teacher’s file a) list of contents b) school background c) basic history scheme of work d) detailed history scheme of work e) history lesson plans f) lesson evaluation g) student profiles.
- Transfer knowledge of different learning theories in history teaching to lesson planning.
- Specifically apply history pedagogical knowledge on teaching evidential work to secondary school children to history lesson planning. Evidence work includes the analysis of both primary and secondary historical sources.
- Use primary and secondary sources with secondary school children.
- Prepare tasks using primary and secondary sources for secondary school children.
- Incorporate these tasks within history lessons.
- Assess pupils’ tasks and work on evidential work in history.
- Create differentiated tasks on primary and secondary history sources which include different pupils’ levels of achievement.

Main Text/s and any supplementary readings:

Main Texts:

- Vella, Y. (2009). 'In search of meaningful History teaching: a collection of research work on the teaching of History.' Maltese History Teachers’ Association Publication. Available in Library and in Agenda bookshop.
- Vella, Y. (2009) editor Sec O Level textbook 'From the coming of the Knights to EU membership' HTA Publication.
- Vella, Y. (2016 in print) 'History Teaching; Some Examples of Good Practice' History Teachers’ Association Publication. Available free on HTA webpage.
- Cassar, G & Vella, Y. (2006) 'History teaching and research:bridging the theory/practice' divide Vol 1 Maltese History Teachers’ Association Publication.
- Cassar, G & Vella, Y. (2011) 'History teaching and research:bridging the theory/practice' divide Vol 2 Maltese History Teachers’ Association Publication.
- Cassar, G & Vella, Y. (2016 in print) 'History teaching and research:bridging the theory/practice' divide Vol 3 Maltese History Teachers’ Association Publication.

Supplementary Readings:

- Hayden, t et al (2015 4th edition) 'Learning to Teach History in Secondary School' Routledge.
- Phillips, Rob (2002) 'Reflective Teaching of History 11 - 18' continuum publication.
- Harris, R. Burns, K and Woollet, M (2014) 'The Guided Reader to Teaching and Learning History' David Fulton.

 
ADDITIONAL NOTES Pre-requisite Qualifications: A first cycle degree (70 ECTS) in History

 
STUDY-UNIT TYPE Lecture

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Resit Availability Weighting
Assignment SEM1 Yes 100%

 
LECTURER/S Yosanne Vella

 
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The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2020/1. It may be subject to change in subsequent years.

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