| CODE | LHH5002 | ||||||||
| TITLE | Developing Pupils’ Historical Understanding | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||
| DESCRIPTION | This study-unit deals with complex teaching skills which should be part of the repertoire of competent and effective history teachers. The basic history thinking skills will be explored and different methods on how to teach each one to a secondary class will be explained. This study-unit will also focus on differentiated history teaching. Study-Unit Aims: The aim of this study-unit is to help students become competent teachers of history and to become more efficient at handling complex history teaching skills. This will be achieved by consolidating their knowledge on basic history pedagogical skills and to introduce the more complex history teaching skills of learning how to teach the concept of time, teaching the concepts of cause, consequence, change, continuity, teaching the skill of empathy and the skill of understanding historical significance in history. The unit will also address how to teach these history skills to pupils of various achievement levels. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Recognise that history has specific thinking concepts and history thinking skills. - Demonstrate an understanding of how these concepts and skills can form part of the teaching and learning of history. - Assess how these different thinking skills and concepts can be adapted to pupils with different levels of achievement. - Demonstrate awareness of the different methods of assessment in history teaching which can be used to assess pupils’ work on history thinking skills and concepts. 2. Skills: By the end of the study-unit the student will be able to: - Create history activities and tasks for secondary school pupils based on specific history thinking concepts and history thinking skills. - Demonstrate an ability to distinguish these concepts and skills in history, that is, the concept of time, teaching the concepts of cause, consequence, change, continuity, teaching the skill of empathy and the skill of understanding historical significance when creating tasks and activities for secondary school children. - Use these concepts and skills in history lesson plans and incorporate them in history schemes of work. - Create tasks focused on these different history thinking skills and concepts but adapted to pupils with different levels of achievement. - Assess tasks carried out by school children at secondary levels based on the different thinking skills and concepts. 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. (2016 in print) 'History Teaching ; Some Examples of Good Practice History' Teachers’ Association Publication. Available free on HTA webpage. - Vella, Y. (2008) 'Transforming History Teaching - Transforming Society' Allied Publications. - Vella, Y. (2009) editor Sec O Level textbook 'From the coming of the Knights to EU membership' HTA Publication. - 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 1 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 |
|
||||||||
| LECTURER/S | Yosanne Vella |
||||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
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 2023/4. It may be subject to change in subsequent years. |
|||||||||