History Subject Handbook Contents 2012-2013 Page

Introduction 1

Location of Subject Study sessions 1

Your Subject Study Co-ordinator 1

Key contact details 1

Expectations 1

Module outlines 1

Moodle 1

What will I learn? 2

Structure and content of Module 1 3

Structure and content of Module 2 9

Assessment What do I have to do? What will my assessors be looking for?

12

Summative Assessment 12

Chart showing where Subject Study assignments fit into the assessment pattern of the PGCE programme

12

Details of Assignment 1 13

Details of Assignment 3 14

Formative Assessment 16

Summary of components of formative assessment 16

Post 16 research tasks 17

Subject knowledge audit 18

Tutorials 20

Summary of subject teaching experience 21

Lesson Design and Planning 24

Specific guidance on Framing History Lesson Objectives & Targets 24

Who will support me? 26

How will I learn? 26

Some Advice from last year‟s students 27

Evaluation 28

Resources 33

1

Introduction

Your subject study modules will run alongside your Professional Studies programme and are complementary to your School Experience. Subject study sessions for History take place on the Bognor Regis Campus Your Subject Study Co-ordinator is Katharine Milcoy. She will also be your Academic Adviser (this role is explained in the Programme Handbook) and she is your first point of contact if you are experiencing any difficulties during your PGCE. Useful contacts are:

Katharine Milcoy History Co-ordinator k.milcoy@chi.ac.uk 01243 812049

Melanie Hopkins Programme Administrator m.hopkins@chi.ac.uk 01243 812043

Ann Jones Education Librarian a.jones@chi.ac.uk 01243 812094

SIZ Helpdesk Student ICT queries etc help@chi.ac.uk 01243 816222

Melanie Hopkins can be found in the Programme office which is in St Michaels F2. The office is open between 8.30 am and 5.00 pm every day except on Fridays when the office closes at 4.30 pm.

Expectations

You are expected to demonstrate the professional attributes of a teacher in your approach to your subject study. You are expected to:

Attend every session

Participate actively in all sessions and in a sensitive and professional manner which is compliant with the University‟s published policies as detailed in the Programme Handbook

Use Portia regularly for communication and information

Complete all pre and post session tasks as directed

Attend all tutorials arranged with your academic adviser

Be pro-active in addressing the targets set for you in conjunction with your tutor/academic adviser

Take responsibility for meeting deadlines, and submitting assignments/ documentation to the correct place e.g. Programme Office)

In the event of ANY absence please follow the procedures detailed in the Programme handbook

Module outlines for your subject study modules can be found in the Programme Handbook.

Moodle: Information about your subject study, including this handbook, and session notes will be posted on the university‟s Moodle, which can be accessed from https://moodle.chi.ac.uk. You will also use the Moodle for communication with other student teachers on your subject route.

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COURSE TITLE: History Subject Study VENUE: Bognor Regis Campus COURSE HOURS: 110 hours Modules 1 & 2 TIME: 9.30-12.30 pm & 1.30-3.30 pm COURSE TUTOR: Katharine Milcoy (Subject Co-ordinator)

What Will I Learn? This course draws upon your own prior experiences and understandings of „history‟ in the context of education and schooling. It aims to develop these within the two-site learning environment of University subject specific sessions and school placements. This course aims to produce reflective and effective classroom practitioners who are conversant with current discourses on „school history‟ and „history‟ more generally as it relates to secondary education. It also aims to produce practitioners who acknowledge the past, present and (possible) future influence and place of History within school curricula, educational practices and the wider social formation. A major aim emphasised throughout this course is the importance of you being able to effectively reflect on and develop a position about the theoretical nature and uses of secondary school history including post-16 history. You will be assessed as to how effectively you have reflected and developed a position on secondary history, not only on the basis of intellectual rigour and coherence, but also on how well you are able to outwork this theoretical position in the classroom in terms of specific, practical and creative teaching and learning approaches, methods, activities, tasks, planning (including schemes of work) and general good practice vis-à-vis history teaching and the Teachers‟ Standards for the award of Qualified Teacher Status. This M-Level course will address the Teachers‟ Standards as set out in „Teachers‟ Standards‟ (2012). The sharpest focus will be on Part One: Teaching, whilst Part Two will underpin everything you do and you will be expected to demonstrate consistently high standards of personal and professional conduct during your school placements. Learning Outcomes are set out in full in the module outlines to be found in your Programme Handbook.

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Structure and Content

Module 1

Week UNIVERSITY

(Dates of Sessions & Topics)

SCHOOL (Topics to be

covered by Mentor with Student Teacher)

STANDARDS (Which the topics

relate to)

1 WEDNESDAY 12 SEPTEMBER Introduction to the course and its central issues; National Curriculum History, background debates (including ‘the history of school history’). Subject knowledge development Reading for 13 September: Harris R, Rea A (2007) ‘Making History Meaningful: helping pupils see why history matters’ Teaching History 125 ‘Debates: in school History’ (2011) Teaching History 145 pp24 - 31

S1-3, S8

1 THURSDAY 13 SEPTEMBER Introduction to long, medium and short-term planning: the National Curriculum, History schemes of work, lesson planning, Approaches to history teaching including classroom implications of different methodological positions; Models of history and how they are implicitly / explicitly on display in various activities in the classroom, preparation for Serial School Experience: developing subject knowledge Reading for 14 September Haydn, T. Arthur, J. & Hunt, M. (2001) „Learning to Teach in the Secondary School: A Companion to School Experience’, 2nd Ed, Routledge Falmer, Chapter 3.

S1-3, S8

4

Week UNIVERSITY

(Dates of Sessions & Topics)

SCHOOL (Topics to be

covered by Mentor with Student Teacher)

STANDARDS (Which the topics

relate to)

1 FRIDAY 14 SEPTEMBER History Lesson Planning: Learning objectives and learning outcomes, Teaching substantive and second order concepts. Classroom teaching issues from a History perspective: inclusion, classroom management. Literacy/Numeracy in History. Reading for 19 September: Arthur J & Phillips R (Eds) (2001) „Issues in History Teaching’, Routledge Falmer, Chapter 7. Phillips R (2001) ‘Making History Curious: Using Initial Stimulus Material (ISM) to Promote Enquiry, Thinking‟ Teaching History 105

S1-4, S8

2 WEDNESDAY 19 SEPTEMBER Chronology: starters and plenary, An introductions to assessment. M&A issues, communicating about the past. Preparation for Serial School Experience. THURSDAY 20 SEPTEMBER Using ICT to facilitate learning & to develop pupils‟ historical understanding. Developing ICT skills from a History perspective. Guest Presenter: Kev Burns City of Portsmouth Girls‟ School

S1-4, S8

5

Week UNIVERSITY

(Dates of Sessions & Topics)

SCHOOL (Topics to be

covered by Mentor with Student Teacher)

STANDARDS (Which the topics

relate to)

2 Reading for 21 September Rogers. R. (2011) Isn’t the trigger the thing that sets the rest of it on fire?’ Causation maps: emphasising chronology in causation exercises’. Teaching History 142 Chapman A (2003) ‘Camels, diamonds & counterfactuals: a model for teaching causal reasoning’. Teaching History 112 Lee, P. Shemilt, D. (2009) „Is any explanation better than none?’ Teaching History 138 FRIDAY 21 SEPTEMBER Cause and Consequence. Teaching/learning issues. Using school data to inform planning. Guest Speaker: Roz Waite Jones The Littlehampton Academy - Using school data to aid lesson planning Reading for 27 September Arthur J & Phillips R (Eds) (2001) Issues in History Teaching’, Routledge Falmer, London New York, Chapter 4 Haydn T, Arthur J and Hunt M (Eds) (2001) ‘Learning to Teach in the Secondary School: A Companion to School’ Experience; 2nd Edition, Routledge Falmer, Chapter 6 p125-146 Cercadilla, L ‘Maybe they haven’t decided yet what is right’ English and Spanish perspectives on teaching historical significant Teaching History 125

S1-4, S8 S1-4, S8

6

Week UNIVERSITY

(Dates of Sessions & Topics)

SCHOOL (Topics to be

covered by Mentor with Student Teacher)

STANDARDS (Which the topics

relate to)

3 THURSDAY 27 SEPTEMBER Interpretation & Significance: using evidence, developing historical thinking, developing critical thinking, preparing for teaching History KS3, KS4 Reading for 28 September Rudham R (2001) ‘A noisy classroom is a thinking classroom: speaking & listening in year 7 history’. Teaching History 105 White, J. (2010) ‘ Encountering diversity in the history of ideas: engaging year nine with victorian debates about ‘progress’.’ Teaching History 139 Carr, E. (2012)‟ How Victorian were the Victorians?: developing conceptual thinking about diversity in Victorian society’. Teaching History 146 FRIDAY 28 SEPTEMBER Diversity: Teacher Talk / Pupil Talk, Q&A technique: Ways of communicating about the past, developing creative activities and resources, inclusion, ensuring progression, preparation for Serial School Experience - managing competing time demands and teacher stress. Reading for 5 October: Haydn, T. Arthur, J. & Hunt, M. (Eds) (2001) ‘Learning to Teach in the Secondary School: A Companion to School Experience’ 2nd Edition, Routledge Falmer, Chapter 9.

S1-4, S8 S1-4, S8

7

Week UNIVERSITY

(Dates of Sessions & Topics)

SCHOOL (Topics to be

covered by Mentor with Student Teacher)

STANDARDS (Which the

topics relate to)

4

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Blow, F. (2011) „Everything flows and nothing stays’ how students make sense of the historical concepts of change’. Continuity and development’. Teaching History 145 Vella, T. (2011) „The gradual transformation of historical situations: understanding „change and continuity through colours and timelines‟. Teaching History 144 FRIDAY 5 OCTOBER Continuity & Change: using evidence, text analysis, critical thinking, historical enquiry, meeting different needs in the classroom. Differentiation Guest Speaker: Amy Bonnington from Oaklands Catholic School Reading for 12 October Haydn, T. Arthur ,J. & Hunt, M (Eds) (2001) ‘Learning to Teach in the Secondary School: A Companion to School Experience’, 2nd Edition, Routledge Falmer, Chapter 10 FRIDAY 12 OCTOBER Preparation for KS2 Experience. Individual Tutorials to discuss Schemes of Work and Lesson Plans for Block Experience „A‟

Introduction to NC History in the school perspective. Establish regular weekly mentor meetings. Begin completion of Subject Knowledge Audit 2 Observation of History lessons, Discussion of directed tasks to be completed, introduction to History at KS3, KS4, post 16, Introduction to general classroom management, differentiation, lesson planning, inclusion, AfL, Finalise timetable and topics to be taught: . Complete Subject Knowledge Audit 2 Managing competing time demands and teacher stress Assignment 1 planning (Mentor input).

S1-8

8

Week UNIVERSITY

(Dates of Sessions & Topics)

SCHOOL (Topics to be

covered by Mentor with Student Teacher)

STANDARDS (Which the topics

relate to

8 THURSDAY 1 NOVEMBER Preparation for Block Experience „A‟.

S1-8

10 FRIDAY 16 NOVEMBER Assignment 1 planning, sharing resources / good practice, Applying for a first teaching post.

S1-8

15 MONDAY 17 DECEMBER Assignment writing workshop

S1-8

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Module 2

Week UNIVERSITY

(Dates of Sessions & Topics)

SCHOOL (Topics to be

covered by Mentor with Student Teacher)

STANDARDS (Which the topics

relate to)

16 7-11 JANUARY 2013 KS2 Experience

KS2 EXPERIENCE

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Reading for 16 January TEACH: A Report from the Historical Association on the Challenges and Opportunities for Teaching Emotive and Controversial History 3-19 (2007) DFE WEDNESDAY 16 JANUARY Reflection on placement A and KS 2 experience. Teaching Emotive and Controversial issues, History teaching and Citizenship THURSDAY 17 JANUARY Teaching and learning about the holocaust. Guest Speaker: Richard Hill . Education Officer Holocaust Educational Trust. Reading for 18 January Guyver R ‘More than just the Henries: Britishness and British History at KS3’ Teaching History 122 Lyndon D ‘Integrating Black British History into the National curriculum’ Teaching History 122 Nemko, B. (2009) „Are we creating a generation of historical tourists?‟ Teaching History 138

S1-8

10

Week UNIVERSITY (Dates of Sessions & Topics)

SCHOOL (Topics to be covered by

Mentor with Student Teacher)

STANDARDS (Which the topics

relate to)

17 FRIDAY 18 JANUARY Making Connections: Diversity, the implications of gender, race, class, making links between the local and global environment. School experience

S1-8

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THURSDAY 24 JANUARY Local History research Reading for 25 January Edwards, C. (2010) „Down the foggy ruins of time; Bob Dylan and the concept of evidence’. Teaching History 140 Edwards, C. (2006) ‘ Putting life into history: how pupils can use oral history to become critical historians’. Teaching History 123 Howson, J. (2009) „Potential and pitfalls of teaching in teaching ‟big pictures‟ of the past‟. Teaching History 136 Schnakenberg, U. (2010) „Developing Multiperspectivity ‘through Cartoon analysis’ Teaching History 139 FRIDAY 25 JANUARY Medium and long term planning, setting up meaningful enquiry preparation for school experience

S1-8

19 FRIDAY 1 FEBRUARY Working with Archives Guest Presenter: Andrew Payne Head of Education and Outreach at The National Archives

Begin completion of Subject Knowledge Audit 3 confirm timetable & topics to be taught. Discuss assignment 3.Arrnage mentor meetings

S1-8

11

Week UNIVERSITY

(Dates of Sessions & Topics)

SCHOOL (Topics to be

covered by Mentor with Student Teacher)

STANDARDS (Which the

topics relate to)

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THURSDAY 7 FEBRUARY Assignment three planning. Post 16 teaching Preparation for school experience Guest Speaker: Dr James McInnes Havant Sixth Form College FRIDAY 8 FEBRUARY Individual Tutorials to discuss preparation for School B placement, directed tasks, issues arising from School A experience, feedback from assignments

Complete Subject Knowledge Audit 3 Assignment 3 planning (mentor input), managing competing time demands and teacher stress, classroom management, differentiation

S1-8

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FRIDAY 15 MARCH Assignment 3, Seeking a first appointment, individual tutorials

S1-8

37 WEDNESDAY 19 JUNE End of course Tutorials THURSDAY 20 JUNE Reflection evaluation of final teaching practice. Target Setting for the future

S1-8

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Assessment A definition of summative and formative assessment is included in the Programme Handbook.

Summative Assessment

What do I have to do? What will my assessor be looking for? The following chart can also be found in the Programme Handbook. Your subject study summative assessment is highlighted to show how it combines with other elements of the PGCE Programme to contribute towards your overall summative assessment:

Subject Study - Module 1

One 4,000 word (or equivalent) assignment graded at least ‘D’ –

minimal pass

20 M level credits

Professional Studies - Module 1

Reflective log highlighting the links between professional studies and subject application Satisfactory attendance and active participation in sessions and tasks

School Experience „A‟ Joint Summative Report graded at least “Satisfactory” (grade 3)

Professional Studies - Module 2

One 4,000 word (or equivalent) assignment graded at least „D‟ – minimal pass

20 M level credits

Subject Study - Module 2

One 4,000 word (or equivalent) assignment graded at least „D‟ – minimal pass

20 M level credits

School Experience „B‟ Joint Summative Report graded at least “Satisfactory” (grade 3) TA Skills Tests (Numeracy, Literacy) Completion of Standards Tracking Document

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Module 1 Assignment 1 (4,000 words) Title: With reference to your own informed understanding of what constitutes history as a discourse, assess critically the realities and potential of current school histories, history teaching and your own practice as a history teacher in school. This assignment will involve you in demonstrating and developing your own position about the theoretical nature and uses of secondary school history, with special reference to outworking your position in the context of your classroom teaching, and providing a justification/rationale for the point of doing history to the pupils you are/will be teaching. Assessment Criteria In addition to the General Assessment Criteria (please also see the main programme handbook) your assignment should demonstrate:

An understanding of current debates about the nature of history

An understanding of current debates, initiatives and practices vis-à-vis school histories and history teaching

A well structured, reflective and informed position arrived at by you that is argued for lucidly and accurately; you will explain, with practical examples, how the position arrived at can be outworked in the classroom in terms of concrete tasks, activities and approaches to teaching/learning

Scholarly apparatus and informed reading of literature relating to the first two criteria (the guidance on assignment writing in the handbook must be followed

Aspects of the Teachers‟ Standards which this assignment relates to must be explicitly referred to, discussed and embedded in the structure of your responses

Please remember to: follow the guidance on assignment writing in the handbook provide a clear structure which incorporates critical analysis Use an appropriate writing style and scholarly apparatus Identify aspects of the Teachers‟ Standards which this assignment relates to and

explicitly refer to, discuss and embed them in the structure of your response.

Submission Date: Thursday 20 December 2012 by 12 noon

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Module 2 Assignment 3 (4000 words) To a standard that is acceptable to your School „B‟ mentor and is compatible with the conventions of the school: Design or adapt a scheme of work (SoW) to be delivered to a class of pupils in School „B‟. The scheme of work should be at least ten lessons long and include an assessment task for pupils to complete along with a mark scheme that will be used to asses it. The Scheme of work should take into account the specific learning needs of the pupils and incorporate evidence of various curriculum initiatives. The Scheme of work that you submit should be approx 1000 words in length. You should also provide a critique of the scheme of work which should be approx 3000 words in length. The Critique must include: (a) Critical analysis and evaluation of the scheme of work in practice, including

detailed comments on the plan, its implementation and progress, how well it matches its stated aims and its relative successes and weaknesses, plus an account of the main strengths and weaknesses of the scheme of work

(b) The critical analysis and evaluation should involve you drawing upon informed

reading of relevant literature in order to outwork your own position about the theoretical nature of history through the design and practical delivery of the Scheme of work.

(c) A knowledge of current issues, theories and your own position as it relates to

school history generally and schemes of work in history specifically. A clear description of how this knowledge and personal position is outworked in the classroom in practical and effective ways.

(d) You will have to demonstrate an understanding of the relationship between

long, medium and short term planning (e) A detailed evaluation of five taught lessons within the Scheme of work which

includes an evaluation of specific, practical and creative teaching and learning methods.

(f) Brief written feedback on the planning, taught delivery and evaluation of the

Scheme of work from the School „B‟ mentor (e.g. one paragraph)

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Assessment Criteria In addition to the General Assessment Criteria (please also see the main handbook) your assignment should demonstrate:

an understanding of the relationship between long, medium and short term planning

a knowledge of current issues, theories and the student‟s own position as it relates to school history generally, and schemes of work in history specifically; a knowledge of how this is outworked in the planning and delivery of lessons

a clear structure which articulates the student teacher‟s position in terms of the nature of History, and different methodological perspectives and how they are outworked in the classroom

reflection on relevant contemporary debates about the purpose of school History

Please remember to:

follow the guidance on assignment writing in the handbook

provide a clear structure which incorporates critical analysis

Use an appropriate writing style and scholarly apparatus

Identify aspects of the Teachers‟ Standards which this assignment relates to and explicitly refer to, discuss and embed them in the structure of your response.

Submission Date: Monday 17 June 2013 by 4.00 pm

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Formative Assessment

All formative assessment is designed to demonstrate your ability to achieve the required level of attainment in your two subject specific assignments and to complete Modules 1 and 2 of School Experience successfully. Formative assessment of Subject Study is summarised below, details can be found on the following pages. There are several forms of formative assessment during your subject study modules:

Directed Tasks You will be required to complete a number of subject specific tasks during university based sessions and during school experience, as directed by your subject tutor, in order to address your specific needs.

Post-16 Experience and Research There follows a list of specific tasks which you need to complete during your post-16 experience.

Subject Knowledge Audit Auditing your subject knowledge, and taking steps to enhance the breadth and depth of your knowledge effectively is a continuing process throughout the PGCE programme.

Tutorials These take place with your subject tutor to review your individual progress

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Post-16 Experience and Research

In order to be effective practitioners at 6th Form/Post-16 level (as with KS 3 & 4), History teachers have to think reflectively about what they are doing and why they are doing it. Regardless of the Key Stages chosen for assessment, during the Programme you should gain experience of planning, teaching and assessment at post 16 and complete the following subject-specific directed tasks via observation of History teaching and discussion with teaching staff as well as an investigation into and critique of resources and approaches to teaching History at this level. By the end of the Programme, you should have become more familiar with and have reflected on recent developments in the teaching of History at post 16 level and have learned and reflected on possible approaches that may be used when teaching History at post 16. Directed Tasks (You should record your findings in your Personal Development Profile): 1. Observe the teaching of A‟ level History lessons and consider the ways in

which there are links with teaching and learning at KS3. 2. Study the specimen papers of the syllabi being taught in the History

department. Look closely at the questions and associated marking schemes. Consider what teaching and learning strategies could be employed in order to effectively tackle such questions and discuss these (and other) approaches with staff in the department:

What do the students need to know?

What skills do they need to employ?

How could the answers to these two questions affect lesson planning and choice of teaching strategies?

4. Investigate the changes being made to approaches to teaching and learning at

post 16 and discuss the implications with key staff.

What are the key changes?

How will they have an impact upon teaching and learning?

What are the implications for resourcing?

What are the implications for assessment?

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Subject Knowledge Audit This profile document has two main purposes. Firstly, it is designed to ensure that your subject knowledge development is planned for and monitored throughout the course. It will provide a way of ensuring that you have received your entitlement in terms of experience of teaching History across the 11-18 age range, and have satisfied the requirements set out in the Teachers‟ Standards (2012) Please note: it is vital that School „A‟ and „B‟ mentors are fully involved with student teachers in monitoring, grading/assessing and setting targets vis-à-vis subject knowledge development throughout each stage of the course. What do is meant by Subject Knowledge? An important part of your professional training during the PGCE course will be to develop the subject knowledge which you will require in order to teach history well in schools. Good subject knowledge is a vital element in planning and teaching rigorous, challenging and interesting history lessons. Subject knowledge can be defined in at least two ways: an understanding of the ideas, structures and processes which underpin the

discipline as it is most often taught in school as opposed to at a more theoretical level: similarity and difference, change and continuity, cause and consequence, significance, analysing and evaluating sources and interpretations

a knowledge of particular periods, people, events and substantive concepts

(e.g. revolution, dictatorship) in history How and when should you audit your subject knowledge? It is important that you develop both aspects of history subject knowledge outlined above as you progress through the course. Obviously, you cannot possibly be expected to develop knowledge of every particular period, person or event that you might be expected to teach in your career as a history teacher. One of the difficulties and also one of the delights of history is the vastness of the subject matter, and this is reflected in the choices available within the National Curriculum and 14-19 specifications. However, there are some widely taught areas of content in school history and it is important that you become increasingly confident in teaching these. Subject Knowledge Audit 1, which will be completed at the beginning of the course with the Subject Co-ordinator, will help you to assess your strengths and weaknesses against the commonly taught areas. The crucial times to audit subject knowledge will therefore be before each of the teaching practices („A‟ & „B‟), during Serial Experience (both with the Mentor and Subject Co-ordinator) and at the end of each teaching practice (both with the Mentor and Subject Co-ordinator as part of, or in preparation for, each of the joint

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observation visits). Subject Knowledge Audits 2 and 3, both of which include a section on strategies for developing weak areas of subject knowledge, will help you carry out this audit and must be completed in consultation with the school Mentor on each placement during one or more of the mentoring sessions. The completed audits, including strategies for developing weak areas of subject knowledge, will then be reviewed and discussed with the Subject Co-ordinator at the tutorial prior to the beginning of teaching practice and will be checked again, by the Co-ordinator when she makes her joint observation visit. Before each teaching practice begins it is therefore vital that you do the following: 1. Find out from your Mentor exactly what you will be required to teach. 2. Audit your subject knowledge in relation to this in consultation with your

Mentor during one or more of your mentoring sessions. 3. Address any deficiencies in subject knowledge and understanding before you

start planning. You will find the Subject Knowledge Audit proforma for each Audit on the PGCE History section of Moodle. An exemplar is provided in this handbook Grading of Subject Knowledge For each of the areas of subject knowledge specified or identified on the Subject Knowledge Audits 1, 2 and 3 you should - in consultation with your Mentor and Subject Co-ordinator - give yourself a grade, bearing in mind the level at which you will be required to teach the specific area of content. The grade descriptors are as follows: Grade 1: Very good or better. The student teacher is capable of making a distinctive contribution to the history department team; they have expert knowledge in this area and would be an asset to any department wanting specialist input. Grade 2: Good. The student teacher is confident in her/his subject knowledge and understanding in this area for this level (11-19) of teaching; s/he is confident about dealing with subject knowledge related questions that pupils might ask. Grade 3: Satisfactory. The student teacher‟s subject knowledge is sufficient to deliver lessons and lesson sequences on this topic to a satisfactory level but s/he has not yet got a grasp of detail to the extent that s/he would be confident in dealing with any pupil questions. Grade 4: Weak. The student teacher has never covered this at „A‟ level or degree level, or past coverage was too superficial or too long ago to be helpful to her/him now. The student teacher would not be able to construct lesson plans and lesson sequences without a great deal of assistance in this area of subject knowledge. S/he would be unable to deal with pupil questions on this topic.

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What should you do about weak areas of your subject knowledge? An essential part of the Subject Knowledge Audit is the action which you take in order to strengthen weak areas in your knowledge and understanding as well as to develop areas which are already satisfactory or better. This can be done in a range of ways, depending on the level at which you are expected to teach a subject. The most critical stages for addressing weak areas of subject knowledge are before and during each teaching practice at the two school placements. The Mentor on each placement will play a crucial role in assisting you in this process as well as assessing your progress. The Subject Co - coordinator will also provide support in terms of strategies to develop subject knowledge. When will my Subject Knowledge Audit be reviewed? The Audit along with the Needs Analysis/Tracking Profile Document has a number of fixed review points when progress will be formally checked and graded. These reviews will take place in school and in University on the following dates: Subject Knowledge Audit 1 – Wednesday 12 September 2012 (in session as directed by Subject Co-ordinator). Subject Knowledge Audit 2 - Between Monday 1 October 2012 and Friday 12 October 2012 (tutorial prior to School „A‟ Block Practice). Grading and signing off of Subject Knowledge Audit 2 (and the School ‘A’ section of the Needs Analysis/Tracking Profile Document) by Subject Co-ordinator and Mentor on School „A‟ Joint Observation Visit – at some point over the period 26 November – 7 December 2012. Subject Knowledge Audit 3 – Between 28 January 2013 and Friday 8 February 2013 (tutorial prior to School „B‟ Block Practice). Grading and signing off of Subject Knowledge Audit 3 (and the School ‘B’ section of the Needs Analysis/Tracking Profile Document) by Subject Co-ordinator and Mentor on School „B‟ Joint Observation Visit – at some point over the period 7 May – 24 May 2013.

Tutorials Tutorials with your subject tutor will be arranged before the beginning of each School Experience to check your preparation for school experience and discuss your targets/subject needs and following the marking of your assignments to consider any areas for development identified by your tutor to help you improve your level of attainment in the following assignment.

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Subject Knowledge Audit Exemplar

Subject Knowledge Audit Date: Possible Areas of Study (please note: this is not an exhaustive list) Grade

Key Stage 3

Medieval Britain

Britain 1500 – 1750

Britain 1750 – 1900

The Twentieth Century World

The Roman Empire

Islamic States 600 - 1600

The French Revolution

Black Peoples of the Americas

Indigenous Peoples of North America

Local History

GCSE

The history of medicine

The history of crime and punishment

The American West

Nazi Germany

Britain 1815 – 1851

Cold War

The Irish Conflict

The Middle East Conflict

British social and economic history 1900 – 1918

Twentieth-century world history: Russia, USA, Germany, International Relations, World War One

Post 16

Twentieth-century Britain

Twentieth-century Europe

Twentieth-century Russia

Twentieth-century America

European history 1750 – 1900

British history 1750 – 1900

Early modern British history

Early modern European history

Medieval British history

Medieval European history

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Subject Knowledge Audit Exemplar Strategies for developing weak areas of subject knowledge throughout the PGCE course

Priority areas to strengthen Strategies/Resources to be used

1.

2.

3.

4.

5.

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PGCE (SECONDARY) SUMMARY OF HISTORY TEACHING EXPERIENCE 2012/2013 NAME …………………………………………………………………Assessment Option …………………………………………………

Experience of Teaching

at KS3

Experience of Teaching at

KS4

Experience of Teaching at

16+ and completion of directed tasks

Experience of Teaching

using ICT

Experience of teaching

outside of the classroom

NAME OF SCHOOL A: ……………………………………………………MENTOR SIGNATURE: ………………………………………………………………….

List Experience:

List Experience: List Experience: List Experience: List Experience:

NAME OF SCHOOL B: ………………………………………………… MENTOR SIGNATURE: ………………………………………………………………….

List Experience:

List Experience: List Experience: List Experience: List Experience:

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Lesson Design & Planning You will, during subject days, have opportunities to practise the skills of lesson design and planning. Your subject tutor and your school mentors will support you in the development of these important skills. It is important that you are involved personally in the process of designing your lesson plan proforma so that you reflect upon the purpose and value of lesson planning generally and more specifically the layout and content of a lesson plan. You will have the opportunity to reflect upon the experience of using your own lesson plan and amend it for placement B if appropriate. Your subject tutor and mentor will be actively involved in ensuring that you meet the Teachers‟ Standards (2012). If your school asks you to adapt your planning to a standard school format, then please ensure that all elements of the University requirements are incorporated. Remember that effective lesson design starts from the establishment of appropriate learning objectives and encompasses a „climate for learning which helps pupils to recognise the links between their learning in successive lessons. Planning should focus on a range of teaching and learning strategies and techniques as well as effective classroom* organisation, resource management and indications of assessment opportunities. *Classroom‟ is shorthand for „teaching space‟, e.g. gym, workshop, studio or field.

Specific Guidance on Framing History Lesson Objectives & Targets Criteria to bear in mind when framing lesson objectives:

Does the objective define a learning outcome?

Does the objective help you to determine whether pupils have learned anything at the end of the lesson?

Do you have ways of checking that you have met your objectives? Consideration should be given to the part that the lesson plays in the context of long term progression of historical learning in terms of historical skills, concepts, knowledge and understanding it addresses. Consideration should also be given to learning issues arising from the previous lesson Some useful world phrases that will give you the precision that you need in a learning objective:

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By the end of the lesson pupils will be able to ….

select … extract … give example of … relate … identify … choose … connect … link … make a link between … explain … illustrate … show the relationship between … explain the relationship between … comment upon … remember … recall … ask questions about … choose questions that … find … design … prioritise … create headings … refine headings … challenge headings … limit … extend … amplify … judge … substantiate …

classify … sort … arrange … justify … justify their thinking concerning … explain their thinking concerning … compare … contrast … define … analyse … join up … shape … organise … reconsider … reflect … support … support a view that … evaluate … weigh … weigh up … create … construct … draw out … challenge … mount a challenge concerning … build … structure … represent … reorganise …

Avoid words like discuss, complete, fill in, annotate, listen, finish or gather. These are descriptions of procedures, tasks or activities. They are not learning objectives. They are fine for your activities in your lesson plan – but not for your objectives. You might legitimately want pupils to „do the exercise‟ or „fill in the chart‟ or „complete the exercise‟ of „write an essay‟ but these are not learning objectives. Avoid words like become aware of, experience, learn about, empathise with or understand. These are too vague for you to assess whether or not learning has taken place. Also, they don‟t help you with defining what pupils are learning. They are perfectly valid aims and experiences, but your job is to specify the learning outcomes that will demonstrate some headway towards such aims and experiences.

[Taken from University of Cambridge Faculty of Education PGCE History Handbook for Trainees & Mentors 2002-3]

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Who will support me? Your Subject Co-ordinator, Katharine Milcoy, is also your Academic Adviser (see the main Programme Handbook). She will support your progress in your academic studies and your school experience and will meet you for tutorials at key points in the Programme, notably

after completion of the Subject Knowledge Questionnaire in September

at the start and end of both teaching blocks.

How will I learn? Katharine will introduce theoretical sessions, supported as appropriate by visiting speakers. You will be expected to outwork the ideas addressed through discussions, collaborative planning activities with your peers and the completion of practical tasks. There will be an emphasis during all subject sessions on sharing experience, reflection, critical analysis of practice and evaluation. These sessions will mirror school practice. They will also support your development towards fulfilling Standard 8 in terms of developing professional relationships with colleagues. You will be expected to take on responsibility for your own learning and to develop problem solving skills. At different points in the course you will:

Plan and deliver a presentation to the group

Lead a discussion on a relevant topic

Teach an ICT application to a fellow student Lead a plenary session to highlight implications of the day‟s focus

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Some Advice from last year’s students

Make sure you keep some of your weekend for yourself – just to keep your sanity

Be prepared for it to take over your life, but once you surface in June it will be worth it.

Don‟t worry about your subject knowledge – you can‟t expect to know everything

Get to be before midnight – you are no good to anyone if you are tired, even if you have planned an outstanding lesson, you won‟t be teaching one!

Don‟t panic about what you haven‟t done and what you still need to do. Your checklist will never be complete until June so just complete the paperwork as it comes.

Don‟t panic keep cool.

Help each other, talk and share, you are all in this together so don‟t work alone

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Evaluation

Details of the evaluation of the Secondary PGCE Programme can be found in the Programme Handbook. As part of this process, each subject study module is evaluated. You will be asked to complete a module evaluation form. Your subject tutor will analyse the responses and identify areas for development. Each subject route is required to select a representative member of the Secondary PGCE Programme Board. The Programme Board meets three times a year and each student representative is offered the opportunity to raise issues on behalf of their subject group.

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Secondary PGCE 2011-2012 Module 1 Evaluation

Module Title History Subject Study

Course tutor Katharine Milcoy Please complete this evaluation form to enable us to review and develop our programme. Your responses are included in the Annual Review process which operates in the University. From this process, areas for improvement are identified and implemented.

1. By the end of this module have you made progress in terms of the following learning outcomes?

Yes No

have reflected upon the questions of „Why teach History?‟ and „What‟s the point of History?‟ and to allow this reflection to inform their own practice in the classroom; to have developed a critical/analytical overview and working knowledge of current and proposed future practices regarding school history across the 11-18 age range

8 8

have developed a range of appropriate and inclusive teaching methods and organisational practices that have been informed by theoretical and research based insights; to teach effectively and to know and use (critically) various methods of monitoring, assessment, recording, reporting, accountability (M&A), including National Curriculum Attainment Target Levels for History

8 8

know and be able to use effectively a range of materials/resources for teaching both inside and outside school; to develop stimulating and innovative teaching/learning methods including the use of various forms of ICT to deliver teaching objectives

8 8

successful completion of school „A‟ teaching practice including the development of subject knowledge

8 8

be reflective and in control of their own discourse as regards the relationship of their subject specialism to various curriculum initiatives and issues, e.g. Citizenship, Inclusion, Anti-racism/Multiculturalism, Anti-sexism/Gender

8 8

have a clear understanding of how pupils in all social contexts should progress and what they should expect to achieve in history

8 8

2. Were you motivated by the learning and teaching approach?

Yes

7

No 1

Comment made me confident at beginning of placement. Prefer sessions when we take control of the learning, Too much theory – two weeks maximum.

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3 Was all the information you needed to complete this module available through the

handbook?

8 No

Comment Made reference to it frequently For the following 2 sections, please use the 1-4 scale as indicated:

1 very good 2 good 3 satisfactory 4 poor

4. Please evaluate the resources available.

1 2 3 4

Rooms 2 6

Learning Resources Centre 2 4 2

Access to Portia 4 2 2

5. Please evaluate your own contribution to the module

1 2 3 4

Attendance 7 1

Preparation for and follow-up to sessions 6 2

Active participation in sessions 6 2

6. Has this module contributed to your understanding of the following

Yes No Comment

Personalised Learning 8

Diversity 5 3 This will be a focus for module two

7. What are the strengths of this module? Placement A, Practical activities, good preparation for placement A. Excellent tutor, approachable and positive, Small groups

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STUDENT MODULE EVALUATION 2

Programme Secondary PGCE

Module Title History Summary of Evaluation 2010-2011

Number in cohort

8 Number of returns

8

Please can you complete this summary of student evaluation. Include the number of responses and percentage. E.g. 11 (100%) 1. By the end of this module have you made progress in terms of the following learning outcomes?

have reflected on the questions of ‘Why teach history?’ and ‘What is the

purpose of History?’ and for this reflection to have informed their own

practice in the classroom; to have developed a critical overview of current

and future practice

Yes 100%

No

reflect and be reflective about contemporary debates about the purpose of

History in a global environment in relation to various curriculum initiatives

and issues. eg Inclusion, Anti-racism, Multiculturalism, Anti-sexism, Gender

100%

Successfully complete School B placement including the development of subject knowledge and the design or adaptation of a scheme of work which includes a rationale for the methods utilised and a critical evaluation of pedagogical practice

100%

have considered pupils’ social and cognitive developments as particularly

applicable to the teaching of school history; to be aware of how such

factors could manifest themselves in the history classroom; to respond to

these considerations via effective planning and teaching which is

challenging and inclusive of all pupils

100%

be able to develop stimulating and innovative teaching/learning methods 100%

have developed a range of appropriate and inclusive teaching methods and organisational practices which have been informed by theoretical and research based insights. To know and critically utilise various methods of monitoring and assessment

100%

2. Were you motivated by the learning and teaching approach?

Comment

Yes 88% (7)

No 1

Very good external speakers, theory unhelpful, highly motivated, teacher led seminars, students need these sessions in order to make progress.

3 Was all the information you needed to complete this module available through the handbook? Comment: All very clear, could be clearer, Assignment 3 confusing For the following 2 sections, please use the 1-4 scale as indicated:

1 very good 2 good 3 satisfactory 4 poor

Yes 100% (8)

No

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4. Please evaluate the resources available.

1 2 3 4

Rooms 1 6 1

Learning Resources Centre 2 5 1

Access to Portia 4 2 1 1

5. Please evaluate your own contribution to the module

1 2 3 4

Attendance 8

Preparation for and follow-up to sessions 6 2

Active participation in sessions 6 2

6. Has this module contributed to your understanding of the following

Yes No Comment

SEN 8 More emphasis on developing resources

Personalised Learning 8

Diversity 8

7. What are the strengths of this module? Good suggestions for readings, External visitors and visit aided thinking about how to use resources Good activities, good subject days, good to share a diversity of views 8. Subject Co-ordinator's Action Points: Continue to make use of formative assessment peer review of assignment three Continue to invite visiting speakers to deliver sessions for the group.

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Resources

You are not expected to read everything on this list, specific readings will be recommended throughout the module and extracts will be provided for pre- or post session reading. Arnold, J. H. (2000) History: a Very Short Introduction Oxford University Press

Arthur, J. & Phillips, R. (Eds) [1999] Issues in History Teaching, Routledge

Arthur, J., Davies, I., Wrenn, A., Hayden, T. & Kerr, D. (2001) Citizenship through

Secondary History, Routledge Farmer

Bourdilllon, H. (Ed) (1994) Teaching History, Routledge

Brown,C.G.(2005) Postmodernism for Historians, Pearson Education Ltd

Cajani, L.& Ross, A. (2007) History Teaching, Identities, Citizenship, Trentham

Cannadine, D. Keating, J. Sheldon, N. (2011) The Right Kind of History: Teaching

about the Past in Twentieth Century Britain, Palgrave

Counsell, C. (1997) Analytical & Discursive Writing at Key Stage 3: A Practical

Guide, Historical Association

Davies, I. (Ed) (2011) Debates in Teaching History, Routledge

Davies,M. L.(2006) Historics: Why History Dominates Contemporary Society,

Routledge

Daviers, P. Lynch, D. & Davies, R. (2003) Enlivening Secondary History: 40

Classroom Activities, Routledge Falmer

Ginnis, P. (2002) The Teacher‟s Toolkit: Raise Classroom Achievement with

strategies for Every Learner Crown House Publishing Ltd

Giroux, H. A. (2005 2nd ed.) Border Crossings: Cultural Workers and the Politics of

Education, Routledge

Hayden, T., Arthur, J., & Hunt, M. Stephen, A. (2008 3rd Ed) Learning to Teach

History in the Secondary School, Routledge Falmer

Hayden, T. & Counsell, C. (Eds) (2002) History, CT and Learning, Routledge Falmer

Husbands, C. [1996] Understanding History Teaching, Open University Press

Husbands, C. Kitson, A. Pendry, A. (2003) Understanding History Teaching, Open

University Press

Jenkins, K. (2003) Re-thinking History Routledge Classics

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Jenkins, K. (1995) On „What is History?‟ from Carr & Elton to Rorty & White,

Routledge Jenkins, K. & Munslow, A.(eds.) (2004) The Nature of History Reader,

Routledge

Munslow, A. (2006 2nd ed.) The Routledge Companion to Historical Studies,

Routledge.

Nicholls, G. (Ed) (2003)Teaching at Post-16: Effective Teaching in the A-Level, AS &

GNVQ Curriculum, Kogan Page

Pendry, A., Husbands, C., Arthur, J. & Davison, J. (1998) History Teachers in the

Making: Professional Learning Open University Press

Phillips, R. (1998) History Teaching, Nationhood & the State, Continuum International

Publishing Group

Phillips, R. (2002) Reflective Teaching of History 11-18 Continuum

Southgate, B. (2000) Why Bother with History? Ancient, Modern & Post-modern

motivations, Longman/Pearson Education

Journals

Teaching History

Rethinking History

Websites

The following sites are just a few of the many websites which you may find of use throughout the course:

www.euroclio.eu

www.history.org.uk

www.thinkinghistory.co.uk

www.schoolshistory.org.uk

www.spartacus.schoolnet.co.uk

www.nationalarchives.gov.uk/education

www.teachingideas.co.uk/history/contents.htm

www.britishempire.co.uk

www.iwm.org.uk

www.bbc.co.uk/schools/websites/11_16/site/history.shtml

www.nc.uk.net

www.cartoons.ac.uk

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www.historyworkshop.org.uk

www.twmuseums.org.uk/slavery

www.tes.co.uk/teaching-resources

www.schoolshistoryproject.org.uk

www.londonmet.ac.uk/thewomenslibrary/