Module EDUS2481: HUMANITIES 2

Department: Education [Queen's Campus, Stockton]

EDUS2481: HUMANITIES 2

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To further enhance the subject knowledge and understanding of intending Key Stage 1 and 2 teachers in the Humanities with particular reference to geography, history and religion studies.
• to enable students to make a wider scope of informed judgements about the key ideas and concepts which constitute these subjects and the ways of thinking which have led to the development of these ideas and concepts.
• to consider the relevance of this knowledge and understanding in the context of primary children's thinking in the humanities

Content

• Building on Humanities 1, key ideas and concepts underpinning the National Curriculum subjects of geography, history and religious studies are further developed in the following contexts.
• Geography: the geography of topical events.
• weather and climate: data collecting, processing and analysis.
• approaches to fieldwork in the locality.
• changing environments: urban land use planning.
• sustainable development.
• the coastline: living with natural systems.
• History: Britain in the 20th century.
• ancient civilisations: Egypt.
• ancient civilisations: Greece.
• local history.
• a theme over time: art and architecture.
• citizenship: Religious Studies: covenant, election and law.
• 'by schisms rent asunder, by heresies distressed': responses to persecution.
• the Christ of faith and the Jesus of history.
• when celtic spirituality meets the Benedictine rule.
• the seal of prophets.
• fatwas and fanaticism.

Learning Outcomes

• By the end of this module the students will be able to: demonstrate an extensive and in-depth knowledge and understanding of the following key ideas underpinning the National Curriculum foundation subjects of geography, history and religious studies.
• places, patterns and processes which shape physical and human features in the environment, environmental change and sustainable development, cause and consequence, continuity and change, time and chronology, that the past can be interpreted in different ways and the nature of belief, deity, worship, authority and commitment.

• and demonstrate the ability to reflect critically on the relevance of this knowledge and understanding to the learning needs of the primary school child.
• think critically and independently;
• analyse, synthesise and evaluate primary and/or secondary data;
• critically analyse literature on a variety of contemporary education issues;
• construct and sustain a reasoned argument.

• communicate ideas, principles and theories effectively in a variety of ways;
• work effectively on given tasks and activities;
• use Information and Communications Technology in a variety of ways;
• manage time and work to deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The module will be delivered through a weekly lecture programme and a series of weekly seminars.
• The lectures will examine the key ideas and concepts and the seminars will facilitate student participation in the critical discussion of these ideas and concepts and the critical reflection of key readings and appropriate research.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Written assignment with presentation (1000 words)

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University