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EDU-30130 - Module Specification
School of Social Sciences
Faculty of Humanities and Social Sciences

For academic year: 2024/25 Last Updated: 11 May 2024

EDU-30130 - History Beyond the Curriculum
Coordinator: John Howlett Tel: +44 1782 7 34151
Lecture Time: See Timetable...
Level: Level 6
Credits: 15
Study Hours: 150
School Office:

Programme/Approved Electives for 2024/25

None

Available as a Free Standing Elective

No

Co-requisites

None

Prerequisites

None

Barred Combinations

None

Description for 2024/25

In this interactive module you will learn how academic subjects are taught outside of the traditional setting in places such as heritage sites, museums, and advocacy organizations. You will grapple with how knowledge - which could be historical artefacts or art - is presented to different groups for different purposes. A teaching team across History and Education will deliver the sessions and so you will learn alongside students in other disciplines and thus share your specialist knowledge with your peers. Field trips will complement your seminar teaching and learning programme to apply your skills to case studies.

Aims
This module aims to develop students' understanding of public and applied history through experiential and peer-based learning practice.
In addition, it aims to provide Education students with opportunities to interrogate the ways in which knowledge (and the Past) are presented in educational settings and the reasons why this might be so.
Furthermore, the module aims to introduce Education students to key areas of debate within the field of heritage studies and to gain an understanding and appreciation of the different theories which inform the field.
Finally, the module aims to introduce Education students to the heritage sector more broadly thereby enhancing possible opportunities for future employment.

Intended Learning Outcomes

Critically analyse themes and issues surrounding the significance of public and applied history: 1,2
Identify key primary and secondary sources related to the heritage sector and public history: 2
Develop collaborative communication skills through experiential and peer-based learning practice: 1
Develop a detailed understanding of the issues and debates within the heritage sector including the ways in which displays and collections can often be seen as 'problematic': 1,2
Appreciate the implications and ramifications for particular sorts of presentation of the past.: 2

Study hours

10 x 2-hour classroom lectures and seminars = 20
2x6-hour field trips to partner organizations =12
Independent Study Hours = 118.*
*Below is an approximate breakdown of those hours:
Preparation for seminars and field trips = 40
Essay research and preparation = 34
Reflective diary research and preparation = 20
Formative group work with other students = 24

School Rules

None

Description of Module Assessment

1: Assignment weighted 50%
Reflective Diary, 1500 words
Students will complete a reflective diary to critically evaluate the core themes and skills developed on the module. Students must include entries for at least three of the taught sessions and the field trips must be discussed as one of these.

2: Essay weighted 50%
Research Essay, 1500 words
Students will select an essay question from a choice approx. seven options. Examples of indicative essay questions include: Critically evaluate two different interpretations of historical narrative presented at two museums or heritage sites. Critically discuss the theoretical principles behind two educational sites (museums or historical sites) that you have visited. With reference to at least two examples, explain how and why museums have attempted to 'decolonize' and what the implications are for visitors of this process. In terms of preparing the students for the assessment, there will be opportunities for Education students to have personal meetings and discussions with both of the module leads (from History and also Education) and will be encouraged to do so. The same criteria will also apply to History students. By so doing, students will therefore not be disadvantaged when it comes to the assessments.

Please note that for the 2022/23 Academic Year programmes may be adapted to operate in accordance with a flexible, digital approach. This means that there may be some changes made to how modules are delivered and assessed. The latest information will be provided to you by your School in module handbooks. We endeavour to give you as much notice as possible of any changes and details about the circumstance in which changes are made to programmes can be found in the Student Agreement, available at: https://www.keele.ac.uk/student-terms-and-conditions/

Last Updated: 11 May 2024