Cynlluniau Astudio
History and TESOL
Information provided by Department of History and Welsh History
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N/A
The Department of History and Welsh History encourages students to participate in the Year in Employment Scheme and alerts students to a wide range of a range of internship opportunities, including at institutions such as the National Library of Wales, the Royal Commission for the Ancient and Historical Monuments of Wales, Ceredigion Museum, Ceredigion Archives, and the Society of Antiquarians of London.
Information provided by Department of History and Welsh History
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History (December 2019).
https://www.qaa.ac.uk/docs/qaa/subject-
benchmark-statements/subject- benchmark-statement-history.pdf?sfvrsn=49e2cb81_4
History
Information provided by Department of History and Welsh History
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September 2022
September 2023
Information provided by Department of History and Welsh History
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The Programme aims to develop learners’ interest in History, and to deepen their knowledge and understanding of the subject while providing an additional TESOL career path to enhance employabilty. It offers learners a wide range of choice with regard to historical periods and themes from the medieval period to the present, which include opportunities to study aspects of political, social, cultural or economic history. Core modules focus on the acquisition of fundamental historical research skills and an understanding of historiographical issues. Core TESOL modules develop students’ understanding of language systems, teaching approaches and methodologies, and their analytical and communicative skills. In this way, the Programme aims to produce graduates who possess high level research and interpretative skills, who have acquired a lifelong appreciation of History’s value to society, who are skilled communicators and who have the knowledge and skills to teach English to speakers of other languages.
The Programme aims to develop learners’ interest in History, and to deepen their knowledge and understanding of the subject. It offers learners a wide range of choice with regard to historical periods and themes from prehistory to the present, which include opportunities to study aspects of political, social, cultural or economic history. Core modules focus on the acquisition of fundamental historical research skills and an understanding of historiographical issues. In this way, the Programme aims to produce graduates who possess high level research and interpretative skills, and who have acquired a lifelong appreciation of History’s value to society.
Information provided by Department of History and Welsh History
- The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Information provided by Department of History and Welsh History
- A1 Knowledge and understanding of human societies in the past through the study of a range of historical periods and themes in more than one country, and in different cultural contexts.
A2 The ability to frame historical questions, and to search for and locate appropriate secondary and primary evidence in diverse forms, including the electronic.
A3 The ability to read and use, critically and empathetically, a range of secondary texts and primary sources.
A4 The appreciation of the complexity and diversity of situations, events and ways of thinking in the past.
A5 The understanding of the difficulties inherent in historical interpretation, and the means whereby historians deal with ambiguity, incomplete evidence and differences of viewpoints.
A6 The appreciation of the basic critical skills of the historian in establishing and using rules of evidence and testing the validity of statements by developing a practical understanding of how established techniques of research and enquiry are used to produce and interpret historical knowledge.
A7 Intellectual independence in the setting and solving of problems, the acquisition of bibliographical skills, the ability to gather, sift, select, organise and synthesise historical evidence, and the ability to formulate appropriate questions and to provide answers to them using valid and relevant evidence and argument.
A8 Reflexive and critical awareness of the forces of historical change and the ways in which they are explained in historiographical debates.
A9 The marshalling of lucid and coherent arguments in written and oral forms.
A10 The ability to listen and to respond to the arguments of others.
A11 The understanding of the social value of History, and the fostering of a life-long enjoyment of History as a subject.
A12 Knowledge and understanding of English language systems and skills for the purpose of teaching English to speakers of other languages (TESOL/TEFL).
A13 Knowledge and understanding of learner language, skills and motivation, and learner levels as described by the Common European Framework of References.
A14 Awareness of and ability to evaluate and select from a range of language teaching approaches and methods, and demonstrate a critical understanding of key pedagogical concepts and practices in English language teaching
Learning and Teaching:
Acquisition of 1 is through lectures, seminars (which include formal presentations, directed and student-led discussions), assessed coursework and individual essay tutorials. Additional support is provided by the resources of the University Library and the National Library of Wales. Acquisition of 2-11 is through a combination of Option modules with a range of skills and historiographical modules in Year 2 and Special Subject and Dissertation modules in Year 3. Throughout, learners are required to consolidate and broaden their knowledge by means of independent reading. Acquisition of 12- 14 is through interactive lectures and seminars, assessed course work (including presentations, learner case study, peer teaching portfolio, unknown language report, materials design and essays). Successful students will engage with a wide variety of learning and teaching activities which balance direct instruction, collaborative and independent study, and facilitated opportunities for active questioning and debate with peers and tutors. TESOL modules will provide further diversity for learners by embedding practical teaching and opportunities to work with English language learners’ activities alongside discursive and instructive elements (12).
Assessment Strategies and Methods:
Assessment is by coursework (1, 3, 4-9), for which learners are offered regular feed-back, and by a combination of closed unseen examinations (1, 4-10), take- away examination (8) and where appropriate, projects (6), dissertation (1-9) and oral performance in seminars (9). Active and experiential learning is at the heart of the TESOL assessments (12-14) with tasks encouraging students to actively reflect on their own learning experiences, engage with English language learners, deliver and reflect on micro teaching, select and analyze course materials and engage with language learners. TESOL assessments are geared towards enabling students to become reflective and confident teaching practitioners.
Knowledge and understanding
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A1 Knowledge and understanding of human societies in the past through the study of a range of historical periods and themes in more than one country, and in different cultural contexts
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A2 The ability to frame historical questions, and to search for and locate appropriate secondary and primary evidence in diverse forms, including the electronic.
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A3 The ability to read and use, critically and empathetically, a range of secondary texts and primary sources
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A4 The appreciation of the complexity and diversity of situations, events and ways of thinking in the past.
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A5 he understanding of the difficulties inherent in historical interpretation, and the means whereby historians deal with ambiguity, incomplete evidence and differences of viewpoints
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A6 The appreciation of the basic critical skills of the historian in establishing and using rules of evidence and testing the validity of statements by developing a practical understanding of how established techniques of research and enquiry are used to produce and interpret historical knowledge
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A7 ntellectual independence in the setting and solving of problems, the acquisition of bibliographical skills, the ability to gather, sift, select, organise and synthesise historical evidence, and the ability to formulate appropriate questions and to provide answers to them using valid and relevant evidence and argument.
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A8 Reflexive and critical awareness of the forces of historical change and the ways in which they are explained in historiographical debates
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A9 The marshalling of lucid and coherent arguments in written and oral forms.
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A10 The ability to listen and to respond to the arguments of others.
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A11 The understanding of the social value of History, and the fostering of a life-long enjoyment of History as a subject.
Learning/teaching methods and strategies:
Acquisition of 1 is through lectures, seminars (which include formal presentations, directed and student-led discussions), assessed coursework and individual essay tutorials. Additional support is provided by the resources of the University Library and the National Library of Wales. Acquisition of 2-11 is through a combination of Option and Survey modules with a range of skills and historiographical modules in Year 2 and Special Subject and Dissertation modules in Year 3. Throughout, learners are required to consolidate and broaden their knowledge by means of independent reading.
Assessment:
Assessment is by coursework (1, 3, 4-9), for which learners are offered regular feed-back, and by a combination of closed unseen examinations (1, 4-10), take-away examination (8) and where appropriate, projects (6), dissertation (1-9) and oral performance in seminars (9).
Information provided by Department of History and Welsh History
- 10.2.1 Intellectual Skills
By the end of their programme, all students are expected to be able to:
B1 engage with the complexity and diversity of the subject
B2 reason critically
B3 apply historical methods and concepts
B4 demonstrate independence of mind
B5 communicate knowledge and ideas to others, in written and spoken forms.
B6 describe, analyse, evaluate and apply approaches and methods in language teaching.
B7 describe and analyse English language systems for teaching purposes
B8 evaluate, select and apply appropriate materials and methodologies
Learning and Teaching:
Intellectual skills are developed throughout the Programme in a variety of ways. These include the development of listening skills in lectures and comprehension skills in reading and note-taking (1), seminars, tutorials, dissertations and coursework (1-8).
Assessment Strategies and Methods:
All forms of History assessment measure learners’ abilities in each of the intellectual skills 1-5 by means of written responses in a variety of formats. Oral presentation is formally assessed on some skills and special subject modules, and developed but not formally assessed in all other modules. TESOL assessments measure 1-2 and 4-8 through a range of oral, written and practical assessments.
10.2.2 Professional practical skills / Discipline Specific Skills
By the end of their programme, all students are expected to be able to:
C1 search out, sift, assimilate and deploy bodies of historical evidence from a variety of sources.
C2 demonstrate self-discipline in time-management and an ability to work both independently and collaboratively.
C3 read secondary sources critically.
C4 analyse primary sources in complex ways, including an ability to establish their provenance, analyse their content and language, and cross-reference them with other primary and secondary sources.
C5 explain and analyse language items for teaching purposes.
C6 Demonstrate and apply a working knowledge of language systems and skills for the purpose of teaching English to speakers of other languages (TESOL/TEFL).
C7 Demonstrate an awareness of learner language, skills, motivation and learning styles and apply the Common European Framework of References to identify a learner’s level.
C8 Identify and correct errors in learner language.
C9 Plan, deliver and review lessons appropriately in accordance with standard practices in TESOL.
C10 Evaluate, select and apply appropriate material, technologies and resources for particular purposes and distinct groups of learners.
Learning and Teaching:
HISTORY
All learners are introduced to these practical skills in the Year 1 core modules, and each is further developed in Years 2 and 3 in all modules. Module handbooks and the departmental Guide provide further guidance, especially in relation to essay writing and preparation. Skills modules in Year 2 introduce students to a set of particular historical skills, such as oral testimony, IT, statistical analysis, and the use of a wide range of evidence from field monuments to journalism. A separate Dissertation Handbook is distributed to all Year 3 students, while the Dissertation Module provides detailed advice on how to select a topic, search for sources, and structure and present the completed dissertation.
TESOL
Interactive lectures, seminars and practical activities encourage active learning and require students to engage actively with a range of tasks and activities focused on developing the knowledge and practical skills for TEFL/TESOL
Assessment Strategies and Methods:
1-3 are assessed primarily by means of coursework and examinations, whereas 4, though an important element in the assessment of all modules, is assessed principally by means of essays, projects and seen and unseen examinations in the Skills, Special Subject and Dissertation modules.5 -10 are assessed through assessed course work (including presentations, learner case study, peer teaching portfolio, unknown language report, materials design and essays). 10.2.1 Intellectual (thinking) skills – able to:
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B1 engage with the complexity and diversity of the subject
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B2 reason critically
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B3 apply historical methods and concepts
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B4 demonstrate independence of mind
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B5 communicate knowledge and ideas to others, in written and spoken forms
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C1 search out, sift, assimilate and deploy bodies of historical evidence from a variety of sources
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C2 demonstrate self-discipline in time-management and an ability to work both independently and collaboratively
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C3 read secondary sources critically
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C4 analyse primary sources in complex ways, including an ability to establish their provenance, analyse their content and language, and cross-reference them with other primary and secondary sources
Information provided by Department of History and Welsh History
- By the end of their programme, all students are expected to be able to demonstrate:
D1 demonstrate initiative, self-direction and self-motivation.
D2 demonstrate flexibility and independence of mind.
D3 demonstrate effective presentation and communication skills, orally and in writing.
D4 manage time and work to deadlines.
D5 search for and locate information in a wide variety of sources.
D6 contextualise, evaluate and cross-reference diverse forms of (often incomplete) information.
D7 work constructively in groups, and to assess the value and relevance of the ideas and arguments of others.
Learning and Teaching:
The Programme develops these qualities cumulatively, and in a number of ways. 1 and 2 are learned principally in essay and seminar preparation and individual essay tutorial and seminar discussion, while 3 and 4 are learned in essay/project writing, tutorial and seminar presentation. 5 is developed in all research-based exercises, from essay and seminar preparation to the Dissertation. 6-7 feature strongly in all aspects of the Programme.
Assessment Strategies and Methods:
The Programme’s marking criteria reward quality demonstrated in 1-3 and 5 and 6. 4 is not formally assessed, but penalties are imposed on coursework delivered after the agreed submission date. 7 is not formally assessed. Transferable skills – able to:
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D1 demonstrate initiative, self-direction and self-motivation
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D2 demonstrate flexibility and independence of mind
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D3 demonstrate effective presentation and communication skills, orally and in writing
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D4 manage time and work to deadlines
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D5 search for and locate information in a wide variety of sources
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D6 contextualise, evaluate and cross-reference diverse forms of (often incomplete) information
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D7 work constructively in groups, and to assess the value and relevance of the ideas and arguments of others.
BA History and TESOL [V103]
Blwyddyn Academaidd: 2023/2024Cynllun Anrhydedd Sengl - ar gael ers 2022/2023
Hyd (astudio Llawn Amser): 3 blwyddynBlwyddyn Ddiwethaf: 2023/2024
Language Awareness for TESOL
Introduction to History
'Hands on' History: Sources and their Historians
Making History
TESOL Approaches, Methods and Teaching Techniques
Beirdd a Noddwyr: Llên a Hanes c.1300-1500
Reading a Building
History as myth-Making: the 'Myth of the Blitz'
Interdisciplinary and decolonial history
Seals in Their Context in Medieval England and Wales
Victorian Visions: Exploring Nineteenth-Century Exhibitions
Recounting Racism: Oral History and Modern American Race Relations.
Diwylliant, Cymdeithas a'r Fictoriaid
Cymru a'r Tuduriaid
Famine in Medieval England
War, Politics and People: England in Context in the Fourteenth Century
Between Revolution and Reform: China since 1800
Roads to Modernity: Germany and Japan in the Age of Empires, 1860s-1930s
Environmental History of the Neotropics (Latin America and the Caribbean) in the Capitalocene
Culture, Society and the Victorians
Wales under the Tudors
Concro'r Byd: Twf a Chwymp Ymerodraethau Prydain a Ffrainc
Stori America, 1607-1867, ar Ffilm a Theledu
The British Isles in the Long Eighteenth Century
Medieval England and Germany, c. 1050-1250
The European Reformation
From Poor Law to Welfare State: Poverty and Welfare in Modern Britain, 1815-1948
The Nazi Dictatorship: Regime and Society in Germany 1933-1945
Wales and the Kings of Britain: Conflict, Power and Identities in the British Isles 1039-1417
TESOL Materials Development and Application of Technologies
Bywyd a Gwaith ym Meysydd Glo Prydain, 1842-1914 (Rhan 1)
Ritual, kingship and power in Norman and Angevin England: methods, sources & actors (Part 1)
The English Reformation, 1520-58: Revolution and Counter Revolution
The Irish in Britain, c.1815-70 (Part 1): Migration and Settlement
Britain at War 1939-45 (Part 1)
The Invisible Empires: The First Ku Klux Klan and American Society, 1865-1915
Bywyd a Gwaith ym Meysydd Glo Prydain, 1914-1948 (Rhan 2)
Ritual, kingship and power in Norman and Angevin England: methods, sources & actors (Part 2)
The Irish in Britain, c. 1850-1922 (Part 2): Community and Conflict
The English Reformation, 1558-1648: Consolidation and Conflict
Britain at War 1939-45 (Part 2)
The Invisible Empires: The Second Ku Klux Klan and American Society, 1915-1944
Diwylliant, Cymdeithas a'r Fictoriaid
Cymru a'r Tuduriaid
Famine in Medieval England
War, Politics and People: England in Context in the Fourteenth Century
Between Revolution and Reform: China since 1800
Roads to Modernity: Germany and Japan in the Age of Empires, 1860s-1930s
Environmental History of the Neotropics (Latin America and the Caribbean) in the Capitalocene
Culture, Society and the Victorians
Wales under the Tudors
Concro'r Byd: Tŵf a Chwymp Ymerodraethau Prydain a Ffrainc
Stori America, 1607-1867, ar Ffilm a Theledu
The British Isles in the Long Eighteenth Century
Medieval England and Germany, c. 1050-1250
The European Reformation
From Poor Law to Welfare State: Poverty and Welfare in Modern Britain, 1815-1948
The Nazi Dictatorship: Regime and Society in Germany 1933-1945
Wales and the Kings of Britain: Conflict, Power and Identities in the British Isles 1039-1417