Module XCE-1215:
Subject Studies 1.3

Module Facts

Run by School of Education and Human Development

20 Credits or 10 ECTS Credits

Semester 1 & 2

Organiser: Mr Gwyn Ellis

Overall aims and purpose

This module aims to:

• Enable ATs to develop children’s understanding of themselves and other people, their locality, Wales and the wider world in a range of times, places and circumstances;

• Provide a basis of key subject knowledge in Humanities (History, Geography, RE) ;

• Develop the skills of enquiry, both personally and in children;

• Promote awareness of key misconceptions across Humanities;

• Enable ATs to plan, deliver and evaluate learning activities that are developmentally appropriate in humanities;

• Use the outdoors as a context for developing engaging and meaningful learning in humanities;

• Develop ATs' awareness of key health and safety aspects and risk assessment when planning;

• Introduce the key concepts of ESDGC.

Course content

Module Content

This module introduces Associate Teachers to subject knowledge, concepts and associated pedagogy within the humanities and will enable them to examine the world through the lens of the humanities. Associate Teachers will explore geographical, historical and religious perspectives and develop an understanding of education for sustainable development and global citizenship using research to inform debate and explore issues. Links within and between focus areas will be explored.


• The meaning and origins of the humanities;

• The contribution of the humanities to children’s education;

• Planning and assessment in the humanities: reference to key health and safety aspects and risk assessment; evaluation of activities.

• Developing an inclusive humanities curriculum;

• Multicultural heritage and education;

• Partnership schools and projects.

Geographical perspectives:

• Introduction to curricular requirements e.g. skills, range;

• The character of places and the physical environment: environmental characteristics e.g. types of buildings, flora, fauna, climate; contrasting environments; the environmental factors that affect what grows and lives;

• Location: introduction to maps and mapping in early years and primary age phases; developing locational frameworks and the concept of scale; progression in children’s map making and map reading;

• The human environment: what are human features? E.g. language, religion, population; how humans affect the local environment (Environmental Science);

• Fieldwork: approaches and techniques; opportunities in the local area as a case study example; Focal aspects: human/ physical features of places in the UK and beyond; Use of mobile technologies in the field.

• A global perspective: comparing two locations , in Wales/Britain; Wales/Britain and India; identifying similarities and differences, comparing and contrasting places and environments;

• Distance: how to follow directions, routes; estimate and calculate distances;

• Imagery: describing and interpreting images e.g. photographs, satellite images ;

• Geographical issues in the news - physical and human elements; Why? How? Relevant questions; responding and expressing opinions about contemporary situations e.g. floods, natural disasters, wind farms, fair trade;

• Partnership schools and projects.

Historical perspectives

• Introduction to curricular requirements e.g. skills, range;

• Developing historical knowledge and understanding: different ways of life in different times in Wales/Britain, significant Welsh/British historical figures, significant historical events in Wales/Britain; a consideration of some misconceptions ;

• Approaches to teaching and learning: sequencing events and routines e.g. from images to the use of timelines; tools for developing chronological understanding and an understanding of the difference between fact and opinion; the key role of historical enquiry;

• Introduction to the range of primary and secondary sources available;

• Introduction to the use of the local area with a focus on historical features.

• Identifying significant historical global figures, governments, empires etc and how they have had an impact on people’s way of life in a specific period in Wales/Britain;

• Studying differences between ways of life at different times: in Wales and beyond; comparing events within and across periods;

• References to historical events and figures in the news: relevant stories in today’s society;

• Why? The reasons why people did things – causes and consequences;

• Interpretations of history: how the past is represented and interpreted;

• Recording and organising historical information.

Religious perspectives

• Background: Standing Advisory Council on Religious Education (SACRE), Curriculum documents;

• Exploring religious beliefs, teachings and practices of Christianity and other major world religions: identity (Who am I?); describing and explaining the impact of religion on the lives of believers in Wales/Britain; investigating an ethnographic approach to the teaching of major world religions in Wales/Britain; a consideration of some misconceptions;

• Key teaching and learning strategies when introducing a religion; introduction to useful resources;

• Engaging with Fundamental Questions e.g. asking, discussing and responding to fundamental religious questions;

• Educational visits to places of religious significance in the local area.

• Comparing religious practices in different cultures across the world e.g. the celebration of Easter within different cultures and countries;

• Comparing the beliefs and practices of some of the main world religions;

• Examining how values and morals are an essential part of a religion and culture; investigating issues of social justice and equality;

• Religion in the news: the relevance of religion in Today’s world; how religion affects people across the world

Global citizenship and education for sustainable development

The key concepts of Education for Sustainable development and Global Citizenship with a focus on:

choices and decisions, identity and culture, wealth and poverty, health, natural environment, climate change and consumption and waste.

The four purposes of the curriculum areas will be embedded throughout the module:

Developing children as:

• Ambitious, capable learners, ready to learn throughout their lives;

• Enterprising, creative contributors, ready to play a full part in life and work;

• Ethical, informed citizens of Wales and the world;

• Healthy, confident individuals, ready to lead fulfilling lives as valued members of society.

Research Methods and Methodology

Research informed delivery and research-based teaching:

Evidence-based and research-informed learning underpins the content and the delivery of this module and will be presented in a way that communicates how theory and practice are blended. In this module we will present, introduce and describe clearly the strengths and weaknesses of evidence in the latest theory and evidence based practice that underpins the pedagogy and classroom practices covered. The content and delivery of the module will introduce students to the importance of them developing their capacity to be consumers and producers of research and developing their knowledge of the spectrum of research that informs teaching practice.

*Please also refer to the extended guidance in the supporting validation documentation

Academic Study Skills
Development of (embedded within module content and assignment context):

• note-taking and note-making skills;

• reading for academic purposes;

• critical thinking, analysis and developing an argument;

• information literacy.

Cymraeg Pob Dydd and Curriculum Cymreig

Identify and present a range of basic informal situations to promote the use of Cymraeg Pob Dydd communicational language patterns across the curriculum.

Explain clearly and introduce a planned learning approach for the main five aspects of the Curriculum Cymreig relevant to different subjects and Areas of Learning and Experience.

Digital Competency Framework

STEP module - Computational Thinking 1

ALN, Inclusion and Differentiation

Inclusion of all children will be considered and how learning experiences are planned and adapted to meet the needs of the learners and their stages of development.

Health and Wellbeing

Within the module Associate Teachers will be exploring aspects of relationships and safety and exploring the development of children's understanding of themselves, the relationship between themselves and their environment and the potential impact that may have. Appropriate safe use of mobile technologies will be integral along with an understanding of health and safety of pupils in the outdoors and risk assessment procedures.

**Note that all content and assessments will be explicitly linked to the new Professional Standards for Teaching and Learning. They can be found


How this module contributes towards the Associate Teachers' progress against the Professional Teaching Standards is tracked in an additional document

Assessment Criteria


Threshold All learning outcomes will have been met to a satisfactory level. Knowledge and understanding of the module content will be supported by a satisfactory range of theory, practice and research literature. Candidates will have demonstrated satisfactory evidence of critical analysis when reflecting on teaching and learning. Students will have developed their study skills to a satisfactory standard and will be able to communicate to a satisfactory standard in a professional and academic context.


Excellent Most learning outcomes will have been met to an excellent level and all learning outcomes will be at least good. A deep knowledge and understanding of the module content will be supported by an extensive range of theory, practice and research literature. Candidates will provide excellent critical analysis when reflecting on a wide range of teaching and learning styles. Students will have developed their study skills to an excellent standard and will be able to communicate to an excellent standard in a professional and academic context


Good Most learning outcomes will have been met to a good level. Excellence in some learning outcomes may balance satisfactory attainment in others. A good knowledge and understanding of the module content will be supported by a good range of theory, practice and research literature. Candidates will provide good critical analysis when reflecting on a significant range of teaching and learning styles. Students will have developed their study skills to a good standard and will be able to communicate to a good standard in a professional and academic context.

Learning outcomes

  1. Identify opportunities for the teaching and learning of pupils’ understanding of their place in their environment and the wider world;

  2. Demonstrate appropriate subject knowledge and pedagogy to facilitate learning in humanities including identifying, reflecting and responding to misconceptions when planning and teaching;

  3. Identify and apply appropriate methodology when integrating learning opportunities in the outdoors and other environments;

  4. Analyse and evaluate similarities in health and safety requirements when working in humanities both indoors and outdoors.

  5. Argue a case for enquiry based learning;

  6. Evaluate the use of coding software to plan and deliver a developmentally appropriate activities within the Humanities or Environmental Science, and demonstrate links to Education for Sustainable Development and Global Citizenship (ESDGC) themes;

Assessment Methods

Type Name Description Weight
ESSAY Enquiry-based Teaching and Learning

Essay: Enquiry-base Learning

Provide a rationale for enquiry based learning and teaching with specific reference to planning for learning in Environmental Science and Humanities during School Experience. 

(2400 words.)

COURSEWORK Humanities Teaching Resource

Part B: Teaching Resource

Create a teaching resource using coding software and evaluate its effectiveness in the teaching of an aspect of Humanities or Environmental Science.

(1600 words equivalent)


Teaching and Learning Strategy


The principal methods of learning and teaching will be small group or individual tutorials. During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for tutorials. Sessional and tutorial support where necessary will target underperformance.


The principal methods of learning and teaching will be lectures. During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for subsequent sessions. They will also be expected to engage in auditing and tracking of their subject knowledge development.

Private study

Personal study time as appropriate to meeting the learning outcomes of the module.


The principal methods of learning and teaching will be workshop and seminars . During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for subsequent sessions. They will also be expected to engage in auditing and tracking of their subject knowledge development. Formative testing of vital areas of pure subject knowledge will also take place.

Private study

Computation Thinking 1 - STEP. (Coding software element delivered here)


Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Subject specific skills

  • That they have effective oral and written communication skills in their college work and with pupils and professional colleagues in schools;
  • That they can present and explain effectively to peer groups including school pupils;
  • That they can use ITC effectively to support teaching and learning and their wider professional role.
  • That they have effective numeracy skills in order to fulfil their professional role.
  • That they have information and a sound understanding of the Primary Curriculum;
  • That they know and understand the aims and guidelines of the National Curriculum (Key Stage 2) and The Foundation Phase Framework;
  • That they understand their responsibilities under SEN Code of Practice for Wales and know how to seek advice from experts on less common forms of special educational needs.
  • That they set demanding teaching and learning objectives relevant to all learners in their classes and use those teaching and learning objectives for lesson planning, and lesson follow-ups with appropriate differentiation for learners;
  • That they choose and prepare resources, and plan to organise them safely and effectively, giving consideration to learners' interests, their language and cultural backgrounds, with the assistance of support staff when appropriate.
  • That they take part in teaching teams, and contribute to them, according to what is appropriate to the school. That they plan, where applicable, for the deployment of an extra adult to support the learning of children and young people.
  • That they make appropriate use of a range of monitoring and assessment strategies to evaluate learners' progress towards planned teaching objectives, and use that information to improve their own planning and teaching.
  • That they identify more able and talented learners and provide them with support;
  • That they systematically record pupils' progress and successes, in order to provide evidence of the range of their work, their progress and achievement over time. That they use this to support learners in reviewing their own progress and to illuminate planning.
  • That they can teach the skills, information and understanding required or expected in relation to the curriculum for learners in the age range which they have been trained to teach and how they are relevant to the age range they were trained to teach making appropriate use of the Welsh Curriculum for learners aged 7 - 14;
  • That they adapt their teaching in order to meet needs of learners, including the more able and talented, and those with special educational needs. That they can receive guidance by an experienced teacher when appropriate.
  • That they can identify and respond effectively to matters relating to social inclusion and equal opportunities when they arise in the classroom, including challenging stereotypical opinions, and challenging bullying or harassment by following the policy and relevant procedures.
  • That they can support those learning Welsh or English if that is the language in which they are being educated and is different to the language, or to the language form of their home, with the support of an experienced teacher when appropriate.
  • That they give consideration to various interests, experiences and successes of every pupil they teach in order to help learners' progression.
  • That they organise and manage teaching and learning time effectively.
  • That they organise and manage the physical teaching environment, the equipment, materials, books and other resources safely and effectively, with the help of support staff when appropriate.
  • That they can take responsibility for teaching a class or classes over a continuous and substantial period of time. That they can teach across the age range for which they were trained.
  • That they take appropriate opportunities to teach sustainable development and global citizenship education in all relevant aspects of their teaching.
  • That they can critically analyse information from research and other forms of evidence;
  • That they can combine information from a number of sources in order to understand theory and practice;
  • That they can critically reflect on the values and principles which are the basis of primary education, develop viewpoints, attitudes and personal practice;
  • That they are reflective, with the ability in their areas of study and teaching to analyse, synthesise, apply and manage, and evaluate professional methods and practices;


Reading list

Catling, S., & Riley, T. (2009). Achieving QTS: Teaching Primary Geography. Exeter, United Kingdom: Learning Matters.

Clark, M. & Tucker, S. (ed.). (2010). Early Childhoods in a Changing World. Stoke-on- Trent, United Kingdom: Trentham.

Cooper, H., Rowley, C., & Asquith, S. (Eds.). (2006). Geography 3-11: a guide for teachers. London, United Kingdom: David Fulton

Cooper, H. (2012). History 5 – 11: a guide for teachers. London, United Kingdom: Routledge.

Cooper, H. (2012). Teaching History Creatively. London, United Kingdom: Routledge

Council for Learning Outside the Classroom. (2015). Learning Outside the Classroom. Retrieved from

Edwards, M. (2015). Global childhoods. St Albans, United Kingdom: Critical Publishing.

Erriker, C. (2010) Primary Religious Education. Oxon: Routledge Press

Garner, W., & Pickford, T. (2012) Connections: Integrating ICT into Geography. Llundain:The Geographical Association

Grigg, R., & Hughes, S. (2013) Teaching Primary Humanities. Harlow: Pearson

Hoodless, P. (2008). Teaching History in Primary Schools. Exeter, United Kingdom: Learning Matters

Howard, C.(2009) Investigating Artefacts in Religious Education. Norwich: Religious and Moral Education Press

Joyce, R. (2012). Outdoor learning: Past and present. Maidenhead, United Kingdom: Open University Press

Lowndes, J. (2012). The Complete Multifaith Resource for Primary Religious Education Ages 4-7 London, United Kingdom: David Fulton

Nuffield Foundation History Project. (2011). Lessons and Exemplars. Retrieved from the Historical Association website:

Peacock, G., Wright, D., Johnsey, R., & Sharp, J. (2014). Primary science: knowledge and understanding. (7th ed.). Exeter, United Kingdom: Learning Matters.

Pickford, T. (ed.). (2009). Get Global! Integrating the Global Dimension into the Primary School Curriculum. Stoke-on-Trent, United Kingdom: Trentham.

Pickford, T., Garner, W. & Jackson, E. (2013). Primary Humanities: Learning through Enquiry. London, United Kingdom: SAGE

Sustainable Schools Alliance. (2014). Sustainable Schools. Retrieved from the SSA website:


RE Today

Journal of the Geographical Association

Primary History

Courses including this module

Compulsory in courses: