Bachelor of Education Honours in History Education
Education, Training and Development - Schooling
Purpose and Rationale
Qualification in History Education
Purpose:
The purpose of the qualification is to equip learners with a high level of theoretical engagement and intellectual independence relevant to History Education, as well as to understand the important role of research and specialized skills where they will explore key issues and processes within History Education. By collecting, analyzing, organizing, and critically evaluating information, learners will come to develop and demonstrate an advanced and reflective competence of subject matter and research methodologies in order to offer creative insights, rigorous interpretations, and solutions to problems and issues in History Education.
Learners will plan, conduct, and report on a research project under supervision which will address contemporary and critical questions in History Education. This qualification will further aim to foster a high level of indigenous knowledge systems by acknowledging the rich history and heritage of South Africa thereby infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. Furthermore, the qualification aims to prepare learners on innovative ways on how to apply and integrate technology in History Education.
The modules on educational research, in general and in History Education in particular, and the research project included in the curriculum, will contribute to the development of the learner's competences as independent researchers in the field of History Education. The curriculum also includes modules providing for broadening and deepening the learner's expertise in the methodology and pedagogy of History, thus developing the ability to become an academic leader and expert in the field of History Education. This is supplemented by the curriculum content focusing on deepening the learner's content knowledge of and practical skills in History Education. The learners will also be provided with sufficient depth of knowledge and skills to provide for continued personal intellectual growth and the opportunity for further postgraduate study at NQF Level 9 and further.
Rationale:
History is one of the key subjects offered at secondary school level and there is a need for well-qualified teachers in the subject who can lead in the further development of the subject. This qualification endeavors to offer and cultivate a teaching-learning environment that is hospitable to diverse socio-conventional and linguistic interests and activities. It aims to foster a high level of indigenous knowledge systems by acknowledging the rich history and heritage of South Africa thereby infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. Furthermore, the qualification aims to prepare learners on innovative ways on how to use and integrate technology in the teaching and assessing of subject matter content.
Learners will have the opportunity to plan, conduct, and report on a research project under supervision, which will address critical issues in History teaching. In conclusion, this qualification will enable learners for further post-graduate studies at Master's Level and beyond in the field of History education.
Outcomes
- Demonstrate an integrated knowledge and critical understanding of subject matter within a chosen theme and period of theories and methods of historical research and how to evaluate and apply such knowledge and skills within the context of history education.
- Demonstrate the ability to verbally and in writing formulate, present and communicate insightful and creative academic and professional discourses, offering creative insights, rigorous interpretations and solutions to issues in history education, using appropriate media and communication technology and other appropriate research methods.
- Demonstrate the ability to engage with and address ethical issues in History Education, based on critical reflection towards the establishment of a professional identity and responsibility.
- Demonstrate the ability to use a range of extended specialised skills to identify, investigate, critically analyse and to understand, evaluate, address and solve complex real-life problems regarding key matters and issues in history education in a creative and coherent manner.
- Demonstrate the ability to effectively operate as part of a team to solve matters and issues in history teaching and to take responsibility for task-specific outcomes and appropriate use of relevant and multiple resources.
- Demonstrate the ability to apply, in a self-critical manner suitable teaching, learning and assessment strategies which effectively address personal professional and lifelong learning and on-going learning needs of others.
- Demonstrate a commitment to social and environmental justice, heritage, the promotion of indigenous knowledge systems, human rights and good citizenship.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcomes 1:
- Understanding of the principles and boundaries of Education as a field of study.
- Awareness of various educational contexts where education theory applies.
- Demonstrated philosophical sensitivity and understanding of theoretical paradigms locally and globally.
- Identification of appropriate research approaches and methodologies in education and history education.
- Ability to research and report on the status of history education in South Africa and internationally.
Associated Assessment Criteria for Exit Level Outcomes 2:
- Presentation of knowledge in historical writing and history teaching trends.
- Demonstration of expertise in academic and writing skills.
- Application of critical skills in research analysis and synthesis.
- Critical analysis of history curricula in the Further Education and Training Phase.
- Making accountable, ethical, and professional decisions.
- Effective implementation of ICT and research methods.
Associated Assessment Criteria for Exit Level Outcomes 3:
- Rationalization of ethical issues and teacher responsibilities in history education.
- Formulation of own opinions on ethical aspects in history education.
- Demonstrated conscientiousness in teaching practices.
- Critical reflection on teaching to improve practices.
- Fostering civic virtues such as integrity, responsibility, respect, and diligence.
Associated Assessment Criteria for Exit Level Outcomes 4:
- Conveying real-world application of knowledge and skills.
- Analysis and evaluation of scenarios and real-life problems for integrated solutions.
- Discussion of historical education concepts in current real-world contexts.
Associated Assessment Criteria for Exit Level Outcomes 5:
- Critical analysis, synthesis, and evaluation of teaching, learning, and assessment of History.
- Review and conduct research on curriculum issues in South African and other education systems.
- Illustration of how curriculum evaluation can improve curriculum.
- Design and application of curriculum evaluation instruments.
Associated Assessment Criteria for Exit Level Outcomes 6:
- Discussion and application of philosophies, theories, and issues in teaching history education.
- Comprehensive analysis of educational policy documents.
- Practical problem-solving abilities in addressing teaching, learning, and assessment issues.
- Suggestion, planning, design, and application of effective assessment activities.
Associated Assessment Criteria for Exit Level Outcomes 7:
- Comprehensive analysis of social and environmental justice, heritage, and indigenous knowledge systems.
- Planning and application of teaching-learning activities related to Indigenous Knowledge Systems.
- Professional presentation of regional South African heritage information.
- Effective communication of knowledge and skills in presenting lessons on South African Heritage.
Integrated Assessment:
- Assessment practices ensure fairness, validity, and reliability.
- Assessment is integrated with learning and teaching.
- A variety of assessment methods are used, appropriate to the context.
- Theoretical and practical components are assessed together.
- Formative and summative assessment tools are utilized.
- Continuous assessment through portfolios, simulations, written assignments, etc.
- Recognition of prior learning and evaluation of critical outcomes in an integrated manner.
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 128
- SAQA Source
- More Information
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