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Session: 2022/23
Last modified: 25/10/2022 09:33:32
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Title of Module: Citizenship and Holocaust Education |
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Code: EDUC11131 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | P
Cowan |
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| Summary of Module |
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This module has been designed to allow participants to develop a critical stance in understanding the Holocaust and Holocaust Education in relation to government policies, citizenship initiatives and wider philosophical, socio-political, religious and cultural perspectives. In particular, this module places the Holocaust in its historical and religious perspective, examines it in relation to Judaism (as both a religious and cultural marker), the genocidal policy towards Jews and Roma, the mass murder policies towards other groups, such as gay, disabled and Slavonic people, and reflects on the lessons that can be drawn from the Holocaust for the world today. Specifically, the module will focus on developing participants’ understanding of key issues in the discourse and effective teaching pedagogies for primary and secondary school contexts, and examine how antisemitism can be addressed through Holocaust Education.
Participants will engage with relevant textual and audio visual resources (through the University’s VLE) and have opportunities to reflect on their own practice and professional development, and share their knowledge and experience of the Holocaust and Holocaust Education with each other. National and international research will be considered within a learning and teaching context and implications for practitioners and learners will be examined.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate critical knowledge and understanding of the main concepts, principles and debates in Holocaust Education.
L2.
Demonstrate a critical understanding of relevant research relating to the Holocaust and Holocaust Education
L3.
Demonstrate a critical awareness of current issues in relation to Holocaust Education and present an analysis of how this knowledge and understanding contributes to Citizenship Education.
L4.
Undertake a critical and systematic analysis of themes arising from Holocaust Education and present analysis in a reasoned argument that expresses ideas clearly and coherently drawing on materials relating to the issues explored during the module and relating these to their own professional experiences.
L5.
Demonstrate critical reflection of issues relating to the Holocaust and Holocaust Education within module discussions. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Knowledge of the features and terminology associated with the Holocaust
Critical understanding of key concepts and principles relating to the Holocaust
Knowledge of historical and contemporary features of antisemitism
Critical awareness of current issues in the area of Holocaust Education and how it contributes to Citizenship Education.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use research knowledge at the forefront of development in Holocaust Education
Demonstrate originality or creativity in the application of knowledge, critical understanding and practices that relate to effective engagement with the Holocaust and its teaching.
Demonstrate originality or creativity in the application of knowledge, critical understanding and practices that relate to effective engagement with the area of Holocaust Education and its relationship with Citizenship Education.
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| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to the areas of Citizenship and Holocaust Education.
Critically review, consolidate and extend knowledge, skills and practice in teaching the Holocaust.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate, using appropriate methods, with peers in own school / school in area cluster or associated primary/ secondary school on Holocaust remembrance and education.
Communicate with learners and fellow professionals on key features of and debates relating to teaching the Holocaust
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in professional and equivalent activities.
Take responsibility for own work and/or significant responsibility for the work of others.
Manage complex ethical issues and make informed judgments on issues not addressed by current professional and/or ethical codes or practice.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module is delivered online and incorporates Zoom or Teams tutorials, seminar style activities, practical tasks and asynchronous discussion through the University’s virtual learning environment (VLE). Lecturers at UWS will deliver the pedagogical aspects of teaching Citizenship and the Holocaust related to government policies, curriculum(s) and current research. A range of tasks will be undertaken to probe participants’ developing knowledge and critical understanding of the Holocaust and its teaching in schools.
Course materials will be made available to participants through the UWS VLE and will detail specific information on particular learning and teaching methodologies. This will clarify for participants their expectations on module content, and on the learning and teaching methodologies involved in this online study.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 40 |
| Asynchronous Class Activity | 70 |
| Independent Study | 90 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Szejnmann, C.C., Cowan, P. & Griffiths, J. (2018) Holocaust Education in Primary Schools in the Twenty-First Century, London: Palgrave Macmillan.
Cowan, P. & Maitles, H. (2017) Understanding and Teaching Holocaust Education London: Sage.
Cowan, P. & Maitles, H. (eds.)(2012) Teaching Controversial Issues in the Classroom: Key Issues and Debates, Continuum: London.
Gray, M. (2015) Teaching the Holocaust, London: Routledge.
Stevick, E.D. & Michaels, D. (2018) Holocaust Education: Promise, Practice, Power and Potential, London: Routledge.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link:
http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | S Day |
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| External Examiner | L Craig |
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| Accreditation Details | |
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| Version Number | 3.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The summative assessment demonstrates students’ critical understanding and application of the Holocaust and Holocaust Education in the students’ school or other learning education environments, and of accompanying underpinning research.
Produce an academic essay based on critical reading of relevant literature focusing on a well-defined aspect or issue about the Holocaust or Holocaust Education (fully referenced using UWS Harvard style), and elucidate lessons learned and implications of the issue for teaching and learning of Citizenship. This essay will embed practical themes in this module and students' field experience or other direct engagement with Holocaust Education (4000 words).
This assignment will constitute 100% of the module grade. Students will additionally submit at a specified date in advance of the actual submission date, a sample of up to 1000 words of this assignment. This will allow students the opportunity to receive formative feedback, support and guidance from their tutor.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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