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Enhancing Employability Skills through History Education at UCLan

Explore the innovative approaches taken at UCLan to integrate history education with employability skills, focusing on skills-oriented teaching, insights into history-related careers, and elective courses targeting employability progression. The curriculum emphasizes primary source analysis and offers a range of skill-based modules alongside tradition history courses, preparing students for diverse career paths in teaching, museums, and archives. The program also includes a work placement module at level 3. Discover the importance of developing key skills in history education and the ongoing debate on the balance between skill-building and historical content.

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Enhancing Employability Skills through History Education at UCLan

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  1. History & Employability at UCLan Achieving relevance and progression

  2. Level 1 provision Three approaches: • Developing key skills through skills- orientated teaching • Providing inputs that provide insights into history-related careers • Making use of UClan’s electives that relate to employability, such as Planning Your Career.

  3. Skills orientated teaching • The underpinning approach is that of encouraging students to operate in the manner of research historians. They work increasingly with primary sources. • There is a spine of core, skills-orientated modules, with Understanding History at level 1; Sources and Methods in History at level 2; and the History Dissertation at level 3, which can be applied history.

  4. Beyond the spine • Optional, skills-orientated modules are offered at each level, allowing choice within compulsion at level 2. Community History & History Around You are examples. • There is also a suite of half modules that provide insights into careers that are history related – teaching, museums and archives. • A work placement module is offered at level 3. • All level 3 modules require students to deploy primary evidence.

  5. Some issues • All history modules are concerned with developing key skills. • How far a skills-orientation should apply is debatable and debated. • How far students are aware of our employability inputs is a concern: we teach, and they come to study, history rather than employability. • We assess mainly by coursework.

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