Skip to main content


Autumn Term


  • Split the students on the module into seminar groups. The students should know if any of the seminar times clash with other lectures/seminars they are doing, and so this is usually done at your first meeting with them while they are present.
  • Produce a list of suggested essay titles, before the students start work on their first essay. You can restrict students to just those titles you have on the list, or you can use the list as a set of suggestions. The latter means that you would have to approve any essay titles that students want which are not on the list, which can take up more time than you expect.


Spring Term


  • Write the exam, and attend the Department Exam Vetting Committee to answer questions about the exam. The vetting usually takes place at the end of January, but the exam will need to submitted a couple of weeks before that so you may want to start drafting it during the Autumn term.
  • Write a mock exam, or exams, for the students to use in their revision but without duplicating any questions that are in the actual exam. Usually they would have exam papers from previous years to look at, but that is not available for a new module such as yours.


Summer Term


  • Double-mark the exams and long essays.
  • Attend the single-honours History first and second year exam boards.
  • Attend the examiners dinner.
  • Give exam feedback to the students.
  • Collect end-of-year student feedback and prepare a digest of that feedback.
  • Produce a short report on the performance of each individual student (there is a standard form for this that is circulated by Paula Keeble in the summer term as a reminder). This is usually done by the seminar tutor for each student in their seminar groups, but I am not sure how you will organise that with your team-taught seminars model.


Throughout the Year


  • Deliver the module!
  • Attend any teaching-related meetings called by either the ‘Director of First Year Studies’ (Chris Hess) or the ‘Director of Second Year Studies’ (Jonathan Davies).
  • Monitor student attendance at seminars (not required for lectures) and report unexplained absences, as well as any failures to submit essays and other student problems, through the Department’s ‘Report a Student Problem’ webpage.
  • Post lecture and seminar notes/handouts on the module website.
  • Undertake ‘Postgraduate Certificate in Academic and Professional Practice’ (PCAPP) training. This is for all three of you, and includes choosing an academic mentor each who will be involved in your teaching assessments. This should not be Maxine, but can be any other member of academic staff in the Department. I would recommend choosing someone who is not part of the Global History and Culture Centre just to widen your exposure in the Department, but it is up to each of you who you would like.