Teaching History 11 - 18 E-bok

Chris Husbands is Professor of Education and Dean of the Faculty of Culture and Pedagogy at the Institute of Education, London University. He began his professional career as a teacher of history in comprehensive schools and has been Director of the Institute of Education at Warwick University and Dean of Education at the University of East Anglia. Over the past twelve years, he has published a series of books exploring history as a school subject including What is History Teaching? (1996), History Teachers in the Making (2000, with Anna Pendry), and Understanding History Teaching (2003, with Anna Pendry and Alison Kitson), which have shaped thinking and practice about the discipline. He is a Board Member of the Training and Development Agency for Schools, a Board Member of the Assessment and Qualifications Alliance (AQA) and a member of the National Trust expert panel on Learning. Alison Kitson is Lecturer in History Education at the Institute of Education, University of London, having formerly been Programme Leader for Professional Development in the Training and Development Agency for Schools. She worked as a history teacher and head of history in three comprehensive schools before moving to the University of Warwick as Lecturer in History Education. At Warwick, she established a new history PGCE, became widely involved in professional development for history teachers nationally (principally as deputy editor, occasional editor and consultant editor of the journal Teaching History published by the Historical Association) and conducted research into history teaching in England and Northern Ireland. She is the author of Understanding History Teaching? (co-authored with Chris Husbands and Anna Pendry). She has also written numerous articles for Teaching History and wrote a regular history education column for the BBC History Magazine between 2005-2007.

section 1: history in schools

History, histories and the classroom

History and the curriculum

Curriculum and technology

The history teacher

section 2: learning history

What do pupils want

What do pupils find difficult in history?

Is there a history pedagogy?

section 3: building blocks: learners and teachers

Historical knowledge and understanding

Historical Enquiry

Chronological understanding

Organisation, Significance and frames of reference

Interpretation: understanding perspectives

section 4: putting it together: pupils as historians?

Historical accounts

Planning for learning about the past

Making judgements: assessment and the classroom?

section 5: how does history in schools matter?

Curriculum, content and relevance

History, heritage and diversity

Approaches: morality, society and the challenges of understanding the past in a complex world