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Teaching and Learning History 11-18

Teaching and Learning History offers a fresh and distinctive view on the teaching of history in schools at a time when the value of learning about the past is often questioned. Drawing together ideas from research, classroom practice and the voices of learners themselves, it sets out an imaginative and wide-ranging rationale for a view of history as an essential component in the learning of all young people. The book is organized around four underlying ideas: The place of history in the contemporary school curriculum The importance of inclusive practices The nature of successful history pedagogy The centrality of professionalism and innovation These four ideas interlock throughout the book as the authors review current practices, consider what history offers to all young people and offer practical guidance on developing outstanding practices for all learners. Beginning with an account of what it means to teach and learn history in schools, the authors go on to explore the main purposes of teaching history in schools. The book offers rich guidance on successful classroom practice, and sets classrooms in the wider context of the curriculum in a rapidly changing and often deeply divided society. Key features of the book include: Securely grounded in real classrooms with examples in easy to use charts and boxes Extensive examples from real learners This book is essential reading for students training to teach history.
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Table of Contents

Section 1: History in schools Chapter 1: What is school history? Chapter 2: History and the curriculum Chapter 3: Teaching and learning in classrooms Section 2: Learning History Chapter 4: Learning History: What do pupils want? Chapter 5: What do pupils find difficult in history? Section 3: Building blocks: learners, teachers and the past Chapter 6: Evidence and enquiry Chapter 7: The key concepts of history teaching Chapter 8: Communicating and Assessing Chapter 9: Long term planning Chapter 10: Inclusive practices in history teaching Section 4: How could history matter in schools? Chapter 11: Is there history pedagogy? Chapter 12: Making history matter: relevance, diversity, heritage, morality

About the Author

Chris Husbands is Director of the Institute of Education, University of London, UK. Alison Kitson is Lecturer in History Education and Director of Initial Teacher Education at the Institution of Education, University of London, UK. Susan Steward is Researcher at the Faculty of Education at Cambridge University, UK.

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