Thinking History 4-14: Teaching, Learning, Curricula and Communities

by Dr Grant Bage, Grant Bage

Overview

In this book the author looks at the past, present and the future of history teaching in primary schools in an attempt to provide a practical framework for teachers.
Section one reviews relevant literature with an aim to clarify the dilemmas and advance present thinking and practice in history teaching in primary schools.
Section two offers case studies, curriculum materials and designs, teaching ideas and methods, teacher-development and curriculum development materials, at the same time as tying it in to the existing knowledge-base.
Section three considers the 'perennial dilemmas' for school history in the 21st century, including: how can history survive in an increasingly over-crowded and competitive school curriculum? How can history be harnessed to improvements in literacy and numeracy? What should the primary history curriculum contain? How can IT secure easier access to historical information and evidence?

Product Details

ISBN-13:	9781317827054
Publisher:	Taylor & Francis
Publication date:	01/21/2014
Sold by:	Barnes & Noble
Format:	eBook
Pages:	192
File size:	2 MB

About the Author

Grant Bage worked as a teacher and adviser before joining Cambridge University as a lecturer in education. He has led research and evaluation projects for English Heritage and the QCA and is particularly interested in curriculum leadership and in developing curricula through the use of story.

Table of Contents

Introduction: Mapping this Book; Retrospect; Chapter 1 Learning History; Chapter 2 Teaching History; Chapter 3 History and Curriculum; Chapter 4 Community History; Introspect; Chapter 5 Learning History in Practice; Chapter 6 Teaching History in Practice; Chapter 7 History Curriculum in Practice; Chapter 8 History and Communities in Practice; Prospect; Chapter 9 Thinking History Conclusions;

Editorial Reviews

'This truly links theory with practice at several different levels, and Grant Bage reveals an encyclopaedic grasp of history-related education writing over the last 50 years...It is certainly essential reading for all who are engaged in teacher training, and all reflective primary and indeed secondary teachers.' - Primary History

'There are excellent starting points for policy writing, strategies and typologies for responding to different learning styles, models for developing questionning, literacy and multimedia skills, for assessment and for monitoring quality. The great contribution of the book is that it debates issues and practice in the learning and teaching of history as part of a continuum from age 4 to 14.' - Hilary Cooper, Times Educational Supplement

From the Publisher