1st Edition
Thinking History 4-14 Teaching, Learning, Curricula and Communities
182 Pages
by
Routledge
192 Pages
by
Routledge
192 Pages
by
Routledge
Also available as eBook on:
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,... Read more
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;
Biography
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.
'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
