Full Description
The 4th edition of the bestselling History 5-11: A Guide for Teachers is written in response to the Ofsted History Subject Report, Rich Encounters with the Past (July 2023) and offers numerous pathways for teachers to construct their own curriculum from the Foundation Stage to Year 6. This book highlights how this may be done, in coherent ways which enable children to remember and continuously build on their historical understanding.
Part 1 considers how the discipline of history has evolved and how school history has changed as a result.
Part 2 considers how children can progress in understanding and applying disciplinary skills in history, in increasingly complex ways.
Part 3 suggests how a variety of hinterland knowledge can link to enquiry questions and support rich understanding of substantive knowledge. It considers diversity of different kinds and 'the big picture', making connections between societies in different times and places.
Part 4 suggests ways of collaboratively revising or constructing a rich, whole school curriculum, plan related study units, and monitor, record and assess pupil progress.
It concludes by explaining how teachers can take ownership of change, by sharing and publishing their teaching approaches, rather than see managing change solely as a top-down process.
There is detailed, structured guidance on how colleagues can work together, in sequenced steps and throughout the age range, to construct a curriculum of which they have ownership, and which is both flexible and based on planning for children's developing understanding of the past. The guidance is enjoyable and not too time-consuming. There are detailed sections on planning topics, within the whole school curriculum and on forming shared ideas about monitoring and recording progress.
Supported throughout by examples from case studies and of children's work and talk, this is an essential resource for student teachers on school placements, teaching assistants, and teachers with all levels of experience.
Contents
Introduction
Part 1 - Evolution of the Discipline and Teaching of History
Chapter 1: Thinking About a Past Without Historians
Chapter 2: What do Historians Do? The Great Debate and its Resolution
Chapter 3: How the Teaching of History Changed
Part 2 - Whole School Collaboration
Chapter 4; Finding Out about the Past Through Sources
Chapter 5: Historical Concepts
Chapter 6: Teaching Time Concepts and Chronological Knowledge
Part 3 - Developing a Rich Curriculum
Chapter 7: The Importance of Hinterland Knowledge
Chapter 8: The Big Picture
Part 4 - Constructing, Monitoring and Assessing the Curriculum
Chapter 9: Constructing or Revising the Whole School History Curriculum
Chapter 10: Constructing a Study Unit Plan
Chapter 11: Monitoring, Recording and Assessment
Chapter 12: Curiosity, Developing, Owning and Sharing Practice
