History 5-11 A Guide for Teachers, 4th Edition

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.

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