Teaching History 11 - 18

Teaching History 11-18 is a comprehensive introduction to teaching. learning and assessing history in secondary schools. Drawing on cutting edge research and practice, it draws together recent thinking in teaching and learning in history, teaching and learning in secondary education more generally and classroom-based research to provide a radical re-thinking of the practices of teaching and learning about the past at the beginning of the twenty-first century. At the core of the book is a focus on diversity and its implications: the diversity of classrooms in English schools, cultural diversity and pluralism in accounts of the past, and the diversity of pedagogic and communicative strategies at the disposal of teachers. The book is realistic about the challenges: a precarious place in the curriculum, pupil disaffection, bitter ideological debates about the purpose, place and status of history, but offers a forward-looking rationale for the centrality of the past in debates about identity, social cohesion and persona and social education.

Table of Contents:
Section 1: History in schools History, histories and the classroom History and the curriculum Curriculum and technology The history teacher Section 2: Learning History What do pupils want What do pupils find difficult in history? Is there a history pedagogy? Section 3: Building blocks: learners and teachers Historical knowledge and understanding Historical Enquiry Chronological understanding Organisation, Significance and frames of reference Interpretation: understanding perspectives Section 4: Putting it together: pupils as historians? Historical accounts Planning for learning about the past Making judgements: assessment and the classroom? Section 5: How does history in schools matter? Curriculum, content and relevance History, heritage and diversity Approaches: morality, society and the challenges of understanding the past in a complex world

About the Author :
Chris Husbands is Professor of Education and Dean of the Faculty of Culture and Pedagogy at the Institute of Education, London University. He began his professional career as a teacher of history in comprehensive schools and has been Director of the Institute of Education at Warwick University and Dean of Education at the University of East Anglia. Over the past twelve years, he has published a series of books exploring history as a school subject including What is History Teaching? (1996), History Teachers in the Making (2000, with Anna Pendry), and Understanding History Teaching (2003, with Anna Pendry and Alison Kitson), which have shaped thinking and practice about the discipline. He is a Board Member of the Training and Development Agency for Schools, a Board Member of the Assessment and Qualifications Alliance (AQA) and a member of the National Trust expert panel on Learning. Alison Kitson is Lecturer in History Education at the Institute of Education, University of London, having formerly been Programme Leader for Professional Development in the Training and Development Agency for Schools. She worked as a history teacher and head of history in three comprehensive schools before moving to the University of Warwick as Lecturer in History Education. At Warwick, she established a new history PGCE, became widely involved in professional development for history teachers nationally (principally as deputy editor, occasional editor and consultant editor of the journal Teaching History published by the Historical Association) and conducted research into history teaching in England and Northern Ireland. She is the author of Understanding History Teaching? (co-authored with Chris Husbands and Anna Pendry). She has also written numerous articles for Teaching History and wrote a regular history education column for the BBC History Magazine between 2005-2007.