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9780826451125

Teaching History 3-11: The Essential Guide

by ;
  • ISBN13:

    9780826451125

  • ISBN10:

    0826451128

  • Format: Paperback
  • Copyright: 2001-08-01
  • Publisher: Bloomsbury USA Academic
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Summary

These books provide a constructive, highly accessible and, above all, practical introduction to the teaching of Geography and History in early years and primary settings. In particular, they prepare initial teacher training students to meet government requirements for entry into the teaching profession. These are comprehensive guides to: o Geographical and historical knowledge and understandingo Planning, teaching and class managemento Monitoring, assessment, recording, reporting and accountabilityo General professional requirements

Table of Contents

Acknowledgements vii
Preface viii
Standards Information x
Introduction xiii
History
1(16)
The Content of History
2(2)
The Process of History
4(3)
So Can Historians Know How Things Really Happened?
7(2)
Why Study History?
9(6)
Some Conclusions
15(2)
History in Foundation and Primary Settings
17(22)
History in the Foundation Stage
17(2)
Similarities, Differences, Patterns and Change
19(3)
History in the National Curriculum
22(2)
Knowledge, Skills and Understanding
24(8)
Breadth of Study
32(2)
Links to the Whole Curriculum Including Literacy and Numeracy
34(5)
Preparing to Teach History
39(29)
Planning
39(2)
Using Blocked, Continuing and Linked Approaches in Planning the History Curriculum
41(7)
Long-term Planning
48(3)
Medium-term Planning
51(1)
Short-term Planning
52(3)
Teaching and Class Management Skills
55(1)
Organizing the Children
55(4)
Differentiating in History: Responding to Individual Needs
59(2)
Pupil Misconceptions in History
61(1)
Improving History Teaching: Using Self-evaluation, Inspection Evidence and Research
62(4)
Reflective Questions
66(2)
Effective Teaching and Learning Strategies in History
68(30)
Evidence-based Approaches
69(1)
Using Artefacts
69(6)
Outside Visits to Historical Sites
75(3)
Using Audio and Visual Materials
78(4)
Using Teacher Exposition and Oral Work
82(2)
Using Written Evidence
84(1)
Using Timelines
85(5)
Using New Technologies
90(1)
Imaginative and Creative Approaches to History
91(2)
Learning about the Past through Play
93(2)
Fictional Accounts Set in Actual Events
95(3)
Reflective Questions
96(2)
The Learning Environment and Resources for History
98(23)
Organizing a Safe Learning Environment
98(2)
Organizing an Interesting Environment
100(12)
Using the Wider Environment in History
112(3)
Parents and Family as Resources for Learning about the Past
115(2)
Reflective Questions
117(4)
Assessing, Recording and Reporting on Pupils' Learning
121(21)
What to Assess
122(1)
Forms of Assessment
122(7)
Methods of Assessment
129(3)
Recording the Results of Assessment
132(3)
Reporting and Accountability
135(5)
Reflective Questions
140(2)
History and Equal Opportunities
142(17)
Defining Inequality
142(2)
Classroom Ethos
144(1)
Adult Attitudes and Behaviour
144(2)
Raising Confidence and Tackling Discriminatory Behaviour in Others
146(2)
Building Equal Opportunities into the History Curriculum
148(4)
Breadth of Study: Building Equal Opportunities into the Study Units
152(2)
Gender and History
154(3)
Reflective Questions
157(2)
History and Children with Special Educational Needs
159(19)
Recognizing and Including Pupils with SEN
160(2)
Physical Disabilities
162(3)
Learning Difficulties
165(8)
Gifted and Talented Pupils
173(3)
Reflective Questions
176(2)
Coordinating History Across the School
178(27)
Roles and Responsibilities of History Coordinators
179(3)
The Impact of Curriculum Change and Development
182(3)
Responding to an Ofsted Report: Key Skills for History Coordinators
185(1)
Preparing for Change: Planning and Organizing
185(2)
Communication Skills
187(4)
Taking a Lead: Chairing Staff Meetings
191(1)
Making Change Happen
192(6)
Producing Whole-school Documentation
198(3)
Summary
201(1)
Reflective Questions
202(3)
Index 205

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