Thinking History 4-14

Teaching, Learning, Curricula and Communities

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula
Cover of the book Thinking History 4-14 by Dr Grant Bage, Grant Bage, Taylor and Francis
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Author: Dr Grant Bage, Grant Bage ISBN: 9781317827054
Publisher: Taylor and Francis Publication: January 21, 2014
Imprint: Routledge Language: English
Author: Dr Grant Bage, Grant Bage
ISBN: 9781317827054
Publisher: Taylor and Francis
Publication: January 21, 2014
Imprint: Routledge
Language: English

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, teaching ideas and methods, teacher-development and curriculum development materials, at the same time as tying it in to the existing knowledge-base.
Section three considers the 'perennial dilemmas' for school history in the 21st century, including: how can history survive in an increasingly over-crowded and competitive school curriculum? How can history be harnessed to improvements in literacy and numeracy? What should the primary history curriculum contain? How can IT secure easier access to historical information and evidence?

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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, teaching ideas and methods, teacher-development and curriculum development materials, at the same time as tying it in to the existing knowledge-base.
Section three considers the 'perennial dilemmas' for school history in the 21st century, including: how can history survive in an increasingly over-crowded and competitive school curriculum? How can history be harnessed to improvements in literacy and numeracy? What should the primary history curriculum contain? How can IT secure easier access to historical information and evidence?

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