Explores the use and potential of ICT in the secondary history curriculum, and offers theory and practical advice to help secondary history teachers use ICT effectively. This book is suitable for the secondary history teachers, trainee teachers, and upper primary school teachers.

Written by a range of history professionals, including HMIs, this book provides excellent ideas on the teaching, learning and organization of history in primary and secondary schools.

Presenting examples and advice on enhancing learning through ICT in history, geography and RE, this practical book comprises a series of projects that supplement, augment and extend the QXA ICT scheme.

Young people living with dire situations tell their heart-warming stories in their own words. This is combined with facts, timelines, statistics and reports by governments and aid agencies. This story tells the life of Ira. Curriculum Links: PHSE & Citizenship KS2/KS3 Geography KS3.

Chris Runeckles' Making Every History Lesson Count: Six principles to support great history teaching offers lasting solutions to age-old problems and empowers history teachers with the confidence to bring their subject to life.

Featuring appendices and a CD with: useful contacts and resources, this work provides specific guidance on: recognising high ability and multiple intelligences planning, differentiation and extension/enrichment in History teacher questioning skills, and support for more able pupils with learning difficulties (dyslexics, ADHD, sensory impairment).

This guide offers the clear revision approach of Recap, Apply, and Review and step-by-step exam practice strategies for all AQA question types, giving you the confidence that students will succeed in their exams. UK schools save 40% off the RRP! Discount will be automatically applied when you order on your school account.

Contains the guidance and resources, which new and student history teachers need to reflect on and develop their teaching practice. This book is designed to be used independently or as an integrated extension of the popular textbook, "Learning to Teach History in the Secondary School", which provides detailed examples of theory in practice.

This study guide is written for student teachers and newly-qualified and returning teachers. It covers the teaching of all aspects of history in the primary school, including the use of artefacts, visits, visual and written sources, drama, photographs and websites.

'An excellent resource for primary Humanities undergraduate trainees. It provides reflective opportunities for intending subject leaders.' - Mrs Marion Hobbs, Education, Edge Hill University

This comprehensive textbook is an accessible guide to those new to the profession of teaching history. Covering all aspects of the job, from planning through to teaching and assessment, it provides constructive, practical advice to help subject teachers become more effective in their work.

Presents studies that address students' ideas about time, evidence, significance, and agency, as well as classroom contexts of history education and broader social influences on students' and teacher's thinking. This book address three issues: theory, method, and context.

A new title in Young Reading, Series Three. Aimed at children whose reading ability and confidence allows them to tackle longer and more complex stories. A fascinating look at The Second World War and its causes and effects across the world.

Nelson was a young South African with a reputation for trouble-making. Who would have thought he would one day lead his people to freedom?

This practical, classroom-focused guide takes you through all the different aspects of history teaching.

This book provides teachers, especially new teachers, with a fresh, practical and distinctive approach to teaching history.

Adopted by The Open University, this reader traces the development of school history up to and including the National Curriculum and takes a thorough look at the issues involved in teaching history today.

An examination of how high-quality history teaching and learning can be achieved in universities worldwide. The text draws on a wide range of international research as well as the reflections and experiences of university historians, linking theory and practice.

This book explored changing practice in history classrooms from the autonomy of the 1980s through the introduction of GCSEs and the National Curriculum to the prescription of the National Strategies and the pervasive influence of league tables in the first decade of the 21st century.