In this book the author looks at the past, present and future of history teaching in primary schools in an attempt to provide a practical framework for teachers.

This text offers a rationale for the popular idea among teachers and researchers that young children should be taught critical thinking and argument in the early years of their education.

Addresses the complexity of interpreting art as research, and suggests ways in which the visual and the verbal could engage in more productive and open discussions.

Offers a range of research into how primary classrooms actually work looking at the development of specific curriculum areas and how they can be taught and assessed across the ability range.