Thinking History 4-14: Teaching, Learning, Curricula and Communities (Primary Directions Series)

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?

Grant Bage worked as a teacher and adviser before joining Cambridge University as a lecturer in education. He has led research and evaluation projects for English Heritage and the QCA and is particularly interested in curriculum leadership and in developing curricula through the use of story.