Coordinating History Across the Primary School

Specifically designed for busy teachers who have responsibility for co- ordinating a subject area within their primary school. Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies and photocopiable material that teachers can use immediately.

Series editor's preface

viii

Introduction

1

(4)

Part one The role of the history coordinator

5

(30)

Chapter 1 History and you: getting started

5

(13)

Know yourself

5

(1)

How much work is going on in history?

6

(3)

Keep a record

9

(1)

Arrange to visit other teachers' classrooms

9

(3)

Request a budget to support your work

12

(1)

Become aware of the ways in which children learn history

12

(2)

Develop a superficial knowledge of the areas to be studied

14

(1)

Assess the resources

16

(1)

Understand teachers' and children's views of history

17

(1)

Chapter 2 Developing skills to become an effective history coordinator

18

(17)

Where to start

20

(1)

Effective communication strategies

21

(1)

Getting the most out of meetings

22

(2)

Relationships with colleagues

24

(1)

Strategies for staff development

25

(1)

INSET

26

(2)

INSET as an awareness raising activity

28

(1)

Activities investigating issues of equal opportunities

29

(2)

A final thought

31

(4)

Part two What history coordinators need to know

35

(44)

Chapter 3 What history coordinators need to know

35

(13)

The National Curriculum for history

35

(4)

Single subject or cross curricular?

39

(1)

Planning the subject: different ways of approaching history

40

(4)

Medium term planning: what to look for in a study unit

44

(2)

Short term planning: ensuring coverage

46

(2)

Chapter 4 Teaching and learning history

48

(11)

The use of textbooks and schemes to teach history

50

(4)

Using the Key Elements to teach history

54

(5)

Chapter 5 Planning and teaching history

59

(20)

Using the study units to implement the National Curriculum

60

(12)

Monitoring planned and taught history

72

(7)

Part three Whole school policies and schemes of work

79

(18)

Chapter 6 Developing a history policy

79

(5)

Introduction/rationale

80

(1)

Aims

81

(1)

Implementation

82

(2)

Chapter 7 Developing a scheme of work

84

(13)

Scheme of work

84

(4)

Assessment and recording of pupils' progress

88

(1)

Resources

89

(1)

Health and safety

90

(1)

Staff development

91

(1)

Review of this policy

92

(1)

Developing a scheme of work: an example

92

(5)

Part four Monitoring for Quality

97

(22)

Chapter 8 How do you measure a child's historical development?

97

(12)

A model for assessment in history

99

(5)

Self assessment by the child

104

(1)

Class audit

105

(4)

Chapter 9 Responding to children's work and report writing

109

(10)

Marking children's work

110

(9)

Part five Resources for learning

119

(15)

Chapter 10 Gaining, maintaining and using resources

119

(15)

Where do you get resources from?

119

(1)

How do you make the best use of resources?

120

(1)

Resources and references

121

(12)

1 Artefacts

121

(2)

2 Portraits and pictures

123

(2)

3 Stories and narrative

125

(2)

4 Oral history

127

(1)

5 Buildings and historical sites

128

(2)

6 Collecting written sources

130

(1)

7 Living history

131

(1)

8 Information Technology

131

(1)

9 Published history schemes and television programmes

132

(1)

10 Equal opportunities and multicultural education

132

(1)

Concluding remarks

133

(1)

References

134

(1)

Index

135

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Coordinating History Across the Primary School

Summary

Table of Contents

Supplemental Materials