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Description
In this module you will teach as well being taught. In it, you will be introduced to the frameworks used by secondary school history teachers for planning, teaching and evaluating historical learning. We will examine, with reference to practical examples and ongoing debates, how teachers structure their pupils鈥� learning about sources and the use of evidence, causation, change and continuity, diversity, historical significance and interpretations. You will then design and teach a short lesson to a group of pupils at Key Stage 3 (ages 11-14). This is a challenging intellectual exercise, requiring students to think clearly about the construction of knowledge as well as about the knowledge itself. In pairs or small groups, students will need to decide what they want the pupils to understand as well as know. Is it important for them 鈥榡ust鈥� to know 鈥榯he story鈥�? In which case, what story? Or should they also understand how historical knowledge is constructed? If so, why? And how will they achieve that?
Module deliveries for 2024/25 academic year
Last updated
This module description was last updated on 19th August 2024.
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