From a compartmentalised to a complicated past: developing transferable knowledge at A-level

Students find it difficult to join up the different things they study into a complex account of the past. Examination specifications do not necessarily help with this because of the way in which history is divided up into different "units", a problem exacerbated by textbooks being designed...

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Bibliographic Details
Published in:Teaching history (London) 2015-03 (158), p.8-15
Main Author: Stacey-Chapman, Andrew
Format: Article
Language:English
Subjects:
Curriculum Development
Difficulty Level
Educational Strategies
Foreign Countries
Historiography
History education
History Instruction
Inquiry
Learning Processes
Long term planning
Narratives
Secondary Education
Teaching
Teaching Methods
Thinking Skills
Transfer of Training
United Kingdom
Vision
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Summary:Students find it difficult to join up the different things they study into a complex account of the past. Examination specifications do not necessarily help with this because of the way in which history is divided up into different "units", a problem exacerbated by textbooks being designed for particular exam topics. Stacey-Chapman describes this problem as one of students needing the ability to see how one bit of history might serve a role in multiple narratives. He reached the conclusion that careful thought about long-term planning is needed, particularly in terms of explicitly teaching students how knowledge of the past can be transferred from one context to another.
ISSN:0040-0610
2398-1571