By James Arthur
Written by means of more than a few heritage pros, together with HMIs, this ebook offers very good rules at the instructing, studying and association of historical past in fundamental and secondary colleges.
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Extra info for Issues in History Teaching (Issues in Subject Teaching Series)
1999). A number of initiatives followed, designed to strengthen the place of history in Scottish schools, including financial support for the publication of Scottish history textbooks. , Goalen, P. and Wood, S. (1999) ‘Four histories, one nation? History teaching, nationhood and a British identity’, Compare: A Journal of Comparative Education 29(2):153–69. Government policies and history teaching 21 Whereas debates over history in England, Wales and Scotland focused upon national identity, priorities in Northern Ireland have been understandably different.
Subsequently, the GCSE criteria (DES 1985b) did not stipulate specific content requirements to be included in all GCSE syllabuses. Rather, examination groups should provide ‘a wide range of options to give freedom to innovate and to reflect local interests’ and that therefore it was ‘not desirable to stipulate a minimum core of content’ (DES 1985b: par. 1). Moreover, in line with SCHP principles, the criteria emphasised that in addition to historical knowledge, pupils should be given opportunities to develop awareness of concepts such as causation, change and continuity, and, in the process, develop a ‘wide variety’ of skills chiefly associated with the evaluation of historical evidence.
Justification for the emphasis on British history within the National Curriculum has been discussed in an earlier chapter. Analogies could be drawn between the current history National Curriculum’s concentration on British history and the history curriculum taught in schools in the early years of the century. Yet the context for the curriculum has changed: at the turn of the century as Britain moves closer into union with Europe, and as more decisions are taken on a global basis, it could be argued that the curriculum needs to open pupils’ knowledge and understanding of other areas of the world.