HITT - History Initial Teacher Training

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References cited in Unit 1

Fuller, F.F. and Bown, O.H. (1975) Becoming a Teacher, in K.Ryan (ed.) Teacher Education: the seventy-fourth yearbook of the National Society for the Study of Education, Chicago, Il: University of Chicago Press
Furlong, J. and Maynard, T. (1995) Mentoring Student Teachers: the growth of professional knowledge, London: Routledge

Other useful references

Burn, K., Hagger, H., Mutton, T., Everton, T. (2003) The Complex Development of Student-Teachers Thinking, Teachers and Teaching: theory and practice, Vol. 9, No.4, pp. 309-331
This paper explores the thinking of 25 student-teachers as they progress through their PGCE course. It highlights the complexity of their thinking and the challenges this raises for course conceptualisation and construction, and the need to be responsive to individual learners.
Conway, P. F. and Clark, C. (2003) The journey inward and outward: a re-examination of Fuller’s concerns-based model of teacher development, Teaching and Teacher Education, 19, pp. 465-482
Conway and Clark develop Fuller’s model of teacher development and consider the diverse ways in which student-teachers develop during initial teacher education. They emphasise the ways in which beginners develop increasing self-awareness, as well as competence, during their training.
Pendry, A. (1997) The pedagogical thinking and learning of student history teachers, in McIntyre D. (ed.) Teacher Education in a New Context: The Oxford Internship Scheme. London, Paul Chapman Publishing.
This chapter looks at the complexity of the lesson planning of student history teachers. It explores the ways in which and extent to which it changes, and critical influences on it – such as the beginners’ initial ideas about history, teaching and learning.
Pendry, A., Husbands, C., Arthur, J. & Davison, J. (1998) History Teachers in the Making, Buckingham: Open University Press
This book is concerned with the professional learning of history student-teachers. Part 1 focuses on initial teacher education, and focuses on issues of mentoring, observation and discussion and assessment.

References cited in Unit 2

Bird, T., Anderson, L.M., Sullivan, B.A. and Swidler, S.A. (1993). ‘Pedagogical balancing acts: attempts to influence prospective teachers' beliefs.’ Teacher and Teacher Education 9 (3): 253-67.
Bullough, R.V.J. with Stokes, D.K. (1994). ‘Analyzing personal teaching metaphors in preservice teacher education as a means for encouraging professional development.’ American Educational Research Journal 31 (1): 197-224.
Burn, K. (1992) Collaborative teaching, in Wilkin M. (ed.) Mentoring in School. London: Kogan Page.
Calderhead, J. and Robson, M. (1991). ‘Images of teaching: student teachers' early conceptions of classroom practice.’ Teaching and Teacher Education 7(1): 1-8.
Calderhead, J. and Shorrock, S.B. (1997). Understanding Teacher Education. London, Falmer Press.
Carrington, B., Bonnet, A., Demaine, J., Hall, I., Nayak, A., Short, G., Skelton, C., Smith, F. & Tomlin, R. (need to find out date, not given on the TTA website) ‘Ethnicity and the Professional Socialisation of Teachers’ Final Report to the Teacher Training Agency, available at http://www.tta.gov.uk/php/read.php?sectionid=46&articleid=1008
Lortie, D.C. (1975). Schoolteacher: A Sociological Study. Chicago, University of Chicago Press.
Pendry, A. (1997) The pedagogical thinking and learning of student history teachers, in McIntyre D. (ed.) Teacher Education in a New Context: The Oxford Internship Scheme. London, Paul Chapman Publishing.
Wilson, S.M. and Wineburg, S.S. (1988). ‘Peering at history through different lenses: the role of disciplinary perspectives in teaching History.’ Teachers College Record 89 (4): 525-41.

Other useful references

Pendry, A., Husbands, C. Arthur, J. & Davison, J. (1998) History Teachers in the Making: Professional Learning. Buckingham, Open University Press.
The subject specific dimension of this study of teachers’ professional learning makes it a very important resource, both for understanding what the key issues are and for the range of practical guidance that it offers, particularly for working with trainees in school.
Putnam, T.R. and Borko, H. (1997). Teacher learning: implications of new views of cognition, in B. Biddle, T.T. Good and I.F. Goodson (Ed.) International Handbook of Teachers and Teaching. Dordrecht, Kluwer Academic Publishers.
This offers an invaluable survey of recent research. Although quite densely packed, it is a very thought-provoking reflection on how theories of learning that see learners as ‘active constructors of their own understandings’ impact on initial teacher education as well as subsequent professional development.

References cited in Unit 3

Booth, M., Shawyer, G. and Brown, R. (1990) Partnership and the Training of Student History Teachers in M. Booth, J. Furlong, and M. Wilkins, (eds.) Partnership in Initial Teacher Training, London: Cassell
Furlong, J., Barton, L., Miles, S., Whiting, C. and Whitty, G. (2000) Teacher Education in Transition: re-forming professionalism? Buckingham: Open University Press
Grossman, P. L., Wilson, S. M. and Shulman, L. S. (1989) Teachers of substance: subject matter knowledge for teaching in Reynolds, M. C. (ed.) Knowledge Base for the Beginning Teacher, New York: Pergamon
Husbands, C. (1994) Integrating theory and practice in teacher education: the UEA model of action-research based teacher education, in B. Field and T. Field (eds.) Teachers as Mentors: a practical guide. London: Falmer Press
Husbands, C., Kitson, A. and Pendry, A. (2003) Understanding History Teaching, Buckingham: Open University Press
Korthagen, F. A. J. (2001) Linking Practice and Theory: The Pedagogy of Realistic Teacher Education, Mahwah, New Jersey: Lawrence Erlbaum Associates
McIntyre, D. (1990) Ideas and principles guiding the Internship Scheme, in P. Benton (ed.) The Oxford Internship Scheme: Integration and Practice in Initial Teacher Education. London: Calouste Gulbenkian Foundation

Other useful references

Counsell, C., Evans, M., McIntyre, D. and Raffan, J. (2000). ‘The usefulness of educational research for trainee teachers' learning.’ Oxford Review of Education 26 (3&4): 467-482
This article examines how subject-related educational research can be related to trainees’ understanding of their own developing practice, as well as a critical basis from which to examine practice. It explores the principles that underpin the necessary conditions for this to occur.
Pendry, A. (1990) ‘Dilemmas for history teacher educators.’ British Journal of Educational Studies 38 (1): 47-62
Though written before the introduction of the Standards for the Award of Qualified Teacher Status, the article raises important questions to consider when constructing a PGCE course

References cited in Unit 4

Burn, K. ‘Collaborative teaching’ in Wilkin, M. (ed.) (1992) Mentoring in Schools, London: Kogan Page
Burn, K. ‘Collaborative teaching’ in McIntyre, D. (ed.) (1997) Teacher Education Research in a New Context, London: Paul Chapman
Hagger, H., Burn, K. & McIntyre, D. (1993) The School Mentor Handbook, London: Kogan Page
Husbands, C., Kitson, A. & Pendry, A. (2003) Understanding History Teaching, Buckingham: Open University Press
Lacey, C. (1977) The Socialisation of Teachers, London: Methuen
Pendry, A. & Husbands, C. with Arthur, J. & Davison, J. (1998) History Teachers in the Making, Buckingham: Open University Press

References cited in Unit 5

Baker, C., Cohn, T. and Mclaughlin M. (2000), ‘Inspecting subject knowledge', in J. Arthur and R. Phillips (eds) Issues in history teachingy , London, Routledge: 211-219.
Boyer, E.L. (1990) ‘Giving dignity to the teaching profession', in D. Dill (Ed.) What teachers need to know: the knowledge, skills and values essential to good teaching , Jossey-Bass, San Francisco.
DfEE (1998) Teaching: High Status, High Standards. Requirements for courses of Initial Teacher Training, Circular 4/98, London, DfEE
DfES/TTA (2002) Q ualifying to teach: professional standards for Qualified Teacher Status and Requirements for Initial Teacher Training , London, TTA.
Haydn, T., Arthur, J. and Hunt, M. (2001) Learning to teach history in the secondary school , London, Routledge.
UCET (2005) Use of inspection evidence to inform allocation categories: ITE secondary committee discussion paper , 19 May.
Wineburg. S. (1997) Beyond 'breadth and depth': subject matter knowledge and assessment, Theory into Practice , 36 (4): 255-261.

a) Resources which focus specifically on history ITT:

Probably the most helpful resource in terms of formative assessment of trainees is the ‘Move me on' section in Teaching History , which focuses on common problems and difficulties encountered by trainees in the course of their training. This should be essential reading for those involved in history ITT. A catalogue of topics addressed in this feature can be accessed in Resources 5.xx

Husbands, C., Pendry, A. with Arthur, J and Davison, J. (1998) History teachers in the making, Buckingham, Open University Press.

Baker, C., Cohn, T. and McLaughlin, M. (2000) ‘Current Issues in the training of secondary history teachers', in J.Arthur and R.Phillips (eds) Issues in history teaching, London, Routledge: 191-201.

Baker, C., Cohn, T. and McLaughlin, M. (2000) ‘Good practice in the school-based training of history teachers', in J.Arthur and R.Phillips (eds) Issues in history teaching, London, Routledge: 202-10.

HMI (2004) The section of Ofsted inspection reports which focuses on ‘the accuracy and consistency of the assessment of trainees against the standards for QTS: available online at www.ofsted.gov.uk/reports/ittreports .

Ofsted (2003) History: Secondary Subject Inspections Review, 1999-2002, London, Ofsted.

b) Other useful resources

Arthur, J., Davison, J. and Moss, J. (1997) Subject mentoring in the secondary school, London, Routledge.

Hagger, H., Burn, K. and McIntyre, D. (1993) The School Mentor Handbook, London, Kogan Page.

Ofsted (2003) Quality and standards in secondary initial teacher training: HMI Report 546, London, Ofsted.

References cited in Unit 6

Carr, E.H. (1961) What is History? London: Macmillan
Counsell, C. (1997) Analytical and Discursive Writing London: Historical Association
Counsell, C. (2000) ‘Historical knowledge and historical skills: a distracting dichotomy’ in J. Arthur, and R. Phillips, (eds.) Issues in History Teaching London: Routledge
DES (1990) History for Ages 5 to 16: Proposals of the Secretary of State for Education and Science London: HMSO
DES (1991) History in the National Curriculum (England, London: HMSO
DfE (1995) History in the National Curriculum: England London: HMSO
DfES/QCA (1999) History: Key Stages 1-3 London: DfES/QCA
Elton, G.R. (1967) The Practice of History London: Fontana
Evans, R.J. (1997) In Defence of History London: Granta
Farmer, A. and Knight, P. (1995) Active History in Key Stages 3 and 4 London: David Fulton
Haydn, T., Arthur, J, and Hunt, M. (2001) (2nd edn) Learning to Teach History in the Secondary School London: Routledge
Husbands, C., Kitson, A. and Pendry A. (2003) Understanding History Teaching Maidenhead: Open University Press
Husbands, C. (1996) What is History Teaching? Buckingham: Open University Press
LeCocq, H. (2000) ‘Beyond Bias: making source analysis meaningful to Year 7’ Teaching History 99: 50-55.
Marwick, A. (1995) ‘Two Approaches to Historical Study: The Metaphysical (including “Postmodernism”) and the Historical’ Journal of Contemporary History 30: 5-35.
McAleavy, T. (1988) ‘The use of sources in history 1910 –1998: a critical perspective’ Teaching History 91:10-13.
McAleavy. T. (2000) ‘Teaching About Interpretations.’ in Arthur, J and Phillips, R. (eds) Issues in History Teaching London: Routledge.
Murray, M. (1999) ‘Three lessons about a funeral: Second World War cemeteries and twenty years of curriculum change’ Teaching History 94: 6-11.
Phillips, R. (1998) History Teaching, Nationhood and State: a Study in Educational Politics London: Cassell.
Phillips, R. (2000) ‘Government policies, the state and the teaching of history’ in J. Arthur and R. Phillips (eds.) Issues in History Teaching London: Routledge.
Philips, R. (2002) Reflective Teaching of History London: Continuum.
Riley, M. (2000) ‘Into the key stage 3 history garden: choosing and planting your enquiry questions’ Teaching History 99: 8-13.
White, H. (1995)’Response to Arthur Marwick’ in Journal of Contemporary History 31: 5-35.

References cited in Unit 7

Burn, K., Hagger, H., Mutton, T. and Everton, T. (2000) ‘Beyond Concerns with Self: the sophisticated thinking of beginning teachers’. Journal of Education for Teaching 26 (3): 259-278
Clay, J. and George, R. (2004) Equality and Inclusion in V. Ellis (ed) Learning and Teaching in Secondary Schools [2nd edn]). Exeter: Learning Matters
Counsell, C., Evans, M., McIntyre, D. & Raffan, J. (2000) ‘The Usefulness of Educational Research for Trainee Teachers’ Learning’. Oxford Review of Education 26 (3 & 4): 467-482
Gardner, H. (1995) The theory of multiple intelligences in B. Moon and A. Shelton Mayes Teaching and Learning in the Secondary School. London and New York: Routledge in association with the Open University Press
Husbands, C., Kitson, A. and Pendry, A. (2003) Understanding History Teaching, Buckingham: Open University Press
LSRC (2004) Learning styles and pedagogy in post-16 learning : A systematic and critical review (available from www.lsrc.ac.uk/publications/index.asp)
LSRC (2004) Should we be using learning styles? : What research has to say to practice (available from www.lsrc.ac.uk/publications/index.asp)

Other useful references

http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html - this site contains information and links to other sites that look at constructivist ideas and the work of influential figures in the constructivist school of thought.
Dickinson, A. K., Lee. P. J. and Rogers, P.J. (eds) (1984) Learning History London: Heinemann Education Books
This book explores issues that emerge from both the CHATA and SHP
Harris, R. and Luff, I. (2004) Meeting SEN in the Curriuclum: History London: David Fulton Publishers
This book looks at some of the issues behind teaching pupils with SEN. It explains different types of SEN and offers both generic and subject specific advice about teaching pupils with SEN.
Portal, C. (ed) (1987) The History Curriculum for Teachers London: The Falmer Press
This book contains many valuable chapters, including a critique of Piaget in relation to history teaching, and further exploration of ideas from CHATA and SHP work Wood, D. (1998) (2nd edn)
How Children Think and Learn Oxford: Blackwell
This book explores in depth different ideas about how children think and learn. It discusses many theories behind learning and looks at some of the practical implications of these theories.

References cited in Unit 8

Counsell, C. ‘Historical knowledge and historical skills: a Distracting Dichotony’ (2000) in Arthur, J. and Phillips, R. Issues in History Teaching. London:Routledge.
In this chapter Christine Counsell addresses one of the fundamental challenges facing trainee-teachers: the need to integrate ‘content’ and ‘skill’ when planning structured enquiries.
Haydn, T., Arthur, J. and Hunt, M. (1997) Learning to Teach History in the Secondary School: A Companion to School Experience. London: Routledge.
This book analyses some of the difficulties that trainee-teachers face in relation to planning and suggests some appropriate starting points.
Pendry, A., (1994) The pre-lesson pedagogical decision making of history student teachers during the internship year, unpublished DPhil thesis, University of Oxford
Pendry, A. & Husbands, C. with Arthur, J. & Davison, J. (1998) History Teachers in the Making, Buckingham: Open University Press
Part One of this book explores the process of learning to teach history and some of the issues in helping trainee teachers to develop their skills in planning.

References cited in Unit 9

Counsell, C (1997) Analytical and Discursive Writing at Key Stage 3, Historical Association
Key Stage 3 National Strategy Training Materials for the foundation subjects, (2002) Dfes 0350/2002
Learning Styles and Writing in History, (2002) DfES 0385/2002
Pedagogy and Practice, Teaching and Learning in Secondary Schools, (2004) DfES 0423-2004 G
Primary National Strategy - Video cassette Ref:Dfes 0717-2004 G V. Clip 10 – Researching Greek armour
Primary National Strategy, Excellence and Enjoyment: learning and teaching in the primary years: Creating a learning culture – Classroom Community, collaborative and personalised learning Ref DfES 0522-2004G
Taylor, C. and Temple, G. (1996) Combating Copying, Exeter, Devon Curriculum Advice (now known as dcs).

Other useful references:

Arthur, J. and Phillips, R. (2000) Issues in history teaching, London Routledge.
This has a range of articles on teaching and learning in history, many of which relate directly to this unit.
Counsell, C., Evans, M., McIntyre, D. and Raffan J. (2000) ‘The Usefulness of Educational Research for Trainee Teachers’ Learning’ in Oxford Review of Education 26 (3 and 4): 467-482.
This paper sets out, very clearly, the necessary principles for the successful use of research-based ideas in trainees’ learning. It includes a useful case study based on history (see unit 7.4 for an examination of this article being used with trainees).
Fisher, P. (2002) Thinking Through History, Cambridge: Chris Kington Publishing
This provides a rationale for and case studies in the application of ‘Thinking Skills’ in history teaching.
Ginnis, P. (2002) The Teacher’s Toolkit, Wales: Crown House Publishing
The opening section summarises in an accessible fashion a range of recent work on how people learn and provides links to further study. Although Ginnis is clearly committed to the cause of matching how we teach to how pupils learn, he does accept that there are dissident voices.
Haydn, T., Arthur, J. and Hunt, M. (1997) Learning to Teach History in the Secondary School: A Companion to School Experience. London: Routledge.
This book analyses some of the difficulties that trainee-teachers face in relation to teaching and suggests some appropriate starting points. It also suggests a wide range of advice and practical ideas on the use of language, effective teaching of historical concepts and the use of resources.
Pendry, A. & Husbands, C. with Arthur, J. & Davison, J. (1998) History Teachers in the Making. Buckingham: Open University Press
Part One of this book explores the process of learning to teach history and some of the issues in helping trainee teachers to develop their skills in teaching.
Phillips, R. (2001) Reflective Teaching of History 11-18 London and New York: Continuum
This book, aimed at trainee teachers, provides a useful general introduction to recent thinking on teaching and learning in history

Web sites

http://www.thinkinghistory.co.uk/ - A web site that has examples of how history teaching can be made more active
QCA has various web pages that aim to support aspects of inclusion. These include:
http://www.nc.uk.net/gt/history/index.htm - Gifted and talented
http://www.nc.uk.net/ld/Hi_content.html - Learning difficulties
http://www.qca.org.uk/8476.html - Pathways to learning for new arrivals
http://www.qca.org.uk/1581.html - ‘Respect for all’ (Valuing diversity and challenging racism)
http://www.qca.org.uk/history/innovating/ - Planning, teaching and assessing

References cited in Unit 10

DfEE (1998b) Teaching: High Status, High Standards. Requirements for courses of Initial Teacher Training, Circular 4/98, London, DfEE.
Clarke, C. (2003) Foreward, Curriculum Online, London, DfES.
Cochrane, P. (1995) Quoted in Times Educational Supplement, 23 June.
Dickinson, A. (1998) History using IT: past, present and future, Teaching History, No. 93: 16-20.
Easdown, G. (1997) IT in initial teacher education: a survey of feelings and preconceptions, in A. Pendry and C. O'Neill (eds) Principles and practice: analytical perspectives on curriculum reform and changing pedagogy for history teacher educators, Lancaster, Standing Conference of History Teacher Educators (SCHTE): 102-112.
Harrison, S. (2003) The use of ICT for history teaching: slow growth, a few green shoots. Findings of HMI inspection 1999-2001, in T. Haydn and C. Counsell (eds) History, ICT and learning in the secondary school, London, RoutledgeFalmer: 38-51.
Haydn, T. (2003) What do they do with the information? Working towards genuine interactivity with history and ICT, in T. Haydn and and C. Counsell (eds) History, ICT and learning in the secondary school, London, RoutledgeFalmer.
Millett, A. (1998) Quoted in Times Educational Supplement, 22 May.
Ofsted (2002) ICT in schools: effect of government initiatives, secondary history, HMI 704, London, Ofsted.
Summers, M. and Easdown, G. (1996) Information Technology in Initial Teacher Education: preconceptions of history and geography interns, with reflections of mentors and tutors, Journal of Information Technology for Teacher Education, Vol. 5, No. 2: 155-72.

Trainees don’t learn about ICT just through taught sessions and experiences whilst on school placement, it is helpful if you, your mentors and your trainees read about the use of ICT in school history and that trainees link reading with their practice.

Some points of reference for reading about ICT and school history:

Teaching History (2000) No. 101,: issue focusing on the use of ICT, articles on getting started, use of ICT at AS level, the use of word processing in history, the internet and interpretations and the use of databases and spreadsheets.
Teaching History (1998) No. 93, , Another issue devoted exclusively to the use of ICT.
Haydn, T. and Counsell, C. (eds) (2003) History, ICT and Learning, London, RoutledgeFalmer: chapters on a range of aspects of ICT use in history including Ofsted perspectives, planning and a range of applications.
www.schoolhistory.co.uk/forum The history teachers’ discussion forum section of the School History site. A wide range of discussions about various facets of history teaching in schools, not confined to ICT issues but with several discussion threads about the use of ICT.
Historical Association/NCET (1998) History using IT: searching for patterns in the past using databases and spreadsheets, London, Historical Association/NCET: still an invaluable resource for the use of data handling in school history.
BECTa (2003) ICT and pedagogy: a review of the research literature, Coventry, BECTa: it is perhaps helpful for subject tutors to have some background knowledge about what is known about the effects of ICT on teaching and learning
BECTa (2003) History teachers’ use of ICT: report commissioned for BECTa and undertaken by the Historical Association. For copies e-mail t.haydn@uea.ac.uk.

References cited in Unit 11

Dickinson, A.K. and Lee, P.J. (1978) Understanding and Research. In A.K.Dickinson and P.J. Lee (eds) History Teaching and Historical Understanding. London: Heinemann Educational.
Hallam, R. N. (1970) ‘Piaget and thinking in history’, In M. Ballard (ed.) New Movements in the Study and Teaching of History. London: Temple Smith
Lee, P., Ashby, R. and Dickinson A. (1996) ‘Progression in children’s ideas about history’, In M.Hughes (ed) Progression in Learning (Bera Dialogues 11), Clevedon: Multilingual Matters Ltd.
Lee, P. and Shemilt, D. (2003) ‘A scaffold not a cage: progression and progression models in history’, Teaching History 113, Creating Progress Edition, Historical Association.
Lee, P. and Shemilt, D. (2004) ‘I just wish I could go back in the past and find out what really happened’: progression in understanding about historical accounts’, Teaching History 117, Dealing with Distance Edition, Historical Association.
National Research Council (2005) How Students Learn History in the Classroom, Washington
OfSTED (2003) Good Assessment Practice in History, HMI 1475, OFSTED
Parsons, J. (2000) ‘The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to 3’ Teaching History 99, Defining Progression Edition, Historical Association.
Rogers, P. (1987) ‘The past as a frame of reference’, in Portal, C. (ed) The History Curriculum for Teachers, London: The Falmer Press.
Rüsen, J. (2003) Western Historical Thinking: An Intercultural Debate, Berghahn Books.
SCAA (1996) Exemplification of Standards at Key Stage 3: History, SCAA.
Scott, J. (ed) (1990) Teaching History Research Group, Understanding Cause and Effect: Learning and Teaching about causation and consequence in History, Harlow: Longman.
Shemilt, D. (1980) History 13-16 Evaluation Study: Schools Council 13-16 Project, Edinburgh: Holmes McDougall.
Skinner, Q. (2002) Visions of Politics: Regarding Method, Cambridge: Cambridge University Press
Teaching History Edition 115, Assessment Without Levels Edition, Historical Association.
Vermeulen, E. (2000) ‘What is progress in history?’ Teaching History 98, Defining Progression Edition, Historical Association
Wineburg, S. (2001) Historical Thinking and Other Unnatural Acts, Temple University Press.
Woodcock, J. (2005) ‘Does the linguistic release the conceptual? Helping Year 10 to improve their causal reasoning’, Teaching History 119, Language Edition, Historical Association.
www.ncaction.org.uk contains the guidance from the Qualifications and Curriculum Authority (QCA) on how to use the NCAT and its Level Descriptions.

References cited in Unit 12

Counsell, C. (2004) Editorial, Teaching History, 115:
Culpin, C. (2003) GCSE History, Past Forward, London: Historical Association, 15-17
Lang, S. (2005) Talking about History in British Education, http://www.history.ac.uk/education/conference/lang.html accessed 5.2.07
Black, P. and Wiliam, D. (1998) Inside the black box: raising standards through classroom assessment, London: King’s College.
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2002) Working Inside the Black Box, London: Kings College
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D (2003) Assessment for Learning: putting it into practice Buckingham: Open University Press.
Burnham, S. and Brown, G. (2004) assessment without Level Descriptions, Teaching History, 115: 5-15
Cottingham, M (2004) Dr Black Box or How I learned to stop worrying and love assessment, Teaching History, 115: 16-23
Cain, K and Neal, C (2004) Opportunities, challenges and questions: continual assessment in Year 9, Teaching History, 115: 31-36
Haydn, T, Arthur, J and Hunt, M (2001) Learning to Teach History in the Secondary School, London: Longman
Hayward, G et al (2006) Nuffield 14-19 Annual Review 2005-06 Executive Summary, http://www.nuffield14-19review.org.uk/files/documents129-5.pdf accessed 5.2.07

References cited in Unit 13

Counsell, C. (2004) Editorial, Teaching History, 115:
Culpin, C. (2003) GCSE History, Past Forward, London: Historical Association, 15-17
Lang, S. (2005) Talking about History in British Education, http://www.history.ac.uk/education/conference/lang.html accessed 5.2.07
Black, P. and Wiliam, D. (1998) Inside the black box: raising standards through classroom assessment, London: King’s College.
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2002) Working Inside the Black Box, London: Kings College
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D (2003) Assessment for Learning: putting it into practice Buckingham: Open University Press.
Burnham, S. and Brown, G. (2004) assessment without Level Descriptions, Teaching History, 115: 5-15
Cottingham, M (2004) Dr Black Box or How I learned to stop worrying and love assessment, Teaching History, 115: 16-23
Cain, K and Neal, C (2004) Opportunities, challenges and questions: continual assessment in Year 9, Teaching History, 115: 31-36
Haydn, T, Arthur, J and Hunt, M (2001) Learning to Teach History in the Secondary School, London: Longman
Hayward, G et al (2006) Nuffield 14-19 Annual Review 2005-06 Executive Summary, http://www.nuffield14-19review.org.uk/files/documents129-5.pdf accessed 5.2.07