Print this page   Home About Us Further Support Links Resource Library Unit 1 Resources Unit 2 Resources Unit 3 Resources Unit 4 Resources Unit 5 Resources Unit 6 Resources Unit 7 Resources Unit 8 Resources Unit 9 Resources Unit 10 Resources Units Unit 1: Beginning history teachers' development: understanding progression in learning to teach history 1.1 The shape of trainees learning over the year 1.2 What contributes to their learning 1.3 The place of individual agendas within a common programme for all trainees 1.4 Problems they may have during the year Unit 2: Working with adult learners 2.1 The distinctive challenges of learning to teach 2.2 Combining support and challenge 2.3 Acknowledging the diversity and implications of trainees’ backgrounds 2.4 Legitimising adult learning 2.5 Providing a specific focus for learning 2.6 Facing up to serious difficulties Unit 3: Constructing a Teacher Education Programme for History Trainees 3.1 Planning a course - the context within which we operate 3.2 Possible solutions to the issues created by the context 3.3 What is considered good practice in running a university session? 3.4 Assignments 3.5 Selection of candidates Unit 4: Working with school-based colleagues 4.1 Roles and responsibilities: the place of the school-based subject mentor in ITT 4.2 What makes a good mentor? 4.3 Assessing trainee teachers: the mentor’s role 4.4 Selecting mentors 4.5 Training mentors Unit 5: Assessing the progress and achievements of history trainees: using the Professional Standards for QTS 5.1 The importance and challenges of assessment issues in ITT. What is there to consider if you are responsible for the assessment of history trainees? 5.2 Working with the Standards for QTS 5.3 Dealing with borderline, failing and ‘cause for concern' trainees 5.4 Differentiating between trainees who are meeting the Standards 5.5 Formative aspects of the assessment of trainees 5.6 The complexity of subject knowledge 5.7 Developing an understanding of assessment Unit 6: How history works: enabling trainees to understand the nature of their discipline 6.1 Understanding how history works 6.2 Debates about the nature of history 6.3 Debates about the school history curriculum 6.4 Developing trainees’ understanding of how school history works 6.5 The place of history in the whole curriculum and links with other subjects 6.6 Enabling pupils to see how history works Unit 7: How children learn in history, including a consideration of EAL, inclusion and differentiation 7.1 What do we know about how pupils learn in history? 7.2 How can we help trainees understand the mis/preconceptions that pupils have about history? 7.3 How can we help trainees access teachers’ professional knowledge? 7.4 How can we get trainees to draw the different sources of knowledge together and use it to understand classroom practice? 7.5 How can we help trainees with inclusion in history (particularly differentiation and pupils with EAL)? Unit 8: Planning 8.1 Approaches to planning 8.2 Where and how do trainees learn to plan? 8.3 Helping trainees to plan a lesson 8.4 Helping trainees to plan a sequence of lessons 8.5 Helping trainees to evaluate their planning Unit 9: Teaching and Learning 9.1 Beginning to teach 9.2 Different approaches to teaching and learning 9.3 Helping trainees communicate effectively 9.4 Helping trainees to make learning inclusive 9.5 Managing behaviour 9.6 Helping trainees to evaluate and develop their teaching Unit 10: The Role of New Technology in the Teaching and Learning of History 10.1 The role of new technology in teaching and learning in history (introduction and signposting) 10.2 Being clear about what we are aiming for in the field of ICT and school history: what does ‘meeting the standards’ mean in ICT and history? 10.3 What is there to think about? The role of audit in ICT and history 10.4 Taught sessions 10.5 Possible uses of Virtual Learning Environments for history trainees 10.6 School variations Bibliography FAQs