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Working with models of progression in history learning: enabling trainees to understand, use, appraise and develop their own.

Outline of this unit
This unit looks at some processes through which trainees can discern and make meaning out of the different models of progression that they are likely to encounter. It explores ways of helping trainees to produce their own progression models by theorising from their own practice, from reading, from experience and from their reflection on the discipline of history itself.

11.1 Introduction: the practical importance of models of progression in a trainee’s learning
11.2 Understanding traditions, definitions and debates surrounding progression in history 
11.3 Why and how should trainees think creatively and engage critically with ideas about progression in history?
11.4 When can a trainee be helped to think about progression in history?
11.5 Enabling trainees to secure coherence and direction in long-term curriculum planning
11.6 Progression and transition: helping trainees to explore and create continuity across phases and Key Stages

Each section is linked to an activity to help subject tutors reflect upon and develop their teacher-training practice. The activity develops the ideas of that section and also prepares subject tutors to think about the next section.

Some activities are linked to a resource which could form part of a sample training activity for trainees.  These resources can normally be used in sessions run by subject tutors and/or within the training managed by mentors in school.