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9781398388710

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While the authors of What is History Teaching, Now? all refer to academic research into pedagogical approaches, the book manages to stay unashamedly grounded in real classroom practice. Each chapter reads like a conversation with the author in the staffroom and, when put together, the range of voices and experiences present an exposition and celebration of the often extraordinary practice that takes place in history classrooms around the country. History teachers constantly develop their practice through research and debate, and this book celebrates this process and its outcomes. It has wisely avoided presenting itself as a definitive handbook on history teaching by instead giving a wide-ranging exposition of some of the best current practice. With What is History Teaching, Now? Fairlamb and Ball have marshalled a range of voices to explore the multifaceted elements of the modern history curriculum. For this breadth alone, What is History Teaching, Now? deserves to become a standard reference for every modern history department. -- Scott Allsop, host of HistoryPod and MrAllsopHistory, history teacher at British School of Bucharest This is a quite extraordinary resource: one which will be a considerable addition to the teaching of history and also sets a benchmark for other subjects to follow suit. A riveting resource! -- Mary Myatt, education writer and speaker This comprehensive and wide-ranging book collates an impressive range of helpful, thoughtful and practical chapters that will prove invaluable to history educators, whether they be ECTs or experienced, long-serving heads of department. Each chapter provides a clear overview, detailed rationale and, most importantly, practical applications for the history classroom. -- Luke Mayhew This book matters. The last 30 years have been traumatic. History teachers can often feel as though they are running to stand still. While history teaching now is more exciting and dynamic than ever as our layers of understanding increase and horizons widen, curriculum choices become more complex. What? Why? When? Who? Where? How? It can be overwhelming. This book takes account of kaleidoscopic starting points and is filled with contemporary connections to help broaden awareness, share experiences and deepen understanding. It puts learners firmly at the centre and encourages thinking about cognition and the relevance of the past to make sense of their present. It will propel teachers forward with renewed classroom confidence based on reassuring, high-impact, practical takeaways. Credible contributors skilfully use varied angles and lenses to make sure you've 'got it covered'. The format and chapter pointers open discussion and arouse further curiosity. It is a carefully crafted volume to treasure. Make it your compendium companion. -- Carmel Bones, Fellow of the Historical Association, Carmel Bones Education

While the authors of What is History Teaching, Now? all refer to academic research into pedagogical approaches, the book manages to stay unashamedly grounded in real classroom practice. Each chapter reads like a conversation with the author in the staffroom and, when put together, the range of voices and experiences present an exposition and celebration of the often extraordinary practice that takes place in history classrooms around the country. History teachers constantly develop their practice through research and debate, and this book celebrates this process and its outcomes. It has wisely avoided presenting itself as a definitive handbook on history teaching by instead giving a wide-ranging exposition of some of the best current practice. With What is History Teaching, Now? Fairlamb and Ball have marshalled a range of voices to explore the multifaceted elements of the modern history curriculum. For this breadth alone, What is History Teaching, Now? deserves to become a standard reference for every modern history department. -- Scott Allsop, host of HistoryPod and MrAllsopHistory, history teacher at British School of Bucharest This is a quite extraordinary resource: one which will be a considerable addition to the teaching of history and also sets a benchmark for other subjects to follow suit. A riveting resource! -- Mary Myatt, education writer and speaker This comprehensive and wide-ranging book collates an impressive range of helpful, thoughtful and practical chapters that will prove invaluable to history educators, whether they be ECTs or experienced, long-serving heads of department. Each chapter provides a clear overview, detailed rationale and, most importantly, practical applications for the history classroom. -- Luke Mayhew This book matters. The last 30 years have been traumatic. History teachers can often feel as though they are running to stand still. While history teaching now is more exciting and dynamic than ever as our layers of understanding increase and horizons widen, curriculum choices become more complex. What? Why? When? Who? Where? How? It can be overwhelming. This book takes account of kaleidoscopic starting points and is filled with contemporary connections to help broaden awareness, share experiences and deepen understanding. It puts learners firmly at the centre and encourages thinking about cognition and the relevance of the past to make sense of their present. It will propel teachers forward with renewed classroom confidence based on reassuring, high-impact, practical takeaways. Credible contributors skilfully use varied angles and lenses to make sure you've 'got it covered'. The format and chapter pointers open discussion and arouse further curiosity. It is a carefully crafted volume to treasure. Make it your compendium companion. -- Carmel Bones, Fellow of the Historical Association, Carmel Bones Education

Author Information

Alex Fairlamb (Author) Alex Fairlamb is a senior leader in charge of teaching and learning and CPD, based in the North East. She is an SLE and an ELE. Alex is a proud member of the Historical Association Secondary Committee and the Schools North East Steering Board. Alex is a history teacher and former lead practitioner of history and teaching and learning, with a strong commitment to ensuring that curriculums are diverse. Alex tweets as @lamb_heart_tea Rachel Ball (Author) Rachel Ball is a senior leader in charge of teaching and learning and CPD and an SLE, based in Salford, Greater Manchester. She is also a passionate history teacher with more than 20 years' experience. Rachel tweets as @MrsBallAP and blogs at www.theeducationalimposters.wordpress.com

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