Understanding History: Key Stage 3: Britain in the wider world, Roman times–present: Updated Edition PDF Download
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Author: Michael Riley Publisher: Hodder Education ISBN: 139831465X Category : Education Languages : en Pages : 0
Book Description
Help every pupil to know more, look closer, think deeper and write better as they develop their historical knowledge and skills throughout Key Stage 3 and get 'GCSE-ready'. Exploring the stories of fascinating people, places and events through an enquiry approach, this Student Book familiarises KS3 pupils with the different ways of thinking required for thematic, period, depth and site studies at GCSE. br” bEasily and cost-effectively implement a new KS3 curriculum:br” bEstablish strong foundational knowledge of British History:br” bFocus on building writing skills:br” bEffectively assess and demonstrate progress: /bregular activities throughout the Student Book lead to end-of-enquiry tasks, supporting both formative and summative assessment of pupils' conceptual understanding and writing skillsbrbr” bGenerate enthusiasm and respect for historical evidence:
Author: Michael Riley Publisher: Hodder Education ISBN: 139831465X Category : Education Languages : en Pages : 0
Book Description
Help every pupil to know more, look closer, think deeper and write better as they develop their historical knowledge and skills throughout Key Stage 3 and get 'GCSE-ready'. Exploring the stories of fascinating people, places and events through an enquiry approach, this Student Book familiarises KS3 pupils with the different ways of thinking required for thematic, period, depth and site studies at GCSE. br” bEasily and cost-effectively implement a new KS3 curriculum:br” bEstablish strong foundational knowledge of British History:br” bFocus on building writing skills:br” bEffectively assess and demonstrate progress: /bregular activities throughout the Student Book lead to end-of-enquiry tasks, supporting both formative and summative assessment of pupils' conceptual understanding and writing skillsbrbr” bGenerate enthusiasm and respect for historical evidence:
Author: Michael Riley Publisher: Hodder Education ISBN: 1510454683 Category : Education Languages : en Pages : 0
Book Description
Help every pupil to know more, look closer, think deeper and write better as they develop their historical knowledge and skills throughout Key Stage 3 and get 'GCSE-ready'. Exploring the stories of fascinating people, places and events through an enquiry approach, this Student Book familiarises KS3 pupils with the different ways of thinking required for thematic, period, depth and site studies at GCSE. - Easily and cost-effectively implement a new KS3 curriculum: this coherent single-book course contains 120 lessons that experienced and non-specialist teachers can deliver with confidence, across a two or three-year KS3 - Establish strong foundational knowledge of British History: the content has been meticulously selected to provide a chronological spine that contextualises GCSE content, saving you valuable time when teaching GCSE - Focus on building writing skills: GCSE-style command words and question types are introduced gradually, developing the extended writing skills that pupils need to reach the highest marks, whichever GCSE specification you follow - Effectively assess and demonstrate progress: regular activities throughout the Student Book lead to end-of-enquiry tasks, supporting both formative and summative assessment of pupils' conceptual understanding and writing skills - Generate enthusiasm and respect for historical evidence: pupils are encouraged to use sources and interpretations as part of their historical investigations, leading to a natural improvement in their analytical and evaluative skills
Author: Michael Riley Publisher: ISBN: 9781510454675 Category : Education Languages : en Pages : 264
Book Description
Help every pupil to know more, look closer, think deeper and write better as they develop their historical knowledge and skills throughout Key Stage 3 and get 'GCSE-ready'. Exploring the stories of fascinating people, places and events through an enquiry approach, this Student Book familiarises KS3 pupils with the different ways of thinking required for thematic, period, depth and site studies at GCSE. - Easily and cost-effectively implement a new KS3 curriculum: this coherent single-book course contains 120 lessons that experienced and non-specialist teachers can deliver with confidence, across a two or three-year KS3 - Establish strong foundational knowledge of British History: the content has been meticulously selected to provide a chronological spine that contextualises GCSE content, saving you valuable time when teaching GCSE - Focus on building writing skills: GCSE-style command words and question types are introduced gradually, developing the extended writing skills that pupils need to reach the highest marks, whichever GCSE specification you follow - Effectively assess and demonstrate progress: regular activities throughout the Student Book lead to end-of-enquiry tasks, supporting both formative and summative assessment of pupils' conceptual understanding and writing skills - Generate enthusiasm and respect for historical evidence: pupils are encouraged to use sources and interpretations as part of their historical investigations, leading to a natural improvement in their analytical and evaluative skills
Author: Helen Mu Hung Ting Publisher: Springer Nature ISBN: 3031125355 Category : Education Languages : en Pages : 328
Book Description
This edited book explores the problems and challenges of negotiating the representation of ethnic minorities within history education. It investigates how states balance the (non-)acknowledgement of the reality of cultural or religious diversity, and the promotion of a point of convergence in history education to foster national identity. Shifting our attention away from the intractable challenges posed by post-conflict countries for reconciliation, the contributors draw attention to the need to explore ways to prevent or pre-empt conflicts and exclusion through history education, which could contribute to developing a more sustainable culture of peace. Drawing on a wide range of contexts and sources, this book asks how history education could contribute to forming critical, historically informed, and committed young citizens. The book will be of interest to students and academics working on themes such as nationalism, citizenship, ethnicity, history education, multicultural education, peace studies and area studies, as well as practitioners in the fields of history, social studies, civic or citizenship.
Author: Aaron Wilkes Publisher: ISBN: 9780198494652 Category : Languages : en Pages : 256
Book Description
The new fourth edition of Revolution, Industry and Empire is Book 2 of the best-selling Oxford KS3 History by Aaron Wilkes series. This textbook introduces the history knowledge and skills needed to support a coherent knowledge-rich curriculum, prepares students for success in Key Stage 3 History, and builds solid foundations for GCSE study.
Author: Aaron Wilkes Publisher: Oxford University Press - Children ISBN: 0198352751 Category : Juvenile Nonfiction Languages : en Pages :
Book Description
Written to match the new 2014 National Curriculum with expert support from experienced Head of History, Aaron Wilkes, the third editions of this well-loved series will hook your students' interest in KS3 History whilst helping them prepare for GCSE. Industry, Invention and Empire 1745-1901 is the third of four new third editions, and covers: from farming to factories, transport, an age of invention, industrial towns, the Slave Trade, Britain and France, the British in India, the fight for rights, the British in Ireland and change over time.
Author: Stuart Foster Publisher: Hachette UK ISBN: 1510480455 Category : Education Languages : en Pages : 96
Book Description
In 2016 the UCL Centre for Holocaust Education published a landmark study, What do students know and understand about the Holocaust? Almost 10,000 students aged 11 to 18 participated in the research. It was the largest of its kind anywhere in the world. The study indicated that the vast majority of young people found the subject interesting and relevant. However, it also revealed that many students did not have clear knowledge and understanding of the Holocaust. Written in direct response to the findings of the 2016 national study, this textbook significantly improves understanding of the Holocaust by: This textbook is supported by additional materials and teacher guidance notes on the UCL Centre for Holocaust Education website (holocausteducation.org.uk). The original design, development and distribution of this textbook was funded by the Toni Schiff Memorial Fund and the Pears Foundation. The Centre is enormously grateful for their support. The Wiener Holocaust Library also provided considerable assistance in developing the textbook.
Author: Arthur Chapman Publisher: UCL Press ISBN: 1787357309 Category : Education Languages : en Pages : 284
Book Description
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
Author: Michael Riley
Author: Michael Riley
Author: Michael Riley
Author: Michael Riley
Author: Helen Mu Hung Ting
Author: Aaron Wilkes
Author: 
Author: Jane Burbank
Author: Aaron Wilkes
Author: Stuart Foster
Author: Arthur Chapman