HistoryNorth Bedfordshire Training Partnership
Price on request
The Subject Application part of the History PGCE Course is continually revised and updated in order to respond to feedback from trainees and mentors and to take account of ongoing government initiatives and legislation. It has been planned to include a range of experiences that will allow trainees to develop the knowledge, skills, understanding and awareness to become good history teachers. There are three elements that contribute to this: the Subject Application course; the generic Professional Studies course and the two school placements. Making coherent links between these three elements is essential if trainees are to exploit the course to its full potential and make the most of their development opportunities over the course of the year.
During the course trainees will become acquainted with the content and nature of the history curriculum 11 - 18 and will develop a language to describe the teaching and learning of history Relevant literature such as the National Curriculum, OFSTED Reports, and the National Strategies will provide a framework to describe history, the variety of activities, outcomes of related activities and ways of promoting history in the classroom. A wide range of exemplar resources and methods will be used so that trainee teachers experience different approaches, reflect on their experiences and consider the implications for the classroom. Specific aspects of classroom organisation and management of the National Curriculum and the National Strategies will be introduced. The appropriate use of ICT in teaching and learning history will be addressed throughout the course. Sessions will involve trainees in discussions, presentations of work and practical activities. Each session is supported by relevant subject reading.
History in the National Curriculum - Key Concepts
There are a number of key concepts that underpin the study of history. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.
1.1 Chronological understanding
1. Understanding and using appropriately dates, vocabulary and conventions that describe historical periods and the passing of time.
2. Developing a sense of period through describing and analysing the relationships between the characteristic features of periods and societies.
3. Building a chronological framework of periods and using this to place new knowledge in its historical context.
1.2 Cultural, ethnic and religious diversity
1. Understanding the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies and how these have shaped the world.
1.3 Change and continuity
1. Identifying and explaining change and continuity within and across periods of history.
1.4 Cause and consequence
1. Analysing and explaining the reasons for, and results of, historical events, situations and changes.
1. Considering the significance of events, people and developments in their historical context and in the present day.
1. Understanding how historians and others form interpretations.
2. Understanding why historians and others have interpreted events, people and situations in different ways through a range of media.
3. Evaluating a range of interpretations of the past to assess their validity.