Developing transferable knowledge at A-level
Teaching History article
From a compartmentalised to a complicated past: developing transferable knowledge at A-level
Students find it difficult to join up the different things they study into a complex account of the past. Examination specifications do not necessarily help with this because of the way in which history is divided up into different ‘units', a problem exacerbated by textbooks being designed for particular exam topics. Stacey-Chapman describes this problem as one of students needing the ability to see how one bit of history might serve a role in multiple narratives. He reached the conclusion that careful thought about long-term planning is needed, particularly in terms of explicitly teaching students how knowledge of the past can be transferred from one context to another...
This resource is FREE for Secondary HA Members.
Non HA Members can get instant access for £2.49