Richard Harris is Lecturer in History Education at the Institute of Education, University of Reading. He has chaired the Secondary Committee of the Historical Association, runs in-service training courses and acts as a consultant for various organisations, such as the Council of Europe.Simon Harrison is Deputy Headteacher at Swanmore College of Technology. He has run training events for the Historical Association (of which he is Secondary Committee Chair), Schools History Project and the SSAT. He has also written for the journals Teaching History and CPD Update.Richard McFahn is General Adviser for School’s Support and Intervention with responsibility for Humanities. He has run numerous in-service training events for the Historical Association and is a regular workshop leader at the annual Schools History Project Conference. He is a member of the Historical Association’s Secondary Committee and a member of the Geographical Association.

• Chapter 1: What are the humanities and what is the context for cross-curricular teaching and learning?Chapter 2: Cross-curricular approaches to the humanities – how might a school shape its curriculum?Chapter 3: Approaches to Teaching and Learning in the humanities and BeyondChapter 4: Promoting Enquiry and independent learning Chapter 5: Using talk to support thinking in the humanitiesChapter 6: Teaching controversial and sensitive topicsChapter 7: Assessment and Progression within the humanitiesChapter 8 Future DirectionsReferences

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Richard Harris is Lecturer in History Education at the Institute of Education, University of Reading. He has chaired the Secondary Committee of the Historical Association, runs in-service training courses and acts as a consultant for various organisations, such as the Council of Europe.Simon Harrison is Deputy Headteacher at Swanmore College of Technology. He has run training events for the Historical Association (of which he is Secondary Committee Chair), Schools History Project and the SSAT. He has also written for the journals Teaching History and CPD Update.Richard McFahn is General Adviser for School’s Support and Intervention with responsibility for Humanities. He has run numerous in-service training events for the Historical Association and is a regular workshop leader at the annual Schools History Project Conference. He is a member of the Historical Association’s Secondary Committee and a member of the Geographical Association.

• Chapter 1: What are the humanities and what is the context for cross-curricular teaching and learning?Chapter 2: Cross-curricular approaches to the humanities – how might a school shape its curriculum?Chapter 3: Approaches to Teaching and Learning in the humanities and BeyondChapter 4: Promoting Enquiry and independent learning Chapter 5: Using talk to support thinking in the humanitiesChapter 6: Teaching controversial and sensitive topicsChapter 7: Assessment and Progression within the humanitiesChapter 8 Future DirectionsReferences

Select Guide Rating

Richard Harris is Lecturer in History Education at the Institute of Education, University of Reading. He has chaired the Secondary Committee of the Historical Association, runs in-service training courses and acts as a consultant for various organisations, such as the Council of Europe.Simon Harrison is Deputy Headteacher at Swanmore College of Technology. He has run training events for the Historical Association (of which he is Secondary Committee Chair), Schools History Project and the SSAT. He has also written for the journals Teaching History and CPD Update.Richard McFahn is General Adviser for School’s Support and Intervention with responsibility for Humanities. He has run numerous in-service training events for the Historical Association and is a regular workshop leader at the annual Schools History Project Conference. He is a member of the Historical Association’s Secondary Committee and a member of the Geographical Association.

• Chapter 1: What are the humanities and what is the context for cross-curricular teaching and learning?Chapter 2: Cross-curricular approaches to the humanities – how might a school shape its curriculum?Chapter 3: Approaches to Teaching and Learning in the humanities and BeyondChapter 4: Promoting Enquiry and independent learning Chapter 5: Using talk to support thinking in the humanitiesChapter 6: Teaching controversial and sensitive topicsChapter 7: Assessment and Progression within the humanitiesChapter 8 Future DirectionsReferences

Select Guide Rating