LOOKING AFRESH AT THE PRIMARY CURRICULUM SERIES Improving teaching and learning in the humanities LOOKING AFRESH AT THE PRIMARY CURRICULUM SERIES Series Editors: Kate Ashcroft and David James, University of West of England, Bristol Improving teaching and learning in the humanities Edited by Martin Ashley Improving teaching and learning in the core curriculum Edited by Kate Ashcroft and John Lee Improving teaching and learning in the arts Edited by Mary Kear and Gloria Callaway Improving teaching and learning in the humanities Edited by Martin Ashley First published 1999 by Falmer Press 11 New Fetter Lane, London EC4P 4EE Simultaneously published in the USA and Canada by Garland Inc., 19 Union Square West, New York, NY 10003 This edition published in the Taylor and Improving teaching and learning in the arts, edited by Gloria Callaway. Like the other books in the series, Improving teaching and learning in the humanities is written as an essential support for students training for primary teaching in colleges and universities, those undertaking inservice teacher education and teachers in schools wishing to use an accessible text to get in touch with some of the more recent thinking about the primary curriculum. It is a natural next step from the two introductory texts published by Falmer Press, that cover the whole curriculum: The Primary Teachers Guide to the New National Curriculum, edited by Kate Ashcroft and David Palacio; and Implementing the Primary Curriculum, edited by Kate Ashcroft and David Palacio. The present series is intended to build on and further develop knowledge about the curriculum that was included at an introductory level in the two books on the whole curriculum and, in particular, asks the reader to look in more depth at the link between the humanities and childrens learning in schools. It is aimed at supporting students and teachers who are beginning to get to grips with what it means to be a curriculum specialist for one of the National Curriculum subjects in a primary school. viii The book could be used in various ways. It will be of use for teachers and student teachers wishing to gain an overview of aspects of teacher education programmes related to the humanities curriculum. It is also designed to be used by student teachers at the stage when they are beginning that part of their course that applies to the role of a humanities specialist in the primary school. The enquiry-based format provides a starting point for the sort of enquiry, reflection and learning that tutors are trying to encourage within initial teacher education and inservice courses based on the Reflective Teacher Model. The books in the series are well signposted with headings and subheadings, with lots of practical suggestions of ways of going about curriculum planning, reflection and enquiry. There is some reference to theory, but wherever possible, this is illustrated with practical examples in the form of case studies that highlight implications for the enquiring teacher. The series does not aim to present outcomes of research to be absorbed by teachers, nor does it focus on their skills as educational researchers per se; nor does it attempt to give a list of tips. It is focused on enquiry with a view to improving practice through: accessible content at the readers level about the main issues; knowledge about a range of teaching methods and curriculum content; knowledge about the way information and communicative technologies can influence teaching, learning and curriculum content; enquiry tasks that encourage the reader to: assess and develop their understandings of the issues assess and develop their subject knowledge try out activities in the classroom and collect data about their effects and effectiveness; an annotated reading list at the end of each chapter. Although some of the ideas contained in the series are complex and could be seen as demanding, the authors have been careful to keep the style of the books straightforward and the language is accessible rather than academic. Wherever possible, new ideas and concepts are supported by concrete examples. The authors intention is to communicate clearly some of the complexity and subtlety of effective and reflective teaching. The chapters within the book are linked by common themes: the principles of the Reflective Practitioner Model are an essential element. These are outlined in some detail in Ashcroft and Palacio (1995 and 1997). These principles include the need to look at . . . . . ix SERIES EDITORS PREFACE issues of equality. Inclusivity and the dilemmas raised for the reflective teacher working within a largely constrained curriculum context are important foci for discussion. The chapters raise the problematic nature of much of our taken for granted knowledge about the curriculum. They look at intended, as well as unintended, consequences of action and the need for teachers to constantly remain openminded and responsible. Openmind