Invokes curiosity and wonder to engage all pupils through arresting source material, thought-provoking enquiry and clear, vibrant pates. Supports development of thinking skills through progressive steps in each enquiry, which gradually build understanding and support individuals' thinking. Supports development of thinking skills thorough progressive steps in each enquiry, which gradually build understanding and support individuals' thinking. Explicit and meaningful support for assessment for learning; including systematic attention to learning objectives and sharing these with pupils. Encourages and challenges pupils of al abilities through differentiated steps based on key questions of historical significance. `Extra access' and `extra challenge' support ideas are provided in the Teacher's Books. Effectively aids the teaching of literacy across the curriculum through a rich range of texts.
This is Book 6 in the Think Through History Series. See all Think Through History books here.
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Michael Riley is Director of the Schools History Project.
He has taught in schools in Tanzania, Yorkshire and Somerset, and has worked as Humanities Adviser in Somerset and as Course Leader for the History PGCE at Bath Spa University, a consultant for the QCA, the States of Guernsey, the Council of Europe and UNESCO.
Michael regularly provides profession
Christine Counsell is Senior Lecturer in the Faculty of Education at the University of Cambridge, UK.
Katharine Burn is Associate Professor of Education (History) at the University of Oxford, UK.
Arthur Chapman is Senior Lecturer in History Education at UCL Institute of Education, University College London, UK.
Michael Riley is Senior Lecturer in History at Bath Spa University College. Jamie Byrom is History Adviser in Devon. Both are popular history trainers for the Schools History Project and the Historical Association, and co-authors of Think Through History.
Christopher Culpin is Director of the Schools History Project and Series Editor of the
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