Table of Contents

Part I. What is History?; 1. History; 2. Knowledge, Historical Thinking and Skills; 3. History in the Australian Curriculum; Part II. Planning for History Teaching; 4. Approaches to Historical Learning; 5. Teaching and Learning History as Inquiry; 6. Planning for Student Learning and Assessment; Part III. History in the Classroom; 7. Teacher Centred Practice; 8. Student Centred Practice; Part IV. Making Connections; 9. Aboriginal and Torres Strait Islander Histories and Cultures; 10. Asia and Australia's Engagement with Asia; 11. Sustainability; 12. Professional Connections.

Promotional Information

This book provides an introduction to the theory and practice of teaching History to years 7–12 in Australian schools.

About the Author

Dr Heather Sharp is an associate professor in the School of Education, University of Newcastle. With a background as a high school history and HSIE/SOSE teacher, she has taught across curriculum courses for over a decade. Heather is a founding member of the HERMES research group. She is co-convenor of the Tertiary History Educators' Association (THEA), History Network for Teachers and Researchers (HNTR), and the Special Issues Editor of Historical Encounters Journal. Heather's research investigates historical representations in school curriculum, particularly around topics of significance to a nation's history. She is currently part of a research group investigating historical and moral consciousness. Jonathon Dallimore has been teaching history for 15 years and is currently working as the Professional Officer for the History Teachers' Association of NSW. He has written extensively for the junior and senior history courses in NSW including books on Russia and the USSR, Indochina, the Great War and the Civil Rights Movement. Jonathon also teaches history method at the University of New South Wales in Sydney and the University of Wollongong. Alison Bedford has taught Modern History for more than a decade and has served as a review panel chair for the QCAA. She holds a PhD in English Literature and lectures in secondary History curriculum and pedagogy at the University of Southern Queensland, preparing the next generation of History teachers. Alison's teaching and research interests centre on student-led inquiry and fostering independence and critical thinking skills in young historians. She is the founder of a local History teaching network, which aims to support teachers in making History an exciting and rigorous academic experience. Martin Kerby is an Associate Professor (Curriculum and Pedagogy) at the University of Southern Queensland, Australia. He has received numerous awards and grants including Queensland ANZAC Centenary Grants (2014 and 2017), and a federal ANZAC Centenary Arts and Culture Fund grant (2015). In 2018, Kerby was awarded a Fellowship at the State Library of Queensland to undertake a project titled 'A War Imagined: Queenslanders and the Great War'. In 2020, he was awarded a place on the Gandel Holocaust Studies Program for Australian Educators in Jerusalem. Dr Kerby is currently co-curating an exhibition titled 'The Kangaroo and the Eagle: Allies in War and Peace 1908–2018' which will be shown at the Pentagon in 2021. Dr. James Goulding began his career as a secondary History Teacher in NSW, before moving to teach History Curriculum and Educational Psychology at the University of Sydney. James has published in both Australian and international journals, and is the author of several book chapters on History Curriculum. James also serves as a journal editor for the History Teachers Association of NSW. James' current research interests include critical thinking and website evaluation. Treesa Heath is a Kamilaroi woman and sessional academic at the University of Newcastle with a background in teaching, researching, and consulting with schools and research centres in Aboriginal and Torres Strait Islander education and research. She works between her Aboriginal community affiliations and the education sector to provide insights into the educational experiences of Aboriginal and Torres Strait Islander peoples and communities. Treesa has taught in Aboriginal education, Aboriginal studies, sociology and psychology of education, literacy, preparatory higher education enabling, and education foundations. She is currently completing her PhD into how Australia's current Indigenous education research may benefit Aboriginal and Torres Strait Islander peoples and communities. Dr Darius von Güttner is a Principal Research Fellow in the School of Historical and Philosophical Studies, University of Melbourne. He is an award-winning historian whose work concentrates on cultural aspects of European history and on transmission of ideas. His professional experience combines teaching at tertiary and secondary levels in Australia and overseas. He taught history subjects, including senior humanities teacher education courses. Among his books are The French Revolution (Nelson Cengage) and HTAV's French Revolution Study and Exam Guide. Louise Zarmati has had a varied career as a teacher, archaeologist and museum educator. She completed her teaching qualifications at the University of Sydney, has a Masters degree in Archaeology, Heritage and Museums from University of Cambridge and a PhD in History education from Deakin University. Louise worked as a classroom History teacher in NSW for twenty years and is the author of several textbooks and research articles on history, archaeology, curriculum and pedagogy. She is a lecturer in Humanities and Social Sciences in the School of Education, University of Tasmania.