How Do History Departments in Secondary Schools in England Understand and Model Progression in History?

• In Event: "Reading the World": A Comparative Look at Liberation and Oppression in Education

Abstract

This presentation reports on the preliminary findings of an empirical investigation that explores how history departments in English secondary schools understand and model progression in students' historical learning. The research is embedded in a qualitative, interpretive, exploratory, multiple case study framework. The research was conducted in four London schools with different curriculum approaches to explore the diverse understanding and practices of historical progression. Data collection included: semi-structured interviews and the analysis of departmental and policy documents. The initial findings have currently evidenced no consensus between history departments' understanding and practices of progression, which means diverse approaches may be applied by history departments not previously highlighted in the literature review.

Author

• Nazmiye Og, University College London
  Presenting Author