Hilary Cooper

Writing History 7-11: Historical writing in different genres Hilary Cooper 1st edition

Brief Description: "Writing History 7-11 supports students and primary teachers helping them to explore ways in which activities involving the talk that underpins historical enquiry can be developed into reading and exciting, extended, reflective writing. The step that teachers and pupils take from 'talk for learning' to 'talk for writing' is a vital one. In this book the authors argue that all aspects of historical enquiry leading to writing involve discussion and dialogue which permeate every aspect of 'doing history'. From this perspective they set out a theoretical framework for understanding the role of talk and reading in developing pupils' critical thinking and confident reflective writing, then demonstrate through a series of case studies, in which teachers, university lecturers and pupils work together, how the theory is put into practice in the classroom. Themes include: How to support children in writing in a variety of interesting genresHow to make links between the National Curriculum (2013) for History and for EnglishHow to plan for breadth and depth studies in the new National CurriculumHow activities in History 5-11 can be developed into exciting extended writingThe second half of the book draws upon case studies from a number of real primary classrooms with children of different ages. Each case study shows how teaching was planned to develop children's confidence and enjoyment in discussion and to scaffold reasoned, written explanation and argument. Topics presented are all relevant to the new curriculum framework and include talking and reading about: Time, change and significance over 6000 years - writing a television scriptCeltic Britain and the Roman Army - writing a travel brochure about Celtic BritainThe destruction of Roman towns - writing a Saxon poemAn archaeological investigation of a body in a Danish peat bog - writing a newspaper reportDid any countries benefit from WW11? - writing an argued viewpointThe expansion westwards of European settlers - writing a flap book exploring different perspectives. This indispensable book provides not only sources for pupils to use in their writing, but also models and exemplars of different styles and voices to draw upon. "Biographical Note: Hilary Cooper is Emeritus Professor of History and Pedagogy at the University of Cumbria and co-edits the The International Journal of Historical Learning, Teaching and Research. She has published widely and has an international reputation in her field. She is author of the bestselling "History 5-11" now in its second edition. Table of Contents: List of tables -- List of figures -- Contributors -- Acknowledgements -- Preface -- Part 1. Theoretical framework for understanding the role of talk and reading in developing confident reflective writing -- 1. Historians' themes and genres / Hilary Cooper -- 2. Genre and children writing history: reflective and discursive learn and writing / Jon Nichol -- 3. Oracy: speaking and listening / Jon Nichol -- 4. Talk, reading and writing in breadth and depth studies / Hilary Cooper -- 5. Theory into practice / Hilary Cooper -- Part 2. Case studies: models for practice -- 6. Using sources to create narrative / Hugh Moore -- 7. Writing about time / Hilary Cooper -- 8. It depends on your point of view: exploring different representations of the past / Penelope Harnett, Sarah Whitehouse, Jane Carter -- 9. Pupils developing their interpretations of the past / Sue Temple -- 10. Discursive and reflective writing - into the classroom / Jon Nichol -- Afterword -- Index. Marc Notes: Includes bibliographical references and index.; Writing History 7-11 supports students and primary teachers helping them to explore ways in which activities involving the talk that underpins historical enquiry can be developed into reading and exciting, extended, reflective writing. The step that teachers and pupils take from 'talk for learning' to 'talk for writing' is a vital one. In this book the authors argue that all aspects of historical enquiry leading to writing involve discussion and dialogue which permeate every aspect of 'doing history'. From this perspective they set out a theoretical framework for understanding the role of talk and reading in developing pupils' critical thinking and confident reflective writing, then demonstrate through a series of case studies, in which teachers, university lecturers and pupils work together, how the theory is put into practice in the classroom. Themes include: How to support children in writing in a variety of interesting genresHow to make links between the National Curriculum (2013) for History and for EnglishHow to plan for breadth and depth studies in the new National CurriculumHow activities in History 5-11 can be developed into exciting extended writingThe second half of the book draws upon case studies from a number of real primary classrooms with children of different ages. Each case study shows how teaching was planned to develop children's confidence and enjoyment in discussion and to scaffold reasoned, written explanation and argument. Topics presented are all relevant to the new curriculum framework and include talking and reading about: Time, change and significance over 6000 years - writing a television scriptCeltic Britain and the Roman Army - writing a travel brochure about Celtic BritainThe destruction of Roman towns - writing a Saxon poemAn archaeological investigation of a body in a Danish peat bog - writing a newspaper reportDid any countries benefit from WW11? - writing an argued viewpointThe expansion westwards of European settlers - writing a flap book exploring different perspectives. This indispensable book provides not only sources for pupils to use in their writing, but also models and exemplars of different styles and voices to draw upon. --; Provided by publisherPublisher Marketing: Writing History 7-11 supports students and primary teachers helping them to explore ways in which activities involving the talk that underpins historical enquiry can be developed into reading and exciting, extended, reflective writing. The step that teachers and pupils take from 'talk for learning' to 'talk for writing' is a vital one. In this book the authors argue that all aspects of historical enquiry leading to writing involve discussion and dialogue which permeate every aspect of 'doing history'. From this perspective they set out a theoretical framework for understanding the role of talk and reading in developing pupils' critical thinking and confident reflective writing, then demonstrate through a series of case studies, in which teachers, university lecturers and pupils work together, how the theory is put into practice in the classroom. Themes include: How to support children in writing in a variety of interesting genres How to make links between the National Curriculum (2013) for History and for English How to plan for breadth and depth studies in the new National Curriculum How activities in History 5 - 11 can be developed into exciting extended writing The second half of the book draws upon case studies from a number of real primary classrooms with children of different ages. Each case study shows how teaching was planned to develop children's confidence and enjoyment in discussion and to scaffold reasoned, written explanation and argument. Topics presented are all relevant to the new curriculum framework and include talking and reading about: Time, change and significance over 6000 years - writing a television script Celtic Britain and the Roman Army - writing a travel brochure about Celtic Britain The destruction of Roman towns - writing a Saxon poem An archaeological investigation of a body in a Danish peat bog - writing a newspaper report Did any countries benefit from WW11? - writing an argued viewpoint The expansion westwards of European settlers - writing a flap book exploring different perspectives. This indispensable book provides not only sources for pupils to use in their writing, but also models and exemplars of different styles and voices to draw upon.

Contributor Bio:  Cooper, Hilary Hilary Cooper is Professor Emeritus of History and Pedagogy at the University of Cumbria. After many years teaching in London primary schools and undertaking her doctoral research on child development using data collected as a class teacher, she lectured in Education at Goldsmiths College, London University. In 1993 she became Director of Professional Studies in the Department of Education at Lancaster University, then Reader, and later Professor of Education at St Martin s College, now the University of Cumbria. She has published widely and has an international reputation.