Triggered by the Australian Curriculum, this Australian text approaches the teaching of History and Geography as separate key learning areas. It also shows how they can be taught as integrated subjects.
All the authors of this text are nationally and internationally recognised specialists in their fields and the text spans teaching of Geography and History from the foundation years through to year 10.
Place and Time has been written for pre-service teachers in primary, middle school and secondary sectors, for in-service teachers and for tertiary educators.
- The book’s structure is based on a series of major, investigative themes that are then divided into detailed chapters that are intended to provide an informed response to the investigative questions. These themes reflect the major questions that knowledgeable educators who work in the fields of geography and history education constantly pose of themselves, and of their students and teacher colleagues.
- Each chapter in Place and Time features an introductory section that outlines the major issues to be dealt with in the subsequent pages. Within the text of the chapters are questions and thinking points to aid the readers’ progressive reflections. At the end of each chapter, a series of summary questions is intended to assist readers in reviewing their understandings.
About the Authors
Tony Taylor. Over the past decade or so, Tony, who is based at Monash University, has worked closely with a wide range of colleagues to improve the standing of history education in Australia. In 1999 he was appointed Director of the Australian Government's National Inquiry into the Teaching and Learning of History and, from 2001-2007, he was Director of the Australian Government's National Centre for History Education. In 2003-2005, with the assistance of an Australian Research Council (ARC) grant, he developed national professional standards for the teaching and learning of history. He researches and publishes extensively in Australia and overseas in the field of history education and since 2003, he has successfully led three large ARC grants in that field and is currently involved as a partner in another ARC history education project. From 2006 to 2012 he worked with Professor Stuart Macintyre as senior consultant with successive Coalition and ALP federal governments in formulating three drafts of a national history curriculum.
Carmel Fahey: Until recently, Carmel coordinated and taught history curriculum in the Faculty of Education and Social Work, University of Sydney. She has extensive experience in the area of history education at policy, higher education and secondary school classroom levels. She has authored a number of secondary school textbooks in addition to co-authoring Making history: A guide to the teaching and learning of history in Australian schools (Curriculum Corporation 2003) with Tony Taylor.
Jeana Kriewaldt: Jeana is a Lecturer of geography and humanities education in the Master of Teaching program at the Melbourne Graduate School of Education, University of Melbourne. She is a life member of the Geography Teachers’ Association of Victoria, and has served on the board of the Australian Geography Teachers’ Association. During her time as a secondary school teacher, she wrote numerous geography textbooks. Funded by the Australian Research Council and industry partners, Jeana was a chief investigator in the Strengthening Standards of Geography Teaching through Linking Standards and Teacher Learning project which delivered a set of national standards for teaching geography.
David Boon: David has taught all grades F-10 over a 25-year career in Australian education. In the past decade he has had a number of curriculum and professional learning roles for the Tasmanian Department of Education in history, SOSE and ICT. David is currently a Senior Education Officer for History. His acknowledged expertise in primary history education led to his involvement in the National History Summit in 2006, being an invited presenter at the National Sumer School for Teachers of Australian History in 2008, and contributing to the development of the framing paper for the Australian History Curriculum. David is currently completing a PhD on the history of Tasmanian primary education. His other research interests include utilising the local area in history education, the use of spatial skills in exploring the past, and differentiation in primary history education.
Debating the teaching of geography and history
- Why Geography Matters
- Why History Matters
- Why we need Aboriginal and Torres Strait Islander Perspectives
Understanding the teaching and learning of geography and history
- Developing Thinking and Understanding in Primary Geography and History
- Developing Thinking and Understanding in Secondary Geography
- Developing Thinking and Understanding in Secondary History
- Introduction to Inquiry Learning
- Geographic Inquiry
- Historical Inquiry
- Planning for Teaching and Learning in Geography and History
- Progression and Understanding in Geography
- Progression and Understanding in History
- Assessment in Geography and History
Beyond the classroom: exploring wider pedagogies in the teaching and learning of geography and history
- The Permeable Classroom
- ICT in Geography and History
Investigating perspectives in the teaching and learning of geography and history
- Values education in Geography and History
- Educating in Geography and History for a global perspective
- Geography and history’s role in education for sustainability