GCSE 9-1 History (British History Topics) All-in-One Complete Revision and Practice: Ideal for the 2024 and 2025 exams (Collins GCSE Grade 9-1 Revision) PDF Download
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Author: Collins GCSE
Publisher: HarperCollins UK
ISBN: 0008451095
Category : Education
Languages : en
Pages : 282
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Book Description
Exam Board: AQA, Edexcel, OCR B and WJEC Eduqas Level: GCSE 9-1 Subject: British History First Teaching: September 2016, First Exams: June 2018 Suitable for the 2020 autumn and 2021 summer exams
Author: Collins GCSE
Publisher: HarperCollins UK
ISBN: 0008451095
Category : Education
Languages : en
Pages : 282
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Book Description
Exam Board: AQA, Edexcel, OCR B and WJEC Eduqas Level: GCSE 9-1 Subject: British History First Teaching: September 2016, First Exams: June 2018 Suitable for the 2020 autumn and 2021 summer exams
Author: Zoe Fenwick
Publisher:
ISBN: 9781782947523
Category : Design and technology
Languages : en
Pages : 132
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Book Description
Author: United States. Financial Crisis Inquiry Commission
Publisher: Public Affairs
ISBN: 1610390415
Category : Business & Economics
Languages : en
Pages : 578
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Book Description
Examines the causes of the financial crisis that began in 2008 and reveals the weaknesses found in financial regulation, excessive borrowing, and breaches in accountability.
Author: Arthur Chapman
Publisher: UCL Press
ISBN: 1787357309
Category : Education
Languages : en
Pages : 286
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Book Description
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
Author: Jackie Clegg
Publisher: HarperCollins UK
ISBN: 0008486131
Category : Education
Languages : en
Pages : 443
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Book Description
Exam Board: Edexcel Level & Subject: International GCSE Biology and Double Award Science First teaching: September 2017 First exams: June 2019
Author: Jan Van den Akker
Publisher: Routledge
ISBN: 1134155654
Category : Education
Languages : en
Pages : 177
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Book Description
The field of design research has been gaining momentum over the last five years, particularly in educational studies. As papers and articles have grown in number, definition of the domain is now beginning to standardise. This book fulfils a growing need by providing a synthesised assessment of the use of development research in education. It looks at four main elements: background information including origins, definitions of development research, description of applications and benefits and risks associated with studies of this kind how the approach can serve the design of learning environments and educational technology quality assurance - how to safeguard academic rigor while conducting design and development studies a synthesis and overview of the topic along with relevant reflections.
Author: Collins GCSE
Publisher: HarperCollins UK
ISBN: 0008451125
Category : Education
Languages : en
Pages : 282
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Book Description
Exam Board: AQA Level: GCSE Grade 9-1 Subject: Combined Science: Trilogy First Teaching: September 2016, First Exams: June 2018 Suitable for the 2020 autumn and 2021 summer exams
Author: Collins GCSE
Publisher: HarperCollins UK
ISBN: 0008451176
Category : Education
Languages : en
Pages : 218
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Book Description
Exam Board: Edexcel, AQA, OCR & WJEC Eduqas Level: GCSE 9-1 Subject: English First Teaching: September 2015, First Exams: June 2017 Suitable for the 2020 autumn and 2021 summer exams
Author: Osborne, Jonathan
Publisher: McGraw-Hill Education (UK)
ISBN: 0335238580
Category : Education
Languages : en
Pages : 367
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Book Description
This volume provides a summary of the findings that educational research has to offer on good practice in school science teaching. It offers an overview of scholarship and research in the field, and introduces the ideas and evidence that guide it.
Author: Alka Sehgal Cuthbert
Publisher: UCL Press
ISBN: 1787358747
Category : Education
Languages : en
Pages : 286
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Book Description
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.
