Abstract
This chapter develops the ideas presented in Chapter 4 by extending the pedagogic grammar for English identified in Chapter 4 in the context of the curriculum for subjects in the Humanities, namely history and geography. It identifies the main patterns of register and genre that characterise the texts that are talked about, read and written across the secondary school curriculum for history and geography. It draws upon examples of schemes of work and lesson plans at each of the three key stages of 3, 4 and 5, together with interviews undertaken with teachers and samples of student work, to illustrate how paying attention to language structure can be integrated into the curriculum for the humanities.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Carroll, J. E. (2016). Exploring historical ‘frameworks’ as a curriculum goal: A case study examining students’ notions of historical significance when using millennia-wide time scales. The Curriculum Journal, 27(4), 454–478.
Carroll, J. E. (2017a). ‘I feel if I say this my essay it’s not going to be strong’: Multi-voicedness, ‘oral rehearsal’ and Year 13 students’ written arguments. Teaching Hoistory: The Secondary Education Journal of the Historical Association, 167, 8–16.
Carroll, J. E. (2017b). From divergent evolution to witting cross-fertilisation: The need for more awareness of potential inter-discursive communication regarding students’ extended historical writing. The Curriculum Journal, 28(4), 504–523.
Green, B., & Lee, A. (1994). Writing geography: Literacy, identity and schooling. In A. Freedman & P. Medway (Eds.), Learning and teaching genre (pp. 207–224). Portsmouth, NH: Heinemann.
Lambert, D. (2011). Reviewing the geography curriculum two decades on. Curriculum Journal, 22(2), 243–264.
Wignall, P., Martin, J. R., & Eggins, S. (1993). The discourse of geography: Ordering and explaining the referential world. In M. Halliday & J. Martin (Eds.), Writing science: Literacy and discursive power (pp. 151–183). London: Taylor & Francis.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Clark, U. (2019). Developing Literacy Across the Curriculum for the Humanities: RE, History and Geography. In: Developing Language and Literacy in English across the Secondary School Curriculum . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-93239-2_5
Download citation
DOI: https://doi.org/10.1007/978-3-319-93239-2_5
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-93238-5
Online ISBN: 978-3-319-93239-2
eBook Packages: Social SciencesSocial Sciences (R0)