Progression: Principles and Practice

Abstract

This chapter is concerned with the ways in which learning and teaching history at degree level can be made more challenging for students as they proceed through their programmes of study, thereby helping them to become more proficient historians able to achieve higher levels of scholarship . The matter is addressed in relation to the key curricular dimensions of content selection ; enhancing students’ cognitive skills ; learning and teaching approaches; and assessing students’ work. The literature relating to these matters provides a context for discussion, highlighting problems and possibilities that arise. Consideration is given to the need for progression to be devised and articulated, taking into account the perspectives of both teachers and taught. For the most part, discussion is concerned with analysing examples of the approaches being adopted to progression matters by university history departments in various parts of the world. Particular attention is paid to the ways in which the provision they make is differentiated from level to level in the programmes they offer and to the underpinning rationale.