Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18886
Title: 
Teaching for historical understanding (TfHU): Developing a discipline-based curriculum model at Tanjong Katong Secondary School
Authors: 
Issue Date: 
2016
Citation: 
Suhaimi Afandi, Rozanah Basrun, Nani Rahayu Mohamed, Liz Sriyanti Jamaluddin, Sya Feena, & Nur Hazelin Idayu. (2016). Teaching for historical understanding (TfHU): Developing a discipline-based curriculum model at Tanjong Katong Secondary School. HSSE Online, 5(2), 51-67. Retrieved from http://www.hsseonline.edu.sg/journal/volume-5-issue-2-2016/teaching-historical-understanding-tfhu-developing-discipline-based
Abstract: 
This paper reports the experiences of
the History Unit at Tanjong Katong
Secondary School (TKSS) in their
attempts to craft a discipline-based
curriculum model focusing on instruction
that develops students’ historical
understandings. The paper describes the
project structure and development of the
Tanjong Katong (TK) Teaching for
Historical Understanding (TfHU) approach
to historical instruction, shares some
reflections by teacher participants involved
in the project, and highlights several
learning points and implications for
curriculum change at TKSS. The history
teachers at TKSS recognised that the
TfHU project had further developed their
awareness of more effective methods to
teach history, and were confident that the
focus on disciplinary understandings will
enhance student engagement in their
history classrooms. They demonstrated
strong belief that students can be made to
understand complex issues in history if
they are given the proper tools or cognitive
challenges suitably crafted to develop
deeper thinking about aspects of the
discipline.
URI: 
Website: 
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