ABSTRACT
This chapter describes case studies in which college tutors and students worked with teachers and children in partnership schools to explore ways in which precise links between history and literacy, history and mathematics and also history, ICT and music could be identified and developed in imaginative ways. There is an increasing emphasis in recent years on developing partnerships between schools and colleges, which is based on clear links between the standards for the award of Qualified Teacher Status (QTS) which underpin courses of Initial Teacher Training and the support and assessment of trainee teachers in achieving and demonstrating these professional competences in schools. There has also been increased emphasis on literacy, numeracy and ICT which has endangered the position of history in the curriculum. This has led to energetic statements about the importance of history, both in its own right and in relation to other subjects.
