Serbia_hidden - Observatoire de l’enseignement de l’histoire en Europe

OVERVIEW

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FURTHER INSIGHTS

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HISTORY IN SCHOOL

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HISTORY CURRICULUM

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AIMS REPRESENTED “VERY WELL” OR “QUITE WELL” IN THE CURRICULUM	PERIODS	GEOGRAPHICAL SCOPE	APPROACHES
All or most courses Awareness of the cultural variety of past societies / cultural heritage Awareness of current global challenges (e.g., environmental pollution, migration, refugees) Developing competences for democratic culture Developing historical thinking competences Enhancing critical learning and 21st-century skills (e.g., problem solving, collaboration and creativity) Promoting historical empathy and/or multiperspectivity Strengthening national identity Some courses Reinforcing labour market skills	All or most courses Middle Ages Early modern history Modern history Contemporary history Some courses Prehistory Ancient history	All or most courses Local and subnational regional history National history Regional (supranational) history European history World history	All or most courses Art history History of minorities and cultures Migration history Political and military history Social and economic history Some courses Gender history Environmental history

ASSESSMENT AND EXAMS

The assessment methods teachers are required to use are essays, oral presentations/ exams, knowledge-based questions, source-based questions, multiple-choice questions, PowerPoint presentations, written reports and research projects.

End-of-stage examinations are taken for the compulsory lower secondary course “History”, which are set at the national level.

End-of-stage examinations assess the following fields of knowledge: historical content knowledge and historical thinking competences (e.g., critical analysis and evaluation of evidence, formulation and justification of historical arguments, consideration of different perspectives).

End-of-stage examinations are written and consist of open-ended questions, closeended questions, source-based questions and multiple-choice questions.

TEXTBOOKS AND OTHER RESOURCES

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REQUIRED	ENCOURAGED	ALLOWED
History textbooks Printed or digital press (newspapers and magazines) Visual sources (e.g., paintings, photographs, drawings)	Artefacts (e.g., paintings, architecture, sculptures, contemporary art) Audio sources (e.g., music, the sound of a steam engine) Audiovisual sources (e.g., newsreels, private archives, commercials) Cinema and documentaries with historical themes Historiographical bibliography Literature (e.g., historical novels, graphic novels) Local cultural heritage (e.g., costumes, food traditions, celebrations) Local and regional festivals and traditions related to historical events Museums and other places of heritage interpretation Oral sources (interviews with grandparents, relatives, neighbours, etc.) Teacher notes Websites and databases with historical content approved by the educational authorities	Apps for smartphones and tablets with historical content Printed or digital press (newspapers and magazines) Reports on historical topics in popular magazines Search engines and websites with historical content not necessarily validated by the education authorities Video games