Depth Study

Depth studies study a short period of time (25-50 years).They are split between Non-British (Wider World) Depth Studies and British Depth Studies.  There are, again, a wide range of options to choose, from OCR’s Britain in Peace and War 1900-1918, to Pearson’s Anglo-Saxon and Norman England, c1060–88. Departments will need to consider how the Depth Studies will complement the other teaching units at Key Stage 4 and how they will relate to aspects of Key Stage 3. Obviously some schools will have some overlap (e.g. If taking the Normans option) and they will need to plan how they can use this to their advantage. Read more

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  • 'Picture This': A simple technique to teach complex concepts

    Article

    When Peter Clements was introduced to the creative strategy that he describes in this article, his immediate reaction was to dismiss it as childish and trivial. Yet, upon closer examination, he realised that ‘Picture This' offered far more than a lively way of increasing variety and engagement in his GCSE...

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  • Breaking the 20 year rule: very modern history at GCSE

    Article

    History is the study of the past; some of the past is more recent than a glance over many schemes of work might lead us to think. Chris Culpin makes the case for ignoring the 20 year rule and tackling head on – and, crucially, historically – the big issues...

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  • Why can't they just live together happily, Miss?' Unravelling the complexities of the Arab-Israeli conflict at GCSE

    Article

    How often do our students long for black and white rather than the shades of grey that history generally presents us with? Understanding the Arab-Israeli conflict is all about understanding diversity and complexity in all their shades of grey. Alison Stephen, teaching in an immensely diverse school herself, is determined...

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  • The Spice of Life? Ensuring variety when teaching about the Treaty of Versailles

    Article

    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Much has been said and written about different learning styles in recent years. Some people have responded with evangelical enthusiasm, others exercise a more cautious approach, whilst a few disregard it completely. Certainly, there are...

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  • 'What's that stuff you're listening to Sir?' Rock and pop music as a rich source for historical enquiry

    Article

    Building on the wonderful articles by Mastin and Sweerts & Grice in TH 108, Simon Butler urges us here to make greater use of rock and pop music in history classrooms. His reasons are persuasive. First, it provides a rich vein of initial stimulus material to tap, helping us to...

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  • International relations at GCSE... they just can't get enough of it

    Article

    There is no reason why pupils of so-called ‘average’ and ‘below-average ability’ cannot both understand and enjoy studying complicated international events. Indeed, in the interests of inclusion and raised standards, it is vital that they do. Our Letters Pages in the last two editions captured something of the history teaching...

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