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Found 394 results matching 'evidence framework' within Publications > Teaching History   (Clear filter)

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  • Counterfactual Reasoning: Comparing British and French History

      Teaching History article
    Year 8 use counterfactual reasoning to explore place and social upheaval in eighteenth-century France and Britain Two linked motivations inspired Ellen Buxton's research study: she wanted pupils to make connections between British and French history and she wanted to explore the potential of counter-factual reasoning within a causation enquiry. It...
    Counterfactual Reasoning: Comparing British and French History

  • Engaging Year 9 with Victorian debates about 'progress'

      Teaching History article
    Jonathan White wanted to fill a gap in his students' knowledge of the history of ideas. Despite the appearance of Marx, Smith, Darwin and Malthus in the department's workscheme for Year 9, his Year 13 students appeared to lack any meaningful grasp of these nineteenth-century intellectual reference points. White therefore...
    Engaging Year 9 with Victorian debates about 'progress'

  • From human-scale to abstract analysis: Year 7. Henry II & Becket

      Teaching History article
    Tim Jenner was working on a causation enquiry with his Year 7 students when he noticed that weak conceptions of change were limiting their ability to produce powerful and period-sensitive arguments. He therefore decided to digress into a temporary but explicit focus on analysing historical change. He created a deceptively...
    From human-scale to abstract analysis: Year 7. Henry II & Becket

  • Move Me On 138: Uncertain about his Year 7 teaching in a competency based curriculum

      Teaching History feature
    This issue's problem: Amir Timur is very uncertain about his Year 7 teaching within a competency-based curriculum. Amir has just returned from the induction day at his second placement school and is very worried about the Year 7 curriculum he has to teach. The history, geography and RE departments are working...
    Move Me On 138: Uncertain about his Year 7 teaching in a competency based curriculum

  • Making cross-curricular links in history

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Alf Wilkinson has been working as ‘National Subject Lead' for History, co-ordinating a programme of support for schools, funded by the DCSF and delivered in partnership with the Historical Association and the CfBT. Here he...
    Making cross-curricular links in history

  • Teaching History 138: Enriching History

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Alf Wilkinson: Making cross-curricular links in history: some ways forward (Read article) 08 James Woodcock: Disciplining cross-curricularity? Cottenham Village College history department's inter-disciplinary projects: an evaluation (Read article) 13 Michael Monaghan: Having ‘Great Expectations' of Year 9 Inter-disciplinary work between English and history...
    Teaching History 138: Enriching History

  • Using 1980s popular music to explore historical significance

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Scott Allsop helped his students to uncover the implicit criteria informing someone else's attribution of historical significance to past events. That ‘someone else' was Billy Joel whose 1989 song became the focus for deconstructive analysis....
    Using 1980s popular music to explore historical significance

  • Cunning Plan 137: making homework more exciting

      Teaching History journal feature
    Ever since I started teaching, homework has been something of a bugbear. Administration alone is a hassle: not only remembering when to set and collect it in, but keeping track of the various students who fail to deliver anything on time (except highly creative excuses) and of the follow-up action...
    Cunning Plan 137: making homework more exciting

  • 'Assessing Pupil Progress'

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. England's Qualification and Curriculum Development Authority (QCDA) has been working on a new way of trying to support teachers in handling interim assessment during Key Stage 3. It is called Assessing Pupil Progress (APP). Jerome...
    'Assessing Pupil Progress'

  • Teaching History 137: Marking Time

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Jerome Freeman and Joanne Philpott - ‘Assessing Pupil Progress': transforming teacher assessment in Key Stage 3 history (Read article) 14 Jannet van Drie, Albert Logtenberg, Bas van der Meijden and Marcel van Riessen - "When was that date?" Building and assessing a frame of reference...
    Teaching History 137: Marking Time

  • Telling tales: Developing students' own thematic and synoptic understandings at Key Stage 3

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Ed Brooker is as concerned as the other authors within this edition that students should be able to see and make meaning out of ‘big pictures' of the past. He is acutely aware, however, that...
    Telling tales: Developing students' own thematic and synoptic understandings at Key Stage 3

  • Building memory and meaning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Sarah Gadd attempted to re-think her department's usual approach to the two-year Key Stage 3. Concerned that a thematic approach might not be securing the overview perspective it was designed to achieve, she decided instead...
    Building memory and meaning

  • Triumphs Show 136: how one history department changed pupils' and parents' perceptions of homework

      Teaching History feature
    Devising worthwhile and engaging homework tasks, week in week out, can prove both demanding and frustrating - particularly in contexts where we know students will have be chased to complete them. How can we make homework planning easier and more effective - and cut down the time spent chasing recalcitrant...
    Triumphs Show 136: how one history department changed pupils' and parents' perceptions of homework

  • Teaching History 136: Shaping the Past

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 When were Jews in medieval England most in danger? Exploring change and continuity with Year 7 – Ben Jarman (Read article) 13 Shaping macro-analysis from micro-history: developing a reflexive narrative of change in school history – Hywel Jones (Read article) 22 Triumphs show: How...
    Teaching History 136: Shaping the Past

  • Were industrial towns 'death-traps'? Year 9 learn to question generalisations and to challenge their preconceptions about the 'boring' 19th century

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Kimberley Anthony and her history colleagues were troubled by Year 9's assumption that World War II was the only interesting thing that they were going to do in Year 9. Nineteenth-century industrialisation, even their own...
    Were industrial towns 'death-traps'? Year 9 learn to question generalisations and to challenge their preconceptions about the 'boring' 19th century

  • Drilling down: how one history department is working towards progression in pupils' thinking about diversity across Years 7, 8 and 9

      Teaching History article
    Matthew Bradshaw shares the early, tentative efforts of his history department to shape a new Key Stage 3 workscheme in the light of the 2008 National Curriculum for England. While his department's scheme is designed to secure progression in all conceptual areas, he chooses to focus here on the concept...
    Drilling down: how one history department is working towards progression in pupils' thinking about diversity across Years 7, 8 and 9

  • Slaying dragons and sorcerers in Year 12: in search of historical argument

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Reflecting on his GCSE and post-16 students' essays, Michael Fordham began to wonder if there were something missing in the way he taught students to write. Work on structure that was designed to strengthen argument...
    Slaying dragons and sorcerers in Year 12: in search of historical argument

  • New alchemy or fatal attraction? History and citizenship

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. The citizenship curriculum at both Key Stages 3 and 4 is currently being redefined and much has been said recently about the contribution that history could or should make to citizenship agendas and to the...
    New alchemy or fatal attraction? History and citizenship

  • Opportunities, challenges and questions: continual assessment in Year 9

      Teaching History article
    Our means of assessment might pose a problem. History teachers regularly set specific targets, with implicit or explicit reference to National Curriculum Levels, which are designed to move our pupils on and make them better historians. How, though, are we to prevent them from achieving their targets in a rather...
    Opportunities, challenges and questions: continual assessment in Year 9

  • Why Gerry now likes evidential work

      Teaching History article
    Phil Smith resurrects the lovable Gerry who was first introduced to Teaching History readers by Ben Walsh. Gerry now pops up in another history classroom, and, sadly, has had a few terrible teachers since Ben was looking after him. Phil brings Gerry back to the path of righteousness. Through an...
    Why Gerry now likes evidential work

  • 'How our area used to be back then': An oral history project in an east London school

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. How can oral history enquiries engage students with the study of history and help them connect their learning about the past to their present lives? How can oral history engage and develop students' understanding of...
    'How our area used to be back then': An oral history project in an east London school

  • Polychronicon 134: The Great War and Cultural History

      Teaching History feature
    Over the past two decades the historiography of the Great War has witnessed something of a revolution. Although historical revisionism is, of course, nothing out of the ordinary, the speed with which long-held assumptions about the First World War and its impact have been swept away has been quite astonishing....
    Polychronicon 134: The Great War and Cultural History

  • Cunning Plan 134: local history at KS3

      Teaching History feature
    Question: How can we plan to integrate local history into Key Stage 3 schemes of work so that pupils are engaged by the relevance of the subject across different periods of time? Local history can come in all shapes and sizes, from a large-scale oral history project to the perusal...
    Cunning Plan 134: local history at KS3

  • Relevant, rigorous and revisited: using local history to make meaning of historical significance

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. The idea of engaging pupils with the relevance of local memorials is becoming commonplace in the history classroom. In Teaching History 109, Examining History  Edition, Dale Banham's pupils used First World War memorials to assess...
    Relevant, rigorous and revisited: using local history to make meaning of historical significance

  • Teaching History 134: Local Voices

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Relevant, rigorous and revisited: using local history to make meaning of historical significance – Geraint Brown and James Woodcock (Read article) 12 Cunning Plan: Local history at KS3 – Dan Moorhouse (Read article) 15 Nutshell 16 Riots, railways and a Hampshire hill fort: exploiting local...
    Teaching History 134: Local Voices