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Found 233 results matching 'revolutions' within Secondary > Curriculum > Key Stage 3   (Clear filter)

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  • Creating controversy in the classroom: making progress with historical significance

      Teaching History article
    No longer is historical significance the ‘forgotten key element.’ Indeed, it is now being remembered at last – by politicians, telly-dons and the media in any case. Matthew Bradshaw suggests that the popular emphasis on significant events is wrong. Instead, we should be enabling our pupils to make their own...
    Creating controversy in the classroom: making progress with historical significance

  • Telling and suggesting in the Conwy Valley

      Teaching History article
    Thelma Wiltshire applies a ‘telling' and ‘suggesting' strategy to an enquiry involving an historical site. Getting beyond more simplistic approaches to ‘fact' and ‘opinion', she describes how a pack of curriculum materials was designed to give pupils a precise language to talk about layers of certainty and uncertainty in their...
    Telling and suggesting in the Conwy Valley

  • Cunning Plan 96: teaching citizenship through KS3 history

      Teaching History feature
    Big theme: dissent and the formation of the concept of ‘rights' You can teach citizenship not only without compromising National Curriculum content, processes and concepts, but in such a way as to improve them. Review your department's ‘whole Key Stage' planning. Secure rigour and high levels of challenge by remembering...
    Cunning Plan 96: teaching citizenship through KS3 history

  • Big Stories and Big Pictures: Making Outlines and Overviews Interesting

      Teaching History journal article
    An examination, with practical strategies, of the teaching of 'outlines and overviews' by Michael Riley. Why teach overviews? One of the problems of the first phase of National Curriculum history was the percieved overload of content. Some teachers felt obliged to race through the Programme of Study, treating issues in...
    Big Stories and Big Pictures: Making Outlines and Overviews Interesting

  • Essay writing for everyone: an investigation into different methods used to teach Year 9 to write an essay

      Teaching History article
    Essay writing is at the very heart of school history, yet despite the wide range of developments in this area over the past decade, pupils still struggle. Alex Scott and his department decided to investigate a variety of methods to see what methods worked in enabling pupils to construct essays...
    Essay writing for everyone: an investigation into different methods used to teach Year 9 to write an essay

  • Year 7 pupils collaboratively design an historical game about a medieval peasant

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Jacques Haenen and Hanneke Tuithof describe an activity that they developed for pupils as part of an initial teacher education course. Teams of Year 7 pupils were given a structure and guidelines within which they...
    Year 7 pupils collaboratively design an historical game about a medieval peasant

  • Does the linguistic release the conceptual? Helping Year 10 to improve their casual reasoning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Does new vocabulary help students to express existing ideas for which they do not yet have words or does it actually give them new ideas which they did not previously hold? James Woodcock asks whether...
    Does the linguistic release the conceptual? Helping Year 10 to improve their casual reasoning

  • Myths and Monty Python: using the witch-hunts to introduce students to significance

      Article
    In this article Kerry Apps introduces students to the significance of the witch-hunts in the modern era, at the time when they occurred, and in the middle of the eighteenth century. She presents her rationale for choosing the witch-hunts as a focus for the study of significance, and shows how her thinking about her teaching has evolved through her evaluation of her students’...
    Myths and Monty Python: using the witch-hunts to introduce students to significance