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Found 264 results matching 'TH 178' within Secondary > Curriculum > Key Stage 3   (Clear filter)

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  • Global Learning & Critical Thinking

      Article
    Critical thinking GLP-E aims: Young people will also develop the skills to interpret that knowledge in order to make judgements about global poverty. In this way they will be able to: think critically about global issues. The GLP has a strong focus on developing young people's knowledge and understanding of...
    Global Learning & Critical Thinking

  • Teaching the iGeneration

      Teaching History article
    Teaching the iGeneration: what possibilities exist in and beyond the history classroom? The development of communications technology in recent years has not only changed the ways in which students can access their world: it also changes the way they think about it. Sheldrake and Watkin draw here upon work that...
    Teaching the iGeneration

  • Connecting Classrooms through Global Learning

      Multipage Article
    Connecting Classrooms through Global Learning was an international programme supporting teaching and learning about global issues, running from 2018 to 2020. It was funded by UK Government with the British Council, in partnership with the Geographical Association. Historical Association and several other Subject Associations are involved too. Connecting Classrooms buillt on...
    Connecting Classrooms through Global Learning

  • Polychronicon 170: The Becket Dispute

      Journal article
    ‘The Becket Dispute’ (or ‘Controversy’) refers to the quarrel between Henry II and Thomas Becket, Archbishop of Canterbury, which dominated English ecclesiastical politics in the 1160s. It was a conflict with multiple dimensions: a clash of Church and State; a prolonged struggle between two prominent individuals; a close friendship turned...
    Polychronicon 170: The Becket Dispute

  • Managing the scope of study

      Teaching History article
    Anna Dickson and her department sought a solution to the challenges posed to their pupils by the expanded curricular scope of the new GCSE. In particular, they wanted to address the difficulties their pupils experienced in understanding the Cold War. Dickson outlines here how she drew on the work of...
    Managing the scope of study

  • Seeing the historical world

      Teaching History article
    In this article, Lindsay Cassedy, Catherine Flaherty and Michael Fordham draw upon their empirical research to assess what understandings their students had of historical interpretations at the end of their compulsory education in history. They found that most students operated with an underlying epistemological model that did not reflect the...
    Seeing the historical world

  • Teaching about the climate emergency

      Resources for teaching about climate change
    The climate emergency is being talked about across the media. But how do we as educators talk with learners, and sort the truth from misinformation? Here are some of Global Dimension's top picks of sites with high quality resources for tackling this most topical subject in your classroom: Campaign Against Climate...
    Teaching about the climate emergency

  • The New Elizabethans

      Year 6 Scheme of Work
    Please note: this resource pre-dates the 2014 National Curriculum. This unit centres on life in Britain at the 1953 coronation and how people at the time looked back to the reign of Elizabeth I. This is one a set of Year 6 schemes of work arising from the 2005 KS2-KS3 History Transitions Project.
    The New Elizabethans

  • Year 7 challenge stereotypes about the Mexica

      Teaching History article
    After discussing a new book about the Mexica (Aztecs) during a routine meeting with a trainee teacher, Niamh Jennings decided to construct a sequence of lessons around the history of the Mexica Empire. Struck by the vivid storytelling of historian Camilla Townsend in her book Fifth Sun, and fascinated by...
    Year 7 challenge stereotypes about the Mexica

  • Bringing Rwanda into the classroom

      Teaching History article
    A short 20 years: meeting the challenges facing teachers who bring Rwanda into the classroom As the twentieth anniversary of the 1994 genocide in Rwanda approaches, Mark Gudgel argues that we should face the challenges posed by teaching about Rwanda. Drawing on his experience as a history teacher in the...
    Bringing Rwanda into the classroom

  • Historical reasoning in the classroom

      Teaching History article
    Historical reasoning in the classroom: What does it look like and how can we enhance it? The history education community has long recognised that historical thinking depends on the interplay between substantive knowledge about the past and the procedural, or second-order, concepts that historians use to construct, shape and give...
    Historical reasoning in the classroom

  • Using oral history in the classroom

      Multipage Article
    The Oral History Society has kindly agreed to produce two new films aimed at history teachers who are new to carrying out or using oral histories either in their teaching or with students. These two films will equip teachers with the essential tools and knowledge for using and devising effective...
    Using oral history in the classroom

  • Enquiry questions that both chime and resonate

      Article
    Ruth Lingard (@YorkCLIO) has a lovely way of thinking about enquiry questions. She describes them in terms of church bells. There are those that chime, reverberate and resonate by building intrigue and a lasting impression. However, there are also those that thud and clunk, not quite hitting the mark and...
    Enquiry questions that both chime and resonate

  • Here ends the lesson: shaping lesson conclusions

      Teaching History journal article
    Reflecting on her efforts to improve her trainee’s lesson conclusions, Paula Worth decided to brush up her own. A journey of self-evaluation led her to revisit the Cambridge Conclusions Project. Through its lens, she judged her own lesson conclusions wanting. Worth examines the way in which the final episode of...
    Here ends the lesson: shaping lesson conclusions

  • Building the Habit of Evidential Thinking

      Teaching History article
    Anna Aiken and her history colleagues had been reflecting on the stubborn problem of students failing to tackle GCSE questions about sources with adequate thought or understanding of evidence. Teaching them the typical requirements of the GCSE examination even appeared to make things worse, encouraging superficiality and failing to  bring about secure responses. Aiken and her colleagues noted that the problems...
    Building the Habit of Evidential Thinking

  • Triumphs Show 167: Keeping the 1960s complicated

      Teaching History feature: celebrating and sharing success
    During her PGCE year, it became evident to Rachel Coleman just how much pupils struggled with the complicated nature of history. They were troubled in particular by the lack of definitive answers, by the range of perspectives that might be held at the time of a particular event or development...
    Triumphs Show 167: Keeping the 1960s complicated

  • Cunning Plan 167: teaching the industrial revolution

      Teaching History article
    ‘Disastrous and terrible.’ For Arnold Toynbee, the historian who gave us the phrase ‘industrial revolution’, these three words sum up the period of dramatic technological change that took place in Britain across the eighteenth and nineteenth centuries. We may not habitually use Toynbee’s description in the classroom, but it is...
    Cunning Plan 167: teaching the industrial revolution

  • The Heroine Project Presents: Dorothy Lawrence films

      Forgotten First World War heroine speaks to a new generation
    In 1915 aspiring journalist Dorothy Lawrence left London for northern France with ambitions to become the first female war correspondent. What happened next defied authority and convention – and challenges traditional depictions of women’s role in World War One. The Historical Association (HA) commissioned Theatre company The Heroine Project Presents to create...
    The Heroine Project Presents: Dorothy Lawrence films

  • How cruel were the Victorians?

      Year 6 Scheme of Work
    Please note: this resource pre-dates the 2014 National Curriculum. This unit centres on Victorian crime and punishment. This resource is free to everyone. For access to hundreds of other high-quality resources by primary history experts along with free or discounted CPD and membership of a thriving community of teachers and...
    How cruel were the Victorians?

  • Exploring big overviews through local depth

      Teaching History article
    Exploring big overviews through local depth Rachel Foster and Kath Goudie's search for a more rigorous and interesting way of teaching Year 7 the Norman Conquest was initially driven by a desire to incorporate local history in a more meaningful way in their Key Stage 3 schemes of work. This...
    Exploring big overviews through local depth

  • Making sense of the eighteenth century

      Teaching History article
    Making sense of the eighteenth century Pressures on curriculum time force us all to make difficult choices about curriculum content, but the eighteenth century seems to have suffered particular neglect. Inspired by the tercentenary of the accession of the first Georgian king and the interest in the Acts of Union prompted...
    Making sense of the eighteenth century

  • Tracing the popular memory of Rosa Parks with Year 9

      Teaching History article
    Inspired by Jeanne Theoharis’s biography of Rosa Parks, Ed Durbin initially planned to challenge the ‘fable’ that had been constructed around her life. He soon realised, however, that he wanted to take the opportunity to get ‘behind’ the fable and help his students understand how and why it had been constructed. Drawing...
    Tracing the popular memory of Rosa Parks with Year 9

  • Dialogue, engagement and generative interaction in the history classroom

      Teaching History article
    Michael Bird has a long-standing interest in the power of classroom dialogue, not only as a means of elicting students’ prior knowledge or checking their understanding of new ideas and information, but also as a powerful tool for generating new knowledge through a collective process of meaning-making. In this article, he...
    Dialogue, engagement and generative interaction in the history classroom

  • Film: Preparing a history department for the new inspection framework

      London History Forum Workshop
    This film was taken at the HA London History Forum at the Institute of Education, UCL (University of London) in November 2019 and features Kath Goudie (Cottenham Village College). Drawing on her experience as a history teacher, teacher trainer and assistant headteacher Kath Goudie shares reflections on how the history...
    Film: Preparing a history department for the new inspection framework

  • Harnessing the power of community to expand students’ historical horizons

      Teaching History article
    Many history teachers will already be familiar with ‘meanwhile, elsewhere...’, a website offering freely downloadable homework resources on individuals, events and developments in world history. In this article the website’s creators, Richard Kennett and Will Bailey-Watson, set out a curricular rationale for the project. They argue that using homework tasks...
    Harnessing the power of community to expand students’ historical horizons