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‘One big cake’: substantive knowledge of the mid-Tudor crisis in Year 7 students’ writing
Teaching History article
While looking to revamp his department’s Year 7 enquiry on the Tudors, Jack Mills turned to historiographical debates regarding the ‘mid-Tudor crisis’ to inform his curricular decision making. In doing so, Mills noted that the debate hinged on interpretations of substantive concepts such as ‘crisis’. He therefore also drew on previous...
‘One big cake’: substantive knowledge of the mid-Tudor crisis in Year 7 students’ writing
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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
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Using databases to explore the real depth in the data
Teaching History article
Is it a good thing to have a lot of evidence? Surely the historian would answer that yes, it is: the more evidence that can be used, the better. The problem with this approach, though, is that too much data can be overwhelming for the history student - and, in...
Using databases to explore the real depth in the data
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Helping Year 9 explore the cultural legacies of WW1
Teaching History article
A world turned molten: helping Year 9 to explore the cultural legacies of the First World War
Rachel Foster shows how her own study of cultural history led to a new dimension in her planning. She wanted to show her students not only that historians are interested in many different...
Helping Year 9 explore the cultural legacies of WW1
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My essays could go on forever: using Key Stage 3 to improve performance at GCSE
Teaching History article
History teachers are waking up to the fact that you cannot raise standards in GCSE by very much if you leave this work until Year 10. To leave it that late is to resort to surface, tactical moves rather than to address the deep reasons why so many pupils find...
My essays could go on forever: using Key Stage 3 to improve performance at GCSE
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Taking control of assessment
Teaching History article
Ian Luff recognised that in a post-levels world efforts to devise new assessment systems risked replicating old problems or creating new ones. Drawing on his many years’ experience of teaching and school leadership Luff argues that for assessment in history to be truly useful to teachers and pupils it needs...
Taking control of assessment
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Assessment Without Levels
FAQs and Do's and Don'ts
The removal of level descriptions has generated some head-scratching, questions and conflict - especially when the adoption of a new whole school model does not seem to fit with recognised good practice for assessment and progression in history. Our FAQs guide will help to answer many of those frequently asked...
Assessment Without Levels
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Tough on crime, tough on the causes of crime: using external support, local history and a group project to challenge the most able
Teaching History article
The most able can be challenged in a variety of ways and at a number of levels, from the extension question for the individual child to the extended enquiry for the most able class. In a Leading Edge History project, Guy Woolnough and his colleagues took the concept of challenge...
Tough on crime, tough on the causes of crime: using external support, local history and a group project to challenge the most able
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Do's and Dont's in developing assessment practice
Article
Principles and practices to take forwardIn light of our experience since drafting our original plea for ‘Assessment without levels' and in the spirit of the new freedoms offered by the abolition of levels, we offer the series of principles and warnings set out in Figure 3. We hope that they...
Do's and Dont's in developing assessment practice
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Using timelines in assessment
Teaching History article
Bridging a twenty-year gap in their practice, Elizabeth Carr and Christine Counsell bring out the similarities in their use of timelines in their planning, teaching and assessment. What they also have in common is the fact that their experimentation with timelines as a way of strengthening cumulative knowledge emerged in...
Using timelines in assessment
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Rigorous, meaningful and robust: practical ways forward for assessment
Teaching History article
How do we know how good our students are at history? For that matter, how precisely do we really know what ‘good' at history even means? Even harder, how does our assessment of our students' attainment fit in with the National Curriculum Levels for Key Stage 3? Simon Harrison has...
Rigorous, meaningful and robust: practical ways forward for assessment
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Unravelling the complexity of the causes of British abolition with Year 8
Teaching History article
Elizabeth Marsay wanted to ensure that her students were not hindered in their causal explanations of the abolition of slavery by being exposed to overly categorical, simplistic, and monocausal narratives in the classroom. By drawing on both English and Canadian theorisation about causation, Marsay outlines how her introduction of competing...
Unravelling the complexity of the causes of British abolition with Year 8
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Using narratives and big pictures to address the challenges of a 2-year KS3 curriculum
Teaching History article
Faced with cutting her Key Stage 3 curriculum to two years, Natalie Kesterton and her department were determined to do more with less. Not only did they want to ensure that their pupils developed a secure, wide-ranging knowledge of British and world history, they also wanted to address deficits in pupils’...
Using narratives and big pictures to address the challenges of a 2-year KS3 curriculum
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Deconstructing lazy analogies in Year 9
Teaching History article
Reflecting on the continuing problem of students holding an impoverished understanding of the value or ‘uses' of history, Steve Rollett turned his attention to the question of analogy. He took the axiom to which students make common appeal (‘we can learn from mistakes in the past') and set about trying...
Deconstructing lazy analogies in Year 9
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Assessment and planning for progression at Key Stage 3
HA Guide and Links
The 2014 National Curriculum does not include an attainment target or any specified level against which you are expected to assess pupils' progress. The new attainment target says simply that:
‘By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes...
Assessment and planning for progression at Key Stage 3
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Interpreting Agincourt: KS3 Scheme of Work
Scheme of Work
2015 was a year of anniversaries. As part of our funded commemoration projects surrounding the 600th anniversary of the Battle of Agincourt, we commissioned this scheme of work looking at interpretations of the battle and period, particularly aimed at pupils in Key Stage 3.
It comes with a complete resource...
Interpreting Agincourt: KS3 Scheme of Work
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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
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Assessment without Level Descriptions
Teaching History article
Two heads of department in contrasting schools explain why they do not use Level Descriptions at all, other than at the very end of Key Stage 3. Influenced by ‘assessment for learning' principles, Sally Burnham and Geraint Brown develop a case for using assessment to help pupils grow in understanding...
Assessment without Level Descriptions
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From horror to history: teaching pupils to reflect on significance
Teaching History article
In this detailed account of the first stages of a lesson sequence for Year 9 (13-14 year-olds), Kate Hammond sets out the tensions that must be examined and resolved when planning and teaching this most demanding of topics. How can young teenagers be helped to develop a mature response to...
From horror to history: teaching pupils to reflect on significance
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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
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Mughal moments made memorable by Movie Maker
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Rosalind Stirzaker has introduced some fascinating topics at Key Stage 3. Her pupils, living in Dubai, have the opportunity to study the Islamic Empire, the Mughal Empire and Mespotamia as well as many of the...
Mughal moments made memorable by Movie Maker
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'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'
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Assessing the Battle of Waterloo in the classroom
Teaching History article
Defying the Iron Duke: assessing the Battle of Waterloo in the classroom
The approaching bicentenary of the Battle of Waterloo has stimulated debate about how it should be commemorated. This article reports a collaboration between the Waterloo200 Committee and Tom Wheeley, history teacher, to create a lesson sequence analysing the...
Assessing the Battle of Waterloo in the classroom
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Professional wrestling in the history department: a case study in planning the teaching of the British Empire at Key Stage 3
Article
Three years ago ( TH 99, Curriculum Planning Edition), Michael Riley illustrated ways in which history departments could exploit the increased flexibility of the revised National Curriculum.1 He showed that precisely-worded enquiry questions, positioned thoughtfully across the Key Stage, help to ensure progression, challenge and coherence. His picturesque image for...
Professional wrestling in the history department: a case study in planning the teaching of the British Empire at Key Stage 3
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Understanding Key Concepts: Diversity
Article
Please note: this resource pre-dates the 2014 National Curriculum. For more recent resources, see How diverse is your history curriculum? and Diversity links and resources for Secondary history.
This material enables history teachers to explore the concept of diversity.
Section 1 discusses the concept of diversity and its importance in the...
Understanding Key Concepts: Diversity
