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Found 159 results matching 'romans scheme of work' within Secondary > Curriculum Support > Key Stage 4   (Clear filter)

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  • Podcast Series: The Mughal Empire

      Multipage Article
    In this set of podcasts Ushma Williams looks at the rise, fall and legacy of the Mughal Empire.
    Podcast Series: The Mughal Empire

  • Drop the dead dictator: a Year 9 newsroom simulation

      Teaching History article
    Rosalind Stirzaker has big ambitions for her students. She wants them to do more than make a simple list of the key causes of the Second World War. Yes, she wants them to complete a piece of written work, but she wants – and gets – a great deal more...
    Drop the dead dictator: a Year 9 newsroom simulation

  • Triumphs Show 155: beyond trivial judgements of 'bias'

      Teaching History feature: celebrating and sharing success
    Towards victory in that battle... 10A were nearly a term into their GCSE history course, working on an 1890-1918 British history ‘depth study'. They had already completed work on the Liberal welfare reforms and on the women's suffrage movement, and they had been practising a range of source evaluation approaches....
    Triumphs Show 155: beyond trivial judgements of 'bias'

  • History as a foreign language

      Teaching History article
    Disappointed that the use of the ‘PEEL’ writing scaffold had led her Year 11 students to write some rather dreary essays, Claire Simmonds reflected that a lack of specific training on historical writing might be to blame. Drawing on genre theory and the work of the history teaching community, Simmonds attempted...
    History as a foreign language

  • An attempt to make Year 9 Masters of Learning

      Teaching History article
    ‘Much to learn you still have!' An attempt to make Year 9 Masters of Learning How can history teachers structure learning pathways through historical content in ways that engage and challenge all pupils, that enable them to work at an appropriate pace and that also encourage pupils to self-assess and...
    An attempt to make Year 9 Masters of Learning

  • Thematic GCSE Content

      GCSE Resources
    The helpful guide below sets out links to a range of podcasts, articles and pamphlets that will provide subject knowledge guidance that you may find useful for all of the identified thematic topics of the  GCSE specifications. In addition there are also links to helpful articles dealing with bigger picture...
    Thematic GCSE Content

  • 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

  • Defying the ‘constrictive grip of typologies’

      Journal article
    History teachers have frequently made recourse to character cards as a device to help young people, each assigned specific roles, to understand how different kinds of people responded in different ways to particular situations in the past. Edward FitzGerald builds on this tradition, demonstrating the value of using rich historical...
    Defying the ‘constrictive grip of typologies’

  • Dealing with the consequences

      Teaching History journal article
    Do GCSE and A-level questions that purport to be about consequences actually reward reasoning about historical consequences at all? Molly-Ann Navey concluded that they do not and that they fail to encourage the kind of argument that academic historians engage in when reaching judgements about consequences. Navey decided that it...
    Dealing with the consequences

  • Trampolines and Springboards

      Teaching History article
    Frustrated by his pupils’ tendency to compartmentalise source analysis into two discrete parts of ‘source’ and ‘own knowledge’, Jonathan Sellin reflected that his use of scaffolds might be to blame. Inspired by recent work by teacher-researchers Hammond and King on the importance of secure substantive knowledge in the area of...
    Trampolines and Springboards

  • Using sites for insights

      Teaching History article
    Working alongside local history teachers to prepare for the new GCSE specifications Steve Illingworth and Emma Manners were struck that many teachers were concerned about two issues in particular: the breadth and depth of knowledge demanded and new forms of assessment, especially the historic environment paper. In this article they...
    Using sites for insights

  • Move Me On 166: getting the right pitch for GCSE teaching

      Teaching History feature
    This feature is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. This issue’s problem: Bob Williams is struggling to get the pitch right in teaching topics at GCSE that the school previously taught to Year 7. Bob Williams, now half way through his training year, is feeling very out...
    Move Me On 166: getting the right pitch for GCSE teaching

  • Getting Year 10 to understand the value of precise factual knowledge

      Teaching History article
    Up until the early 1990s, historical knowledge sometimes had rather a bad press. Various developments, in National Curriculum, at GCSE and, importantly, in ordinary teachers’ practice and debate, then led to a much closer integration of what we once called ‘content’ and ‘skills’. Tony McAleavy examined changing perceptions of the...
    Getting Year 10 to understand the value of precise factual knowledge

  • '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

  • The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience

      Teaching History article
    What would you expect the differences to be between Japan and England in how pupils learn history in the post-14 phase? Perhaps your guess would be: Japanese school students learn a lot of historical facts and focus upon their own identity and English school students talk a lot more in...
    The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience

  • Key Principles for teaching Thematic Studies at GCSE

      GCSE Guidance
    For many teachers the thematic study is the most new and most troubling unit of the new GCSE specifications. By following this link, you will be connected to an article that appears on www.thinkinghistory.co.uk.  This free website for teachers is maintained by Ian Dawson.  In this article Ian works with...
    Key Principles for teaching Thematic Studies at GCSE

  • Planning and teaching linear GCSE

      Teaching History article
    Planning and teaching linear GCSE: inspiring interest, maximising memory and practising productively As proposed changes to the National Curriculum are furiously debated, and details of future changes to GCSE are anxiously awaited, history teachers in England are already wrestling with the implications of one change to the public examination system:...
    Planning and teaching linear GCSE

  • Ensuring progression continues into GCSE: let's not do for our pupils with our plan of attack

      Teaching History article
    Dale Banham continues a theme explored by many other teacher-authors in recent years, how to ensure that progression does not just stop in Year 9, leaving pupils stagnant in key areas of historical learning before getting picked up again in Year 12. He produces a more thorough rationale and commentary...
    Ensuring progression continues into GCSE: let's not do for our pupils with our plan of attack

  • Teaching the history of women in Europe in the twentieth-century

      Teaching History article
    This article is based on Ruth Tudor’s book. The book is the collaborative result of a series of seminars and discussions which involved educators throughout Europe. Written with 14-19 year olds in mind, the approach explores how it is possible to investigate, to exploit to provide new insights and to...
    Teaching the history of women in Europe in the twentieth-century

  • Causation

      Key Concepts
    Please note: these links were compiled in 2009. For a more recent resource, please see: What's the Wisdom on: Causation.  These Teaching History Articles on 'Causation' are highly recommended reading to those who would like to get to grips with this key concept: 1. Move Me On 92. Problem page for history mentors. Teaching...
    Causation

  • Doomed Youth: Using theatre to support teaching about the First World War

      Teaching History article
    Many history teachers will have taken their GCSE pupils to School History Scene's Hitler on Trial for a rigorous and inspirational session, using drama, in preparation for the GCSE examination. Josh Brooman has now broadened the work of School History Scene by writing a new play, Doomed Youth, aimed at...
    Doomed Youth: Using theatre to support teaching about the First World War

  • Active remembrance

      Teaching History article
    A year after the end of the First World War, George V stated: "I believe that my people in every part of the Empire fervently wish to perpetuate the memory of the Great Deliverance and those who laid down their lives to achieve it." From that moment, the idea of large-scale remembrance...
    Active remembrance

  • The Aztecs & Spanish Conquest for GCSE

      Briefing Pack
    Ian Mursell set up Mexicolore in 1980 with his Mexican partner Graciela Sánchez and has worked since then with a wide variety of heritage and academic partners specialising in Aztec and Maya history. With the Aztecs now becoming a study unit on the OCR 2016 GCSE specification B, the Historical...
    The Aztecs & Spanish Conquest for GCSE

  • Designing an enquiry in a challenging setting

      Teaching History article
    The Association for Historical Dialogue and Research (AHDR) is a Cyprus-based organization that works to foster dialogue among history teachers and other educators across the divide in Cyprus. In one of their UN-funded projects, ADHR members worked with UK colleagues to shape a lesson sequence and resources on the Ottoman period...
    Designing an enquiry in a challenging setting

  • Move Me On 156: Assessment for Learning

      Teaching History feature
    This issue's problem: Fred North treats ‘Assessment for Learning' as though it is a bolt-on extra unconnected to his learning objectives Fred is an enthusiastic trainee who has generally made a good impression on students and colleagues over the course of his first term. He has been determined to establish a...
    Move Me On 156: Assessment for Learning