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Found 160 results matching 'french revolution' within Secondary > Curriculum > Key Stage 4   (Clear filter)

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  • Film: Choosing the migration unit for GCSE

      A Departmental Journey
    When the first revised GCSE specifications were launched in 2016, Sharon Aninakwa and her team at the Convent of Jesus and Mary Language College in North London made the decision to change their thematic unit to a study of migration. Some years later, they have a chance to reflect upon...
    Film: Choosing the migration unit for GCSE

  • Triumphs Show: Making their historical writing explode

      Teaching History feature
    ‘Who hates PEE paragraphs?’ A collective groan resounds around my classroom. ‘Today, Year 10 we are going to master PEE  paragraphs, and make our written historical explanations explode.’ I always remember one deflated Year 10 student who said, ‘Miss, I just don’t get PEE paragraphs. I couldn’t do them in Year 7, and I still...
    Triumphs Show: Making their historical writing explode

  • 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

  • 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

  • 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

  • Cunning Plan 163.1: GCSE Thematic study

      Teaching History feature
    I started teaching ‘crime and punishment through time’ thematically a few years ago. I was teaching it as a Schools History Project ‘study in development’. We had moved from ‘medicine through time’ in order to keep things fresh. After six times through the content, much as I loved it, crime,...
    Cunning Plan 163.1: GCSE Thematic study

  • Ideas on the Shape, Size and Movements of the Earth - Pamphlet

      Classic Pamphlet
    This classic pamphlet takes you through some of the key ideas on the shape, size and movements of the Earth as they changed over time from classical cosmology to the work of Galileo and Isaac Newton.
    Ideas on the Shape, Size and Movements of the Earth - Pamphlet

  • Helping Year 9s explore multiple narratives through the history of a house

      Teaching History article
    A host of histories: helping Year 9s explore multiple narratives through the history of a house Described by the author Monica Ali as a building that ‘sparks the imagination and sparks conversations', 19 Princelet Street, now a Museum of Diversity and Immigration, captivated the imagination of teacher David Waters. He...
    Helping Year 9s explore multiple narratives through the history of a house

  • Remembering the First World War: Using a battlefield tour of the Western Front

      Teaching History article
    Remembering the First World War: Using a battlefield tour of the Western Front to help pupils take a more critical approach to what they encounter The first year of the government's First World War Centenary Battlefield Tours Programme is now under way, allowing increasing numbers of students from across Britain...
    Remembering the First World War: Using a battlefield tour of the Western Front

  • Assessment of students' uses of evidence

      Teaching History article
    Drawing on her research into students' evidential reasoning, Elisabeth Pickles explores the possibilities for how such reasoning might be assessed. Existing exam mark schemes focus too heavily on generic processes involved in the analysis of source material and insufficiently on the historical validity of reasoning and conclusions produced. Approaching the...
    Assessment of students' uses of evidence

  • '...trying to count the stars': using the story of Bergen-Belsen to teach the Holocaust

      Teaching History article
    Maria Osowiecki's search for the right questions to frame her students' study of the Holocaust was driven initially by the proximity of her school to the site of Bergen-Belsen, and the particular interests and concerns of her students as members of British Forces families. But, as this article richly demonstrates,...
    '...trying to count the stars': using the story of Bergen-Belsen to teach the Holocaust

  • Podcast Series: Religion in the UK

      Multipage Article
    In Part 5 of our series on Social and Political Change in the UK 1800-present we look at religion in the U.K. This set of podcasts features Dr Janice Holmes of the Open University, Revd Dr Jeremy Morris, Dean, Fellow, and Director of Studies in Theology at King's College, Andrew Copson,...
    Podcast Series: Religion in the UK

  • Cunning Plan 149.2: Exploring the Migration experience

      Teaching History feature
    Teaching a class of newly arrived immigrant teenagers from various backgrounds and ethnicities poses many interesting challenges: varied levels of schooling, varied levels of mastery in a new language, no common frame of reference, varied ways of understanding and making sense of the world and very varied ways of making...
    Cunning Plan 149.2: Exploring the Migration experience

  • Using an anthology of substantial sources at GCSE

      Teaching History article
    Struck by his GCSE students’ bewildered expressions when studying source extracts, Liam McDonnell decided to adopt a new approach to source analysis. Inspired by the work of other history teachers, McDonnell decided to use an anthology of substantial sources when studying nineteenth-century Whitechapel in London. By revisiting the sources at...
    Using an anthology of substantial sources at GCSE

  • The Irish in Britain 1815-1914

      Classic Pamphlet
    Irish migration to Britain has a long and chequered history, yet only in recent years have historians examined this subject in depth, through a growing body of local, regional and national studies which have supplemented the earlier pioneering research of J. E. Handley and J. A. Jackson. These studies have...
    The Irish in Britain 1815-1914

  • My journey to Bosnia: The Balkans Conflict 22 years on

      A personal account of an educational visit to Sarajevo and Srebrenica
    In these pages HA Education Manager Melanie Jones shares her own personal experiences and reflections from a recent educational visit to Bosnia, and looks at ways in which British schools might be able to explore aspects of the 1990s Balkans Conflict.  In September 2017 I was approached by a small charitable organisation Remembering...
    My journey to Bosnia: The Balkans Conflict 22 years on

  • Transforming Year 11's conceptual understanding of change

      Teaching History article
    For all that history teachers appreciate the need to build substantive knowledge and conceptual understanding systematically over time, they are also likely to have experienced that sickening moment when they realise that a Year 11 pupil has somehow missed something fundamental. In Anna Fielding's case, her pupil's misconception was related to...
    Transforming Year 11's conceptual understanding of change

  • Move Me On 173: teaching the GCSE thematic study

      The problem page for history mentors
    This feature of Teaching History is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an...
    Move Me On 173: teaching the GCSE thematic study

  • ‘Man, people in the past were indeed stupid’

      Teaching History journal article
    In this article, which is based on Huijgen’s PhD dissertation Balancing between the past and the present, Tim Huijgen and Paul Holthuis present the results of an experimental method of teaching 14–16-year-old students to contextualise their historical studies in a different way. In the four lessons described, students’ initial reactions...
    ‘Man, people in the past were indeed stupid’

  • 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'

  • New, Novice or Nervous? 162: GCSE Thematic Study

      Teaching History feature: the quick guide to the no-quick-fix
    Thematic studies have been a long-standing feature of the Schools History Project (SHP) GCSE specifications in England and Wales; but for teachers of ‘Modern World’ GCSE specifications, the thematic study in the new GCSE specifications for teaching in England from September 2016 is unfamiliar territory. Perhaps you are entirely new...
    New, Novice or Nervous? 162: GCSE Thematic Study

  • 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

  • The Bloody Code - Early Modern Crime and Punishment

      Podcast
    Between circa 1690 and 1820 the number of crimes punishable by the death penalty grew from 50 to over 200. This short podcast will help to explain why this trend developed.
    The Bloody Code - Early Modern Crime and Punishment

  • Cunning Plan 143: enquiries about the British empire

      Teaching History journal feature
    I wanted to give my Year 8 students ownership of their work on the British Empire by allowing them to suggest our ‘enquiry question'. In order to introduce the Empire, I brought in sugar, spices, bananas, chilli peppers and cotton. I then showed maps demonstrating the Empire at its height....
    Cunning Plan 143: enquiries about the British empire

  • Using historical discourse to find narrative coherence in the GCSE period study

      Teaching History article
    When planning a GCSE period study on the American West, Alex Ford wrestled with reconciling the content demands of the examination specifications with the need to provide his students with a memorable narrative. In this article, Ford shows how he drew on the latest academic scholarship to construct a rigorous,...
    Using historical discourse to find narrative coherence in the GCSE period study