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Found 127 results matching 'revolutions' within Secondary > Curriculum Support > Key Stage 4   (Clear filter)

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  • New Treatments of Familiar Topics

      National Curriculum 2016
    Comparision of new GCSE Specifications Treatment of Familiar Topics If you, like many other departments are beginning to ask the questions that will determine which of the new history GCSE specifications your department will choose, one consideration may well be looking at the retention of familiar topics that you already...
    New Treatments of Familiar Topics

  • The Crusades: links

      Links to Articles & Podcasts
    An HA Podcasted History: The Crusades - The First, Second & Third Crusade and the Legacy of the Crusades The First Crusade The First Crusade: Eastern Sources and Different Interpretations The Miraculous First Crusade
    The Crusades: links

  • Poland

      Links to Articles & Podcasts
    Podcast: Twentieth-century Poland  Podcast: British-Polish relations and the British Polish community Polychronicon: Why did the Cold War End? Podcast: The USSR and Eastern Europe  Film: The Partitions of Poland-Lithuania (1772-1795): Repercussions for German-Polish Relations and their Legacy Resources from other organisations Beyond Borders: Polish-British Cultural Connections (Polish Cultural Institute, London; resources by Helen...
    Poland

  • Edward I

      Links to Articles & Podcasts
    The Nation of the Scots and the Declaration of Arbroath The Scottish Wars of Independence Edward I: Relations between England, Scotland, Wales and Ireland Edward I: Law and State
    Edward I

  • The Cold War - Period Study

      Links to Articles & Podcasts
    HA Podcasted History: The Cold War Foundations of the Cold War: Key figures Cold War revision aid and interpretation guide The Cold War: GCSE fact sheet Politics, history and stories about the Cold War - Designing enquiries to make students think about interpretations of the Cold War Polychronicon 166: The...
    The Cold War - Period Study

  • New Saxon, Viking and Medieval GCSE Content

      GCSE Resources
    As you will no doubt be aware, GCSEs are changing. New specifications (subject to accreditation) will require students to learn history from a range of different time periods. Different specifications will specify different content, but whichever specification you end up teaching, you are very likely to be teaching some medieval...
    New Saxon, Viking and Medieval GCSE Content

  • Historical Perspective & 'Big History'

      Teaching History article
    Moving forward, looking back - historical perspective, ‘Big History' and the return of the longue durée: time to develop our scale hopping muscles ‘Big history' is a term receiving a great deal of attention at present, particularly in North America where considerable sums of money have been invested in designing curricula...
    Historical Perspective & 'Big History'

  • 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

  • Securing contextual knowledge in year 10

      Teaching History article
    Using regular, low-stakes tests to secure pupils' contextual knowledge in Year 10 Lee Donaghy was concerned that his GCSE students' weak contextual knowledge was letting them down. Inspired by a mixture of cognitive science and the arguments of other teachers expressed in various blogs, he decided to tackle the problem...
    Securing contextual knowledge in year 10

  • Building and assessing historical knowledge on three scales

      Teaching History article
    The knowledge that ‘flavours' a claim: towards building and assessing historical knowledge on three scales While marking some Year 11 essays, Kate Hammond found her interest caught by significant differences between one kind of strong analysis and another. Some scored high marks but were less convincing. The achievement in these...
    Building and assessing historical knowledge on three scales

  • 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

  • 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

  • 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'

  • 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

  • Move Me On 154: Mixed Ability Groups

      Teaching History feature
    This issue's problem:Joe Priestley is having problems providing sufficient challenge for the higher attainers within his mixed ability groups Joe Priestley has settled into his training placement very well and has impressed other members of the history department with his lively and engaging ideas. In his early teaching he was...
    Move Me On 154: Mixed Ability Groups

  • Teaching History Curriculum Supplement 2014

      Changes to the secondary history curriculum
    Although modifications to the content of the National Curriculum for history have not been as dramatic as once feared, the effective revocation of the previous attainment target is radical indeed. When these changes are considered alongside the fact that more than half of maintained secondary schools (all academies and free...
    Teaching History Curriculum Supplement 2014

  • Move Me On 144: Defines GCSE teaching in terms of a diet of practice exam questions

      Teaching History feature
    This issue's problem: Roger Wendover has come to define GCSE teaching in terms of a diet of practice exam questions. Roger is a few weeks into his second placement and his mentor, John, has been taken aback by the rigid approach that he has adopted in teaching Year 10. John was...
    Move Me On 144: Defines GCSE teaching in terms of a diet of practice exam questions

  • New, Novice or Nervous? 152: Describing Progression

      Teaching History feature
    'New, Novice or Nervous?' is for those new to the published writings of history teachers. Every problem you wrestle with, other teachers have wrestled with too. Quick fixes don't exist. But if you discover others' writing, you'll soon find - and want to join - something better: an international conversation...
    New, Novice or Nervous? 152: Describing Progression

  • Cunning Plan 152.1: visual sources

      Teaching History feature
    The principles outlined here were developed in response to three key concerns. The first was consideration of the needs of students learning English as an additional language who face particular challenges with reading and writing. Images could perhaps offer them more direct, less abstract, ways into an understanding of challenging...
    Cunning Plan 152.1: visual sources

  • Why we would miss controlled assessments in history

      Teaching History article
    A place for individual enquiry? Why we would miss controlled assessments in history Most history teachers will, at some point, recognise the tension between teaching an engaging history course while at the same time meeting the requirements of an exam specification. Mark Fowle and Ben Egelnick reflect here on how...
    Why we would miss controlled assessments in history

  • Developing awareness of the need to select evidence

      Teaching History article
    Let's play Supermarket ‘Evidential' Sweep: developing students' awareness of the need to select evidence Despite having built a sustained focus on historical thinking into their planning for progression across Years 7 to 13, Rachel Foster and Sarah Gadd remained frustrated with stubborn weaknesses in the evidential thinking of students in...
    Developing awareness of the need to select evidence

  • Continuity in the treatment of mental health through time

      Teaching History article
    Where's the other ‘c'? Year 9 examine continuity in the treatment of mental health through time Helen Murray, Rachel Burney and Andrew Stacey-Chapman show how they strengthened three goals of their practice - secure knowledge, narrative shapes and conceptual analysis - by securing strong connection between them. The curricular focus...
    Continuity in the treatment of mental health through time

  • 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

  • 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

  • Move Me On 149: how to provide appropriate support for particular students

      Teaching History feature
    This issue's problem: Helen Troy is uncertain how to provide appropriate support for certain students without restricting what they can achieve. Helen showed considerable determination in securing her teacher training place. Her own education had been within a highly selective school system and her first application was unsuccessful because of...
    Move Me On 149: how to provide appropriate support for particular students