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

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  • Conducting the orchestra to allow our students to hear the symphony

      Journal article
    Alex Ford and Richard Kennett both welcome the renewed emphasis on knowledge within recent curriculum reforms in England, but are concerned about some of the ways in which the principle of a ‘knowledge-rich’ curriculum has been interpreted and transformed into particular pedagogical prescriptions. In this article they explain their reasons...
    Conducting the orchestra to allow our students to hear the symphony

  • Triumphs Show 169: Using 360 VR Technology with the GCSE Historic Environment study

      Teaching History feature: celebrating and sharing success
    One of the biggest changes in the new GCSE specifications is the requirement for all students to undertake a study of the historic environment. Unsurprisingly the approach taken by the exam boards to this requirement varies widely. While some boards allow schools a free choice of site, others have decided...
    Triumphs Show 169: Using 360 VR Technology with the GCSE Historic Environment study

  • 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

  • Shaping the debate: why historians matter more than ever at GCSE

      Teaching History article
    The question of how to prepare students to succeed in the examination while also ensuring that they are taught rigorous history remains as relevant as ever. Faced with preparing students to answer a question that seemingly precluded argument, Rachel Foster and Kath Goudie demonstrate how they used historical scholarship both to...
    Shaping the debate: why historians matter more than ever at GCSE

  • 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

  • The Spice of Life? Ensuring variety when teaching about the Treaty of Versailles

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Much has been said and written about different learning styles in recent years. Some people have responded with evangelical enthusiasm, others exercise a more cautious approach, whilst a few disregard it completely. Certainly, there are...
    The Spice of Life? Ensuring variety when teaching about the Treaty of Versailles

  • Emotional response or objective enquiry? Using shared stories and a sense of place in the study of interpretations for GCSE

      Article
    In this article, Andrew Wrenn explores some issues that teachers might consider when supporting 14 and 15 year olds in their study of war memorials as historical interpretations. Tony McAleavy has argued that ‘popular' and ‘personal' interpretations and representations are just as worthy of study at Key Stage 3 as...
    Emotional response or objective enquiry? Using shared stories and a sense of place in the study of interpretations for GCSE

  • Relevant, rigorous and revisited: using local history to make meaning of historical significance

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. The idea of engaging pupils with the relevance of local memorials is becoming commonplace in the history classroom. In Teaching History 109, Examining History  Edition, Dale Banham's pupils used First World War memorials to assess...
    Relevant, rigorous and revisited: using local history to make meaning of historical significance

  • Why can't they just live together happily, Miss?' Unravelling the complexities of the Arab-Israeli conflict at GCSE

      Teaching History article
    How often do our students long for black and white rather than the shades of grey that history generally presents us with? Understanding the Arab-Israeli conflict is all about understanding diversity and complexity in all their shades of grey. Alison Stephen, teaching in an immensely diverse school herself, is determined...
    Why can't they just live together happily, Miss?' Unravelling the complexities of the Arab-Israeli conflict at GCSE

  • 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

  • International relations at GCSE... they just can't get enough of it

      Teaching History article
    There is no reason why pupils of so-called ‘average’ and ‘below-average ability’ cannot both understand and enjoy studying complicated international events. Indeed, in the interests of inclusion and raised standards, it is vital that they do. Our Letters Pages in the last two editions captured something of the history teaching...
    International relations at GCSE... they just can't get enough of it

  • 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

  • Breaking the 20 year rule: very modern history at GCSE

      Teaching History article
    History is the study of the past; some of the past is more recent than a glance over many schemes of work might lead us to think. Chris Culpin makes the case for ignoring the 20 year rule and tackling head on – and, crucially, historically – the big issues...
    Breaking the 20 year rule: very modern history at GCSE

  • '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

  • Denis Shemilt's four stages of adolescent ideas about historical methods in a nutshell

      Article
    Denis Shemilt's four stages of adolescent ideas about historical methods in a nutshell.
    Denis Shemilt's four stages of adolescent ideas about historical methods in a nutshell

  • 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

  • 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

  • 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

  • Teaching History 147: Curriculum Architecture

      The HA's journal for secondary history teachers
    02 Editorial  03 HA Secondary News  04 HA Update  08 Beth Baker and Steven Mastin - Did Alexander really ask, ‘Do I appear to you to be a bastard?' Using ancient texts to improve pupils' critical thinking (Read article) 14 Cunning Plan: Getting students to use classical texts - Beth Baker...
    Teaching History 147: Curriculum Architecture

  • Stretching the straight jacket of assessment: use of role play and practical demonstration to enrich pupils' experience of history at GCSE and beyond

      Teaching History article
    As in his previous, popular and influential Teaching History articles, Ian Luff has once again provided us with a wide range of high-quality, practical activities informed by a rigorous and persuasive rationale. This time, he has turned his attention to the use of role play and active demonstration at GCSE...
    Stretching the straight jacket of assessment: use of role play and practical demonstration to enrich pupils' experience of history at GCSE and beyond

  • Does the linguistic release the conceptual? Helping Year 10 to improve their casual reasoning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Does new vocabulary help students to express existing ideas for which they do not yet have words or does it actually give them new ideas which they did not previously hold? James Woodcock asks whether...
    Does the linguistic release the conceptual? Helping Year 10 to improve their casual reasoning

  • 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

  • Cunning Plan 147: Getting students to use classical texts

      Teaching History feature
    The following plan provides a more detailed practical example of the approaches discussed in the article on using ancient texts. Having puzzled over what ancient texts actually are - carefully constructed interpretations? testimonies? (but testimonies to what?) myths? - I wanted my Ancient History GCSE class to engage in this...
    Cunning Plan 147: Getting students to use classical texts

  • GCSE topics mapped against our resources

      HA Resources and GCSE History
    At the HA, we know it’s hard enough trying to grapple with new GCSE units of study, assessment and content without also having to research where you can find interesting or supportive resources, either for your own, or your students subject knowledge. Our secondary committee have pooled resources and helped...
    GCSE topics mapped against our resources

  • Past Time Toolkit: new learning resource about Victorian Prisons

      New resource for teachers of GCSE history from Warwick University's Centre for the History of Medicine
    Past Time Toolkit: A Learning Resource about Victorian Prisons is aimed at teachers of GCSE History students and is also of interest to anyone exploring the Victorians, prison history, isolation, or food history.  The resource is particularly useful to those working with the Edexel GCSE History course’s Crime and Punishment...
    Past Time Toolkit: new learning resource about Victorian Prisons