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Found 256 results matching 'romans scheme of work' within Secondary > Beginning teacher   (Clear filter)

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  • New, Novice or Nervous? 170: Building students’ historical argument

      Article
    This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too. Quick fixes don’t exist. But in others’ writing, you’ll soon find something better: conversations in which other history teachers have debated or tackled your problems –...
    New, Novice or Nervous? 170: Building students’ historical argument

  • New, Novice or Nervous? 168: Local history

      Teaching History feature
    This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too...   The opportunities afforded by local history are far from parochial. The study of a neighbouring town, a local battalion, a village street or even a...
    New, Novice or Nervous? 168: Local history

  • Cunning Plan 167: teaching the industrial revolution

      Teaching History article
    ‘Disastrous and terrible.’ For Arnold Toynbee, the historian who gave us the phrase ‘industrial revolution’, these three words sum up the period of dramatic technological change that took place in Britain across the eighteenth and nineteenth centuries. We may not habitually use Toynbee’s description in the classroom, but it is...
    Cunning Plan 167: teaching the industrial revolution

  • Thinking makes it so: cognitive psychology and history teaching

      Teaching History article
    What, exactly, is learned knowledge - and why does it matter in history teaching? Michael Fordham seeks to use the general tenets of cognitive psychology to inform the debate about how history teachers might get the best from their students, in particular in considering the role of memory. Fordham surveys the latest research concerning memory while also arguing that remembering does matter in history...
    Thinking makes it so: cognitive psychology and history teaching

  • New, Novice or Nervous? 165: Enabling progress - students who need more support

      Teaching History feature
    Students often find history ‘hard’; senior managers and pastoral managers perceive it as challenging and many, with the best of intentions, steer students away from taking it for GCSE. Indeed, in the most recent HA survey, 49% of respondents reported that some students are actively discouraged or prevented from continuing...
    New, Novice or Nervous? 165: Enabling progress - students who need more support

  • Move Me On 163: Ahistorical thinking

      Teaching History feature
    Jane Whorwood’s concern to encourage students to think for themselves is leading to some very ahistorical thinking. Jane Whorwood has proved to be a generally confident and positive trainee, largely due to two years’ experience as a cover supervisor before committing to a formal training programme. She has made a...
    Move Me On 163: Ahistorical thinking

  • Move Me On 162: Reading

      Teaching History feature
    This issue’s problem: James Connolly is finding it difficult to judge how much or what kind of reading he should expect of his students. James Connolly, an eager and knowledgeable historian, has frequently struggled to pitch things appropriately for students. This applies particularly to his expectations of their reading, but also...
    Move Me On 162: Reading

  • Cunning Plan 162: Transferring knowledge from Key Stage 3 to 4

      Teaching History feature
    Planning to deliver the new GCSE specifications presents a challenge and an opportunity to any history department, whatever their previous specification. The sweep of history that students will now study at GCSE is much broader than ‘Modern World’ departments are used to; including a medieval or early modern depth study...
    Cunning Plan 162: Transferring knowledge from Key Stage 3 to 4

  • Cunning Plan 161: Magna Carta's legacy

      Teaching History feature
    Both Dawson and Hayes have recently written Cunning Plans that show how exciting Magna Carta is. So why not stop there? Bring the barons to life with a flare of Dawson and send Magna Carta flying across the continent with just a hint of Hayes. Hey, from the same edition,...
    Cunning Plan 161: Magna Carta's legacy

  • Move Me On 158: Modelling tasks

      Teaching History feature
    This issue's problem: Arthur Wellesley is struggling to model tasks effectively for students. Arthur has made a positive start to his training, but remains rather nervous in the classroom. He recognises the importance of well-planned lessons and his outline plans generally have a clear, logical structure. His mentor thinks that he...
    Move Me On 158: Modelling tasks

  • New, Novice or Nervous? 155: Similarity & Difference

      Teaching History feature
    This page 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 in which...
    New, Novice or Nervous? 155: Similarity & Difference

  • War, Society and the State in Early Modern Europe

      Podcast
    Lecture from the 2012 HA Annual Conference  Frank Tallett: Fellow in History at the University of Reading and former Head of its School of Humanities Until recently, military history has largely been concerned with ‘badges and buttons', an approach that stressed tactics, strategy and weapons. The so-called New Military History has sought...
    War, Society and the State in Early Modern Europe

  • Hidden histories and heroism: post-14 course on multi-cultural Britain since 1945

      Teaching History Article
    A school-designed, post-14 course on multi-cultural Britain since 1945  Robin Whitburn and Sharon Yemoh describe the design of a school-generated GCSE course on the challenges that British people faced in forging a multicultural society in post-imperial Britain. Drawing on their own research into their students' experience, they build a discipline-based case...
    Hidden histories and heroism: post-14 course on multi-cultural Britain since 1945

  • The International Journal Volume 10 Number 2

      Journal
    International Journal of Historical Learning, Teaching and Research Volume 10, Number 2- Spring 2012.     Marcelo Fronza and Maria Auxiliadora Moreira dos Santos The Conceptions of Objective Historical Knowledge of Young Students in Brazilian High Schools   Olga Magalhaes Historical Narratives of Young Portuguese Students   Rita de Cassia Goncalves Pacheco...
    The International Journal Volume 10 Number 2

  • The International Journal Volume 7 Number 1

      Journal
    Articles Dursun DilekUsing a Thematic Teaching Approach Based on Pupils' Skill and Interest in Social Studies Teaching   Helena GillespieTeaching Emotive and Controversial History to 7-11 Year Olds: a Report for The Historical Association   Robert GuyverThe History Curriculum in Three Countries - Curriculum Balance, National Identity, Prescription and Teacher...
    The International Journal Volume 7 Number 1

  • The International Journal Volume 5 Number 1

      Journal
    François AudigierHistory in the Curriculum   Nadine Fink Pupils' Conceptions of History and History Teaching    Philippe HaeberliRelating to History: an Empirical Typology   Peter LeeHistorical Literacy   Keith Barton and Alan W. McCullyLearning History and Inheriting the Past: the Interaction of School and Community Perspectives in Northern Ireland  ...
    The International Journal Volume 5 Number 1

  • Cunning Plan 106: Political literacy

      Teaching History feature
    The onset of citizenship brings with it the need to cover political literacy. The topic can be seen as dry and complex by Year 9 pupils. But ‘democracy is not boring’ (Lang in Teaching History 96). We need to educate our pupils to understand the complexity and features of a...
    Cunning Plan 106: Political literacy

  • Cunning Plan 103: why did Henry VIII marry so many times?

      Teaching History feature
    This enquiry sequence was inspired by an Historical Association lecture given last year by Susan Doran entitled, ‘Why did Elizabeth I not marry?’ Through its 14-19 conferences, sections of this journal and local branch activity, the Historical Association has started to secure stronger connection between up-to-date historical scholarship and classroom...
    Cunning Plan 103: why did Henry VIII marry so many times?

  • Guidance for would-be history teacher trainees

      An interview with history NQTs
    Are you considering history teaching as a career option? Knowing where to start, what to expect from teaching and whether teacher training is right for you can feel like a leap into the unknown. We spoke to three recently qualified teachers, Ben Kirby, Liam Frondigoun and Alex Schmidt, all based...
    Guidance for would-be history teacher trainees

  • Move Me On 97: Having difficulty evaluating own lessons

      Teaching History feature
    Move Me On 97 This Issue's problem: Maggi Paton, PGCE student, is having difficulty evaluating her lessons Problem: It is the first term of Maggie's PGCE course and she is a few weeks into her first school placement. Initially, her mentor and other staff were impressed by her: she had...
    Move Me On 97: Having difficulty evaluating own lessons

  • Research Methods in Heritage, Museums & Galleries

      Reading List
    Reading List for those interested in research methods in heritage, museums and galleries from Newcastle University... Essential Reading Dicks, Bella, From Mine to Museum: The Evolution of Heritage in the Rhondda in Heritage, place, and community by Dicks, Bella University of Wales Press, 2000  Dicks, Bella, Heritage and Local Memory in...
    Research Methods in Heritage, Museums & Galleries

  • Move Me On 117: Putting her ideas into practice

      Teaching History feature
    This Issue's Problem: Mary is having problems putting her IDEAS into PRACTICE 
    Move Me On 117: Putting her ideas into practice

  • Teacher Training (Survive Part 1)

      Survive Part 1
    There are today many teacher-training routes into the teaching profession. The teacher-training year is always a difficult balancing act between gaining enough classroom experience and enough understanding of the theories that underpin the discipline's key skills. As a result, each teacher-training route has advantages as well as disadvantages. With a...
    Teacher Training (Survive Part 1)

  • Useful Resources for History Teaching

      Useful Resources
    The following are lists of those resources which we have found genuinely useful during our NQT year, or which we feel could be used to good effect, whether as sources, interpretations or stimulus materials. The lists are not exhaustive, and are inevitably skewed towards those topics which we have taught....
    Useful Resources for History Teaching

  • Studying History at University: Teacher's guide

      University Application Guide
    Every year hundreds of students, supported by their teachers and schools apply to study history at university. How do you make sure that you or your students stand out from the crowd and get the place they want? This helpful guide is written by Tony McConnell, Deputy Head of Merchant Taylors' Prep...
    Studying History at University: Teacher's guide