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‘If you had told me before that these students were Russians, I would not have believed it’
Teaching History article
Bjorn Wansink and his co-authors have aligned their teaching of a recent and controversial historical issue – the Cold War – in the light of a contemporary incident.
This article demonstrates a means of ensuring that students understand that different cultures’ views of their shared past are nuanced, rather than monolithic – a different concept in philosophy as well as in...
‘If you had told me before that these students were Russians, I would not have believed it’
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Move Me On 140: Getting students to generate their own enquiry questions
Teaching History feature
This Issue's Problem: Rafe Sadler has just started his second teaching placement and is worried about the very different ways of working and expectations of teachers in his new department.
In his first school, where history was taught within a humanities programme, the Key Stage 3 scheme of work had...
Move Me On 140: Getting students to generate their own enquiry questions
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The Pittsburgh Conference on 'Teaching, Knowing and Learning'
Teaching History article
Peter Lee and Ros Ashby report on a landmark conference on the future of history education in the USA held at Carnegie Mellon University, Pittsburgh in 1998. They emphasise the substantial influence UK developments in history education continue to have in many parts of the world. They also warn that...
The Pittsburgh Conference on 'Teaching, Knowing and Learning'
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Move Me On 129: Feels out of his depth teaching controversial issues
Teaching History feature
This Issue's Problem: Ajmal Khan has recently started his second school placement. Although he is very pleased to be working now in an ethnically diverse urban school (after a first placement in a largely white suburban setting), he is feeling somewhat overawed at the prospect of teaching Year 9 about...
Move Me On 129: Feels out of his depth teaching controversial issues
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Cunning Plan 129: Why has there been so much interest in Mary I?
Teaching History feature
The obvious answer to this question is that teenagers love stories about fire, and especially role plays about martyrdom at the stake! But it is a serious question and a very good historical one. When focusing pupils' attention on ‘historical interpretations' as required by the National Curriculum (both the current...
Cunning Plan 129: Why has there been so much interest in Mary I?
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Dimensions of diversity - How do we improve our teaching of social complexity in history?
E-CPD
This E-CPD unit has been devised to support teachers in developing their teaching of diversity within history programmes of study from Key Stage 3 to A level. Click on the introduction below to see three video clips in which the authors introduce the resource and set the context!
Dimensions of diversity - How do we improve our teaching of social complexity in history?
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Move Me On 132: Already the best teacher in the department
Teaching History feature
This issue's problem: Phyllis Wheatley already seems to be the most effective teacher in the department. How can her mentor ensure that she goes on learning?
Phyllis Wheatley is several weeks into her second placement and her mentor, Selina, is acutely aware of how impressive her teaching is already. A degree in...
Move Me On 132: Already the best teacher in the department
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What's History got to do with me? Hooking a range of learners into History
E-CPD
*This is a fascinating unit containing lots of useful and relevant information. It was clearly ahead of its time, produced in 2006 and many of the suggestions and questions posed by Haydn, Kitson and Lomas are still current today.
There is much good work going on in History classrooms at...
What's History got to do with me? Hooking a range of learners into History
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Film: Trainee and mentor review a lesson and discuss the trainee's progress
Multipage Article
This film series was produced to accompany materials in the Beginning Teacher units. It contains a Key Stage 3 history lesson debrief. The materials are not designed specifically to be examples of good practice; rather they are to promote discussion about good practice in teacher training.
The films show a meeting between...
Film: Trainee and mentor review a lesson and discuss the trainee's progress
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Move Me On 93: Not making progress in use of ICT
The problem page for history mentors
Millie Marvel, PGCE Student is not making use of ICT to teach history in the classroom
Problem:
Millie Marvel, student history teacher, is in Term 2 of her PGCE year. She enjoys using ICT and is highly competent in her use of several applications. However, lessons in which she has chosen...
Move Me On 93: Not making progress in use of ICT
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Beyond Multiple Choice: Questions and Answers, Pedagogy and Technology in the History classroom
E-CPD
*This unit was produced a number of years ago and whilst still relevant from the pedagogy side of things many of the ICT aspects are outdated.
Interactivity: A Grail-like QuestIn recent years the buzzword in many sectors, whether it be business, communications, entertainment or education, has been interactivity. One of...
Beyond Multiple Choice: Questions and Answers, Pedagogy and Technology in the History classroom
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Cunning Plan 100: teaching the First World War in Year 9
Teaching History feature
History teacher and head of department stand outside noisy Year 9 class. Bombs (paper ones) fly everywhere; in corner of room mutiny is being discussed ... many pupils are refusing to follow their leader's last minute orders - they will not be opting for history! The war of attrition (excessive...
Cunning Plan 100: teaching the First World War in Year 9
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Cunning Plan 114: building overview understanding of 19th-century social history
Teaching History feature
This five-lesson sequence gradually builds overview understanding of aspects of 19th century social history through a depth study of the campaigner and reformer, Josephine Butler. Through the sequence, pupils build on earlier work on historical significance, first, by reviewing their understanding of the huge range of reasons why things get...
Cunning Plan 114: building overview understanding of 19th-century social history
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Move Me On 107: Doesn't see point of teaching to those who find history difficult
Teaching History feature
This Issue's Problem: Brian, PGCE history student, doesn't see the point of teaching history to pupils who find it very difficult.
Move Me On 107: Doesn't see point of teaching to those who find history difficult
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Move Me On 115: the class already know all about WW1
Teaching History feature
This Issue's Problem: Vera is worried that her Year 9 class already know all about World War One.
Move Me On 115: the class already know all about WW1
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Move Me On 103: Failing to improve pupils' understanding of evidence
Teaching History feature
This Issue's problem: Josie, PGCE history student, is finding that her use of the department's exercises on sources is not improving pupils' understanding of evidence.
Move Me On 103: Failing to improve pupils' understanding of evidence
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Move Me On 113: Getting pupils to really care about what happened in the past
Teaching History feature
This Issue's Problem: Ronnie Wedgewood is struggling to get pupils really to care about what happened in the past.
Move Me On 113: Getting pupils to really care about what happened in the past
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Move Me On 131: Mentor struggling to help trainee learn to plan independently
Teaching History feature
Richard Baxter's mentor is struggling to know how to help him plan independently.
Richard Baxter is a relatively young trainee with a background in ancient history. He came to the PGCE course straight after completing his undergraduate degree, and is aware of his relative youth as well as what he...
Move Me On 131: Mentor struggling to help trainee learn to plan independently
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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
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Move Me On 169: Planning a local history enquiry
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 169: Planning a local history enquiry
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Move Me On 171: Using existing lesson plans
The problem page for history mentors
The 'Move Me On' 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...
Move Me On 171: Using existing lesson plans
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Move Me On 170: adapting to a second school
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 170: adapting to a second school
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Move Me On 179: Supporting new history teachers in a lockdown
The problem page for history mentors
This issue’s problem: The closure of school buildings (to most pupils) in March this year brought an abrupt end to the normal opportunities for history trainees’ learning in school.
Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It...
Move Me On 179: Supporting new history teachers in a lockdown
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Move Me On 178: trainee sees all observation as assessment
The problem page for history mentors
Move Me On 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 emphasis upon...
Move Me On 178: trainee sees all observation as assessment
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Move Me on 177: using questioning effectively
The problem page for history mentors
This issue’s problem: Christine Pizan is struggling to use questioning effectively.
Move Me On 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...
Move Me on 177: using questioning effectively
