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A history trainee nearing the end of their main teaching placement
HITT Film 2
This film has been produced to accompany materials in the History Initial Teacher Training units. It contains a Key Stage 3 history lesson and 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....
A history trainee nearing the end of their main teaching placement
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History in Schools - Present and Future
Conference Report
History in Schools - Present and future: Event report This one day conference was organised by the sponsors to raise awareness of the changes in the 14-19 curriculum and initiate discussion on how history, taught from Key Stage 3 to HE level, could be best served and enhanced by the...
History in Schools - Present and Future
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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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A history trainee early in their teaching placement
HITT Film 1
This film series was produced to accompany materials in the Beginning Teacher units. It contains a Key Stage 3 history lesson and 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 lesson taught...
A history trainee early in their teaching placement
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Move Me On 134: Getting enough A-level experience
Teaching History feature
Problem for the history mentor: Tom Clarkson is worried that he will not have enough A level teaching experience to teach Year 12 effectively next year.
Tom Clarkson is well into his second teaching placement and fears that the outline plans on his timetable for working with Year 12 will...
Move Me On 134: Getting enough A-level experience
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Cunning Plan 134: local history at KS3
Teaching History feature
Question: How can we plan to integrate local history into Key Stage 3 schemes of work so that pupils are engaged by the relevance of the subject across different periods of time?
Local history can come in all shapes and sizes, from a large-scale oral history project to the perusal...
Cunning Plan 134: local history at KS3
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The International Journal Volume 8 Number 1
Journal
The International Journal of Historical Learning, Teaching and Research [IJHLTR] was founded to provide an international medium for reporting on History Education.
Articles included in this edition:
Editorial: History Education, Identity and Citizenship in the 21st Century, Bahri Ata The Turkish prospective History teachers' understanding of analogy in History education, Isabel...
The International Journal Volume 8 Number 1
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Progression - more than 'could do better'?
E-CPD
Some notion of progression underpins all teaching as well as curriculum, course design, work scheme construction lesson planning, evaluation and assessment. But what do we mean by progression and how do we help our students achieve it? Does our assessment reflect progression? Do our reports to parents comment on progression? In this E-CPD...
Progression - more than 'could do better'?
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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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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 93: Study Unit 3: 'The Making of the United Kingdom 1500-1750'
Article
This unit contains complex concepts. It is distant from twentieth century life. The challenge is to understand power struggles between King and Parliament, a changing society and a religious upheaval. How do we interest students in religion when they live in a society in which religion takes a back seat?
Cunning Plan 93: Study Unit 3: 'The Making of the United Kingdom 1500-1750'
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Cunning Plan 92: The Weimar Republic
Article
Teaching the Weimar Republic is rather like teaching the voyage of the Titanic. However much you stress the strengths of the Weimar vessel, they just can't wait to see it sink into the Nazi sea. I have found this problem to be so bad that many of them perceive the...
Cunning Plan 92: The Weimar Republic
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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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Move Me On 99: Struggling with just about everything
Teaching History feature
This Issue's Problem: Sophie Scholl, PGCE Student. is experiencing very seious difficulties...in just about everything.
Problem:
Sophie is approaching the end of her second school placement. It was clear from her first placement report that she was finding the process of learning to teach extremely difficult, but she displayed a...
Move Me On 99: Struggling with just about everything
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Cunning Plan 99: 'a world study after 1900'
Teaching History feature
This unit could still become a trawl through two World Wars and then the Cold War (if you don't run out of time). So, when reviewing your planning why not take advantage of being at the turn of a century? Ask pupils what will the twentieth century be remembered for?...
Cunning Plan 99: 'a world study after 1900'
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Suffrage, feudal, democracy, treaty... history's building blocks: learning to teach historical concepts
Teaching History article
In the UK, thoughtful history teachers have long lamented the fact that the majority of pupils emerge from their compulsory history schooling at 14 with a limited or inadequate understanding of those key historical concepts that are necessary to make sense of the world in adult life. Whilst more able...
Suffrage, feudal, democracy, treaty... history's building blocks: learning to teach historical concepts
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Move Me On 98: Marking & Assessment
Teaching History feature
This Issue's problem: Bill Penn, PGCE student, is struggling with marking and assessment
Problem
Bill Penn is three weeks into his main school placement and making excellent progress. One problem, however, is beginning to emerge. He is being extraordinarily conscientious in his marking but is rapidly losing heart. He is increasingly...
Move Me On 98: Marking & Assessment
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Cunning Plan 98: Britain 1750-1900
Teaching History feature
Isaac Newton: ‘For every action, there is an equal and opposite reaction'. Learning that results from action and reaction deepens pupils' understanding of historical content and use of key study skills. It forces them to understand, to wrestle, to articulate, to challenge, to question. Getting pupils to act and react...
Cunning Plan 98: Britain 1750-1900
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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
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Children's ideas about school history and why they matter
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Richard Harris and Terry Haydn recently carried out research funded by the Qualifications and Curriculum Authority into pupils' views and beliefs about history. Whilst the overall results were very encouraging (and more so than earlier,...
Children's ideas about school history and why they matter
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Cunning Plan 97: A-Level: International Relations 1890-1914
Teaching History feature
'No war is inevitable until it starts.' Good quote. Not mine, but A.J.P. Taylor's. The outbreak of the First World War is a good way to test it! Did the statesmen of the day know the First World War was coming? Put another way, why was there no general European...
Cunning Plan 97: A-Level: International Relations 1890-1914
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Cunning Plan 132: Year 7 and the new National Curriculum
Teaching History feature
How can we plan for a coherent Year 7 that makes the most of the new National Curriculum freedom and its almost limitless possible content? Answer: borders, boundaries (and books)
Please note: this article was published before the current 2014 National Curriculum.
Cunning Plan 132: Year 7 and the new National Curriculum
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Cunning Plan 96: teaching citizenship through KS3 history
Teaching History feature
Big theme: dissent and the formation of the concept of ‘rights'
You can teach citizenship not only without compromising National Curriculum content, processes and concepts, but in such a way as to improve them. Review your department's ‘whole Key Stage' planning. Secure rigour and high levels of challenge by remembering...
Cunning Plan 96: teaching citizenship through KS3 history
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Move Me On 95: Becoming frustrated with A level
Teaching History feature
This Issue's Problem: Mary nightingale, PGCE Student, is becoming frustrated with her 'A' Level Teaching
Problem:
Mary Nightingale is in the third term of her PGCE course. Although her work with classes at Key Stage 3 and 4 is very successful, she is becoming increasingly frustrated with her A level...
Move Me On 95: Becoming frustrated with A level
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Move Me On 94: Struggling to find questioning style to develop pupils' thinking
The problem page for history mentors
This Issue's Problem: William Cuffay, PGCE student, is struggling to find a questioning style which will develop pupils' thinking.
Problem:
William Cuffay is half way through the second term of his PGCE course and is showing considerable promise. He is thorough in his lesson preparation, and has a clear sense...
Move Me On 94: Struggling to find questioning style to develop pupils' thinking
