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Found 615 results matching 'romans scheme of work' within Secondary > Curriculum Support > Principles of planning   (Clear filter)

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  • Interpretations and history teaching

      Teaching History article
    Gary Howells offers us a challenge: are we sure that we are teaching the study of interpretations correctly? It is much criticised at GCSE, but do we really engage our students in the process of writing history, and in understanding how history works, from 11-14? Or do we use reductive...
    Interpretations and history teaching

  • 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    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.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

  • Seeing double: how one period visualises another

      Teaching History article
    When pupils study interpretations or representations of the past which are neither from their own period nor from the period being interpreted/represented, they are having to employ sophisticated knowledge and skill. Jane Card describes this as ‘double vision’: the pupils must think about the period depicted (in this case the...
    Seeing double: how one period visualises another

  • Learning about an 800-year-old fight can't be all that bad, can it? Its like what Simon and Kane did yesterday': modern-day parallels in history

      Teaching History article
    Deborah Robbins charts a story of her own learning during the PGCE year. She explains how she identified a point of interest in her own practice - the use of modern-day examples. Turning this into a focus for testing her own hypotheses, she theorised from her own lessons to produce...
    Learning about an 800-year-old fight can't be all that bad, can it? Its like what Simon and Kane did yesterday': modern-day parallels in history

  • Time for chronology? Ideas for developing chronological understanding

      Teaching History article
    The successful study of history requires many things, but few would contest that an understanding of time is one of them. Quite what we mean by ‘an understanding of time’ needs clarification, however. Chronological understanding is one feature. But it is not simply an ability to place events in order...
    Time for chronology? Ideas for developing chronological understanding

  • Conceptual awareness through categorising: using ICT to get Year 13 reading

      Teaching History article
    When presenting their practical approaches to post-16 teaching in Teaching History 103, both Richard Harris and Rachael Rudham argued that students need to ‘do’ things with information, to process it, play with it, classify it, if they are ever to understand or remember it. They made a case for not...
    Conceptual awareness through categorising: using ICT to get Year 13 reading

  • Narrative: the under-rated skill

      Teaching History article
    ‘Mere narrative’, ‘lapses into narrative’, ‘a narrative answer that fails to answer the question set’. These phrases flow in the blood of history teachers, from public examination criteria to regular classroom discourse. Whilst most of us use narrative in our teaching methods, we have demonised narrative in pupils’ written answers....
    Narrative: the under-rated skill

  • Illuminating the shadow: making progress happen in casual thinking through speaking and listening

      Teaching History article
    Here is another breath of fresh air from the Thomas Tallis history department. In TH 103, Head of Department Tony Hier showed how he developed a rigorous framework for implementing government initiatives and improving departmental professional discourse at the same time. This time, from history teacher Vaughan Clark, we get...
    Illuminating the shadow: making progress happen in casual thinking through speaking and listening

  • Making history curious: Using Initial Stimulus Material (ISM) to promote enquiry, thinking and literacy

      Teaching History article
    The idea of gaining pupils’ attention, interest and curiosity at the start of the lesson with an intriguing image, story, analogy or puzzle has long been used by our best history teachers. Michael Riley, through writing and inset, popularised the term ‘hook’ and emphasised its special role at the start...
    Making history curious: Using Initial Stimulus Material (ISM) to promote enquiry, thinking and literacy

  • Helping pupils with Special Educational Needs to develop a lifelong curiosity for the past

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Pupils in England have an entitlement to study history or geography until the age of sixteen. However, increasingly, some pupils seem to be discouraged from taking up this opportunity as it can be seen as...
    Helping pupils with Special Educational Needs to develop a lifelong curiosity for the past

  • From horror to history: teaching pupils to reflect on significance

      Teaching History article
    In this detailed account of the first stages of a lesson sequence for Year 9 (13-14 year-olds), Kate Hammond sets out the tensions that must be examined and resolved when planning and teaching this most demanding of topics. How can young teenagers be helped to develop a mature response to...
    From horror to history: teaching pupils to reflect on significance

  • Polychronicon 128: The Death of Captain Cook

      Teaching History feature
    In popular perception, anthropologists and historians cut very different figures. The anthropologist, a hybrid of Indiana Jones and a Kiplingesque colonial official, wears a bush hat or pith helmet and tirelessly trudges up mountains or hacks through jungle in search of lost tribes and ancient, unchanging, folklore. The historian, a...
    Polychronicon 128: The Death of Captain Cook

  • Triumphs Show 130: Righting the Revolution

      Teaching History feature
    It was period 5 on a wet Wednesday afternoon deep into the winter term. Year 9 were even more difficult than usual. Being cooped up inside at lunch, without supervision, had not helped the situation. What was I going to do with this untamed bunch? Put on a trusted video?...
    Triumphs Show 130: Righting the Revolution

  • Understanding Key Concepts: Diversity

      Article
    Please note: this resource pre-dates the 2014 National Curriculum. For more recent resources, see How diverse is your history curriculum? and Diversity links and resources for Secondary history. This material enables history teachers to explore the concept of diversity. Section 1 discusses the concept of diversity and its importance in the...
    Understanding Key Concepts: Diversity

  • Identity shakers: cultural encounters and the development of pupils' multiple identities

      Teaching History article
    History teachers are increasingly used to the idea that helping pupils reflect on and understand identities is one of the central purposes of history education. In this article Jamie B yrom and Michael Riley reflect on what thinking about identity historically might mean; by considering the history of encounters between...
    Identity shakers: cultural encounters and the development of pupils' multiple identities

  • Approaches to planning interpretations-focused enquiries.

      Article
    Michael Riley, member of the HA Secondary Committee and History PGCE Tutor at Bath Spa University. In recent years, teaching about different interpretations of history has been one of the most exciting and challenging aspects of Key Stage 3 history. Interpretations-focused enquiries allow pupils to see that argument and debate are...
    Approaches to planning interpretations-focused enquiries.

  • Facing History

      Article
    Facing History is an American organisation and website that provides CPD materials and resources on identity, memory and forgiveness. They have a series of case studies and video materials for teachers. There are materials on Civil Rights and, for example, the Armenian Genocide, on their website. Facing History Website>>> Holocaust...
    Facing History

  • Polychronicon 118: interpretations of Henry VII

      Teaching History feature
    Polychronicon was a fourteenth-century chronicle that brought together much of the knowledge of its own age. Our Polychronicon in Teaching History is a regular feature helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretation. This edition of 'Polychronicon' explores the historical...
    Polychronicon 118: interpretations of Henry VII

  • Polychronicon 114: interpretations of Oliver Cromwell

      Teaching History feature
    Polychronicon was a fourteenth-century chronicle that brought together much of the knowledge of its own age. Our Polychronicon in Teaching History is a regular feature helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretation. This edition of 'Polychronicon' investigates the differing...
    Polychronicon 114: interpretations of Oliver Cromwell

  • The T.E.A.C.H. Report

      HA Report
    The TEACH report outlines the sort of good practice in teaching sensitive topics which is available for teachers to share, not least through the Historical Association's programme of subject-specific training.
    The T.E.A.C.H. Report

  • 'ICT Starter for 10' a primer for Secondary History Educators

      Article
    This resource is intended to provide a short ‘aide memoire’ to the hard pressed teacher providing a series of ‘launching pads’ for historical enquiry…
    'ICT Starter for 10' a primer for Secondary History Educators

  • Significance - Powerpoint Presentation - Changes in the KS3 Curriculum

      Article
    What is historical significance?The starting quote is taken from the address of Michael Spinney to the Independent Association of Prep Schools. His comments are typical of those that have been made in national political and education fora ever since the introduction of a history National Curriculum. At their heart is...
    Significance - Powerpoint Presentation - Changes in the KS3 Curriculum

  • Past Foward: Continuity and progression

      Article
    I recently had the pleasure of teaching a class about a Victorian “inventor” (although we eventually agreed that ‘innovator” may be a more appropriate term). The man in question was Joseph Lister. I told the class the story of how he came to use carbolic acid as an antiseptic. I...
    Past Foward: Continuity and progression

  • Nutshell

      Article
    What’s this ‘historical significance’ in the new Key Stage 3 Programme of Study? The damn thing has even crept into the Attainment Target. Does this mean I’ve actually got to teach it? Ah! It’s caught up with you at last. Or, rather, the 2008 National Curriculum has caught up with...
    Nutshell

  • Triumphs Show 128: Speed-dating with Queen Elizabeth

      Teaching History feature
     Some of the most effective role play activities are those which draw on the common experiences of pupils to promote serious learning outcomes. Chris Higgins experiments with a number of situations and strategies that draw upon popular games and television show formats. These are used to engage, to provide structure...
    Triumphs Show 128: Speed-dating with Queen Elizabeth