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Found 152 results matching 'revolutions' within Secondary > Curriculum Support > Principles of planning > Substantive Knowledge   (Clear filter)

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  • Making History Accessible

      Multipage Article
    My students struggle with...  Every student has an entitlement to learn history and to high quality history teaching. In this section you will find support for helping students who struggle with specific aspects of learning history. For each aspect of learning history that students struggle with you will find: A...
    Making History Accessible

  • Key Concepts at Key Stage 3

      Key Concepts
    Please note: This unit was produced before the 2014 National Curriculum and therefore while much of the advice is still useful, there may be some out of date references or links. For more recent resources on key concepts, see our What's the Wisdom on series. The key concepts can be divided into three...
    Key Concepts at Key Stage 3

  • Period, place and mental space

      Teaching History article
    Period, place and mental space: using historical scholarship to develop Year 7 pupils' sense of period What is a sense of period? And how can pupils' sense of period be developed? Questions such as these have troubled history teachers for many years, often revolving around debates over the role played by...
    Period, place and mental space

  • Seeing the historical world

      Teaching History article
    In this article, Lindsay Cassedy, Catherine Flaherty and Michael Fordham draw upon their empirical research to assess what understandings their students had of historical interpretations at the end of their compulsory education in history. They found that most students operated with an underlying epistemological model that did not reflect the...
    Seeing the historical world

  • Historical consciousness in sixth-form students

      Teaching History article
    Moving forwards while looking back: historical consciousness in sixth-form students A key concern driving debates about curriculum reform in England is anxiety that young people's knowledge of the past is too episodic - that they lack a coherent ‘narrative' or ‘map' of the past. While recent debate focused on what...
    Historical consciousness in sixth-form students

  • Year 9 face up to historical difference

      Teaching History article
    How many people does it take to make an Essex man? Year 9 face up to historical difference Teaching her Key Stage 3 students in Essex, Catherine McCrory was struck by the stark contrast between their enthusiasm for studying diverse histories of Africa and the Americas and their reluctance to...
    Year 9 face up to historical difference

  • Continuity in the treatment of mental health through time

      Teaching History article
    Where's the other ‘c'? Year 9 examine continuity in the treatment of mental health through time Helen Murray, Rachel Burney and Andrew Stacey-Chapman show how they strengthened three goals of their practice - secure knowledge, narrative shapes and conceptual analysis - by securing strong connection between them. The curricular focus...
    Continuity in the treatment of mental health through time

  • Year 9 - Connecting past, present and future

      Teaching History article
    Possible futures: using frameworks of knowledge to help Year 9 connect past, present and future How can we help pupils integrate history into coherent ‘Big Pictures' or mental frameworks? Building on traditions of classroom research and theorising reported in earlier editions of Teaching History, Dan Nuttall reports how his department set...
    Year 9 - Connecting past, present and future

  • Knowledge and the Draft NC

      Teaching History article
    Silk purse from a sow's ear? Why knowledge matters and why the draft History NC will not improve it Katie Hall and Christine Counsell attempt to construct a Key Stage 3 scheme of work out of the draft National Curriculum for history that was released for consultation in England in...
    Knowledge and the Draft NC

  • Developing students' thinking about change and continuity

      Teaching History article
    The more things change, the more they stay the same: developing students' thinking about change and continuity Finding ways to characterise the nature of change and continuity is an important part of the historian's task, yet students find it particularly challenging to do. Building on her previous work on change, Rachel...
    Developing students' thinking about change and continuity

  • Historical reasoning in the classroom

      Teaching History article
    Historical reasoning in the classroom: What does it look like and how can we enhance it? The history education community has long recognised that historical thinking depends on the interplay between substantive knowledge about the past and the procedural, or second-order, concepts that historians use to construct, shape and give...
    Historical reasoning in the classroom

  • Planning and teaching linear GCSE

      Teaching History article
    Planning and teaching linear GCSE: inspiring interest, maximising memory and practising productively As proposed changes to the National Curriculum are furiously debated, and details of future changes to GCSE are anxiously awaited, history teachers in England are already wrestling with the implications of one change to the public examination system:...
    Planning and teaching linear GCSE

  • Enquiries to engage Year 7 in medieval anarchy

      Teaching History article
    Wrestling with Stephen and Matilda: planning challenging enquiries to engage Year 7 in medieval anarchy McDougall found learning about Stephen and Matilda fascinating, was sure that her pupils would also and designed an enquiry to engage them in ‘the anarchy' of 1139-1153 AD. Pupils enjoyed exploring ‘the anarchy' and learning...
    Enquiries to engage Year 7 in medieval anarchy

  • Transforming historical understanding through scripted drama

      Teaching History article
    An article on scripted drama might seem an unlikely choice for an edition devoted to getting students talking. Surely the point about a script is that the words used are chosen and prescribed by others. However, the examples presented here by Helen Snelson, Ruth Lingard and Kate Brennan demonstrate how...
    Transforming historical understanding through scripted drama

  • Time and chronology: conjoined twins or distant cousins?

      Teaching History article
    Weaknesses in pupils' grasp of historical chronology are a commonplace in popular discussion of the state of history education. However, as Blow, Lee and Shemilt argue, although undoubtedly necessary and fundamental, mastery of chronological conventions is not sufficient: the difficulties that pupils experience when learning history are conceptual, as much...
    Time and chronology: conjoined twins or distant cousins?

  • How my interest in what I don't teach has informed my teaching and enriched my students' learning

      Teaching History article
    How my interest in what I don't teach has informed my teaching and  enriched my students' learning Flora Wilson argues here for the importance of maintaining a fascination with history as an academic subject for experienced, practising history teachers. Just as medical professionals keep their knowledge up to date by...
    How my interest in what I don't teach has informed my teaching and enriched my students' learning

  • Polychronicon 146: Interpreting the history of 'big history'

      Teaching History feature
    In recent decades, a novel approach to history has emerged, called ‘big history', which provides an overview of all of human history, embedded within biological, geological and astronomical history covering the grandest sweep of time and space, from the beginning of the universe to life on Earth here and now....
    Polychronicon 146: Interpreting the history of 'big history'

  • 'Doing justice to history': the learning of African history in a North London secondary school

      Teaching History article
    ‘Doing justice to history': the learning of African history in a North London secondary school and teacher development in the spirit of ubuntu The medium is the message, Marshall McLuhan observed many years ago and the ‘form' of what we do carries ‘content' as Hayden White has argued. This article...
    'Doing justice to history': the learning of African history in a North London secondary school

  • Developing Year 8 students' conceptual thinking about diversity in Victorian society

      Teaching History article
    Developing Year 8 students' conceptual thinking about diversity in Victorian society Elizabeth Carr writes here about a new scheme of work she developed to teach students about diversity in Victorian society. When dealing with a concept such as diversity, it can be easy for students to slip into stereotypes based...
    Developing Year 8 students' conceptual thinking about diversity in Victorian society

  • Exploring diversity at GCSE

      Teaching History article
    Having already reflected on ways of improving their students' understanding of historical diversity at Key Stage 3, Joanne Philpott and Daniel Guiney set themselves the challenge of extending this to post-14 students by means of fieldwork activities at First World War battlefields sites. In addition, they wanted to link the study...
    Exploring diversity at GCSE

  • Witchcraft - Using fiction with Year 8s

      Teaching History article
    Which women were executed for witchcraft? And which pupils cared?  Paula Worth was concerned that her low-attaining set were only going through the motions when tackling causal explanation. Identifying, prioritising and weighing causes seemed an empty routine rather than a fascinating puzzle engaging intellect and imagination. She was also concerned...
    Witchcraft - Using fiction with Year 8s

  • Passive receivers or constructive readers?

      Teaching History article
    Rachel Foster reports here on research that she conducted into how students engage with academic texts. Unhappy with the usual range of texts that students encounter, often truncated and ‘simplified' in the name of accessibility, she designed a scheme of work which sought to find out how her students responded...
    Passive receivers or constructive readers?

  • Should empathy come out of the closet?

      Teaching History article
    What is historical empathy and why is it important? What has gone wrong and what had gone right in past attempts to develop students' empathetic understanding? What does progression look like in this area of historical thinking and what are the  preconceptions that can act as barriers to progression? Lee...
    Should empathy come out of the closet?

  • Getting Year 7 to vocalise responses to the murder of Thomas Becket

      Teaching History article
    Mary Partridge wanted her pupils not only to become more aware of competing and contrasting voices in the past, but to understand  how historians orchestrate those voices. Using Edward Grim's eye-witness account of Thomas Becket's murder, her Year 7 pupils explored nuances in the word ‘shocking' as a way of...
    Getting Year 7 to vocalise responses to the murder of Thomas Becket

  • Cunning Plan 143: enquiries about the British empire

      Teaching History journal feature
    I wanted to give my Year 8 students ownership of their work on the British Empire by allowing them to suggest our ‘enquiry question'. In order to introduce the Empire, I brought in sugar, spices, bananas, chilli peppers and cotton. I then showed maps demonstrating the Empire at its height....
    Cunning Plan 143: enquiries about the British empire