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Found 111 results matching 'evidence framework' within Secondary > Curriculum Support > Principles of planning > Disciplinary concepts   (Clear filter)

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  • How visual evidence reflects change and continuity in attitudes to the police in the 19th and early 20th centuries

      Teaching History article
    While history teachers (and examiners) regularly invite students to consider what cartoons or paintings reveal about contemporary attitudes to particular social or political developments, such sources are often difficult to interpret and to use appropriately. Drawing on a wealth of detailed research and a passion to support teachers and students with...
    How visual evidence reflects change and continuity in attitudes to the police in the 19th and early 20th centuries

  • Inverting the telescope: investigating sources from a different perspective

      Teaching History article
    As historians, we are dependent on evidence, which comes in many varieties. Rosalind Stirzaker here introduces a project which she ran two years ago to encourage her students to think about artefacts in a different way. They have examined randomly preserved artefacts such as those of Pompeii, and sets of...
    Inverting the telescope: investigating sources from a different perspective

  • New, Novice or Nervous? 160: Progression in evidential understanding

      Teaching History feature
    You have a wealth of fascinating sources you would love to explore with students but despair at their seeming inability to connect ‘source work' with the construction of historical claims. Year 7 get stuck in the ‘it's biased so we can never know' trap again and again. Year 9 students...
    New, Novice or Nervous? 160: Progression in evidential understanding

  • The Power of Context: using a visual source

      Teaching History article
    Drawing on her wealth of experience and expertise in using visual sources in the classroom, in this article Jane Card explores how a single painting, a portrait of Dido Elizabeth Belle Lindsay and her cousin Lady Elizabeth Murray, might form the basis for a sequence of lessons. Arguing that although highly...
    The Power of Context: using a visual source

  • Teaching Year 9 about historical theories and methods

      Teaching History article
    Kate Hammond sets out a rationale for linking the National Curriculum requirement to study interpretations of history with her pupils’ own evidence handling skills. She makes connections with history-teacher-led debates and innovations in both areas, but particularly the work of Howells (2005). She describes and evaluates a learning sequence that...
    Teaching Year 9 about historical theories and methods

  • The use of sources in school history 1910-1998: a critical perspective

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. The arrival of sources of evidence into secondary school history classrooms amounted to a small revolution. What began as a radical development is now establishment orthodoxy, with both GCSE and now National Curriculum in England...
    The use of sources in school history 1910-1998: a critical perspective

  • Time's arrows? Using a dartboard scaffold to understand historical action

      Teaching History article
    Arthur Chapman presents a task-specific scaffold - a ‘dart' board - designed to teach students how to interrogate sources of information so that these become sources of evidence for particular claims about past actions, beliefs and aims. Chapman also uses his ‘dart' board to foster students' reflection on the degrees of...
    Time's arrows? Using a dartboard scaffold to understand historical action

  • A comparative revolution?

      Teaching History Article
    Although the curriculum changes of 2008 brought with them new GCSE specifications, Jonathan White was disappointed by the dated feel of some ‘Modern World' options, particularly the depth studies on offer. Drawing on his experience of teaching comparative history within the International Baccalaureate, and building on previous arguments in Teaching History...
    A comparative revolution?

  • Teaching history's big pictures: including continuity as well as change

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. School history teachers are not the only ones wrestling with the challenges of building ‘big pictures' that do justice to complexity. In this article, social and cultural historian Penelope Corfield puts our interest in long-term...
    Teaching history's big pictures: including continuity as well as change

  • Questions and answers about questions and answers

      Teaching History article
    Intrigued by the wide range of pupils’ responses to a sourcebased essay question, Jonathan Sellin decided to investigate why pupils were using sources in such different ways. Probing his own philosophical assumptions about history, and how they have changed over time, prompted Sellin to explore pupils’ assumptions about how historians use sources to make claims about the past. By asking pupils to...
    Questions and answers about questions and answers

  • Is any explanation better than none?

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. What do we know about progression in historical understanding? In Teaching History 113, Lee and Shemilt discussed what progression models can and cannot do to help us think about measuring and developing pupils' understanding and...
    Is any explanation better than none?

  • Beyond bias: making source evaluation meaningful to year 7

      Teaching History article
    In this article, Heidi Le Cocq demonstrates how to introduce Year 7 pupils to sophisticated techniques for evaluating sources. Taking up Seán Lang's criticism of the inappropriate use of the term ‘bias', she shows how even very young pupils can be encouraged to move beyond this wearisome response to questions...
    Beyond bias: making source evaluation meaningful to year 7

  • Polychronicon 165: The 1917 revolutions in 2017: 100 years on

      Teaching History feature
    The interpretive and empirical frameworks utilised by scholars in their quest to understand the Russian revolutions have evolved and transformed over 100 years. The opening of archives after the collapse of the Soviet Union enabled access to a swathe of new primary sources, some of which have had a transformative...
    Polychronicon 165: The 1917 revolutions in 2017: 100 years on

  • Building the Habit of Evidential Thinking

      Teaching History article
    Anna Aiken and her history colleagues had been reflecting on the stubborn problem of students failing to tackle GCSE questions about sources with adequate thought or understanding of evidence. Teaching them the typical requirements of the GCSE examination even appeared to make things worse, encouraging superficiality and failing to  bring about secure responses. Aiken and her colleagues noted that the problems...
    Building the Habit of Evidential Thinking

  • 'Really weird and freaky': using a Thomas Hardy short story as a source of evidence in the Year 8 classroom

      Teaching History article
    Can 25 so-called ‘low ability’ girls access 30 pages of difficult text? Yes, much more easily they can access the tiny, sanitised, made-easy ‘gobbets’ that they are normally exposed to in the name of ‘access’. Mary Woolley makes the point that boring texts are those that tell you only essential...
    'Really weird and freaky': using a Thomas Hardy short story as a source of evidence in the Year 8 classroom

  • Film: What's the wisdom on... Consequence

      Your Virtual History Department Meeting
    'What’s the wisdom on…' is a popular feature in our secondary journal Teaching History and provides the perfect stimulus for a department meeting. 'What’s the wisdom on…' provides history teachers with an overview of the ‘story so far’ of many years of practice-based professional thinking about a particular aspect of history teaching. To...
    Film: What's the wisdom on... Consequence

  • Film: What's the wisdom on... Historical Significance

      Your Virtual History Department Meeting
    'What’s the wisdom on…' is a popular feature in our secondary journal Teaching History and provides the perfect stimulus for a department meeting. 'What’s the wisdom on…' provides history teachers with an overview of the ‘story so far’ of many years of practice-based professional thinking about a particular aspect of history teaching. To...
    Film: What's the wisdom on... Historical Significance

  • Film: What's the wisdom on...Similarity and Difference

      Your Virtual History Department Meeting
    We’ve been talking to our secondary school members and we know how difficult life is for teachers in the current circumstances,  so we wanted to lend a helping hand. 'What’s the wisdom on…' is a popular feature in our secondary journal Teaching History and provides the perfect stimulus for a virtual department meeting....
    Film: What's the wisdom on...Similarity and Difference

  • Using ancient texts to improve pupils' critical thinking

      Teaching History article
    Did Alexander really ask, ‘Do I appear to you to be a bastard?' Using ancient texts to improve pupils' critical thinking Beth Baker and Steven Mastin make the case for teaching ancient history in the post-14 curriculum. Pointing out the damaging messages that could be conveyed by assuming that ancient...
    Using ancient texts to improve pupils' critical thinking

  • Evidential understanding, period knowledge and the development of literacy: a practical approach to 'layers of inference' for Key Stage 3

      Teaching History article
    Claire Riley explains how she developed and improved the ‘layers of inference' diagram-already a popular device since Hilary Cooper's work-as a way of getting pupils fascinated by challenging texts and pictures. Working with the whole ability range in Year 9 she analyses her successes and failures, offering many practical suggestions...
    Evidential understanding, period knowledge and the development of literacy: a practical approach to 'layers of inference' for Key Stage 3

  • Film: What's the wisdom on... Change and continuity

      Your Virtual History Department Meeting
    We’ve been talking to our secondary school members and we know how difficult life is for teachers in the current circumstances,  so we wanted to lend a helping hand. 'What’s the wisdom on…' is a new and already popular feature in our secondary journal Teaching History and provides the perfect stimulus for a...
    Film: What's the wisdom on... Change and continuity

  • Film: What's the wisdom on... Causation

      Your Virtual History Department Meeting
    We’ve been talking to our secondary school members and we know how difficult life is for teachers in the current circumstances, so we wanted to lend a helping hand. 'What’s the wisdom on…' is a brand-new and already popular feature in our secondary journal Teaching History and provides the perfect...
    Film: What's the wisdom on... Causation

  • Being ambitious with the causes of the First World War: interrogating inevitability

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated Gary Howells asks hard questions about typical teaching and assessment of historical causation at Key Stage 3. Popular activities that may be helpful in addressing particular learning areas, or in teaching pupils to use the...
    Being ambitious with the causes of the First World War: interrogating inevitability

  • 'Please send socks': How much can Reg Wilkes tell us about the Great War?

      Teaching History article
    This was an opportunity all good historians dream about. A large box crammed with artefacts about a soldier who fought in the First World War, just begging to be read, studied, sorted and organised. Being faced with such a wealth of uncatalogued primary evidence could have proved daunting enough without...
    'Please send socks': How much can Reg Wilkes tell us about the Great War?

  • Film: What's the wisdom on... Historical Interpretations

      Your Virtual History Department Meeting
    We’ve been talking to our secondary school members and we know how difficult life is for teachers in the current circumstances, so we wanted to lend a helping hand. 'What’s the wisdom on…' is a new and already popular feature in our secondary journal Teaching History and provides the perfect stimulus for a...
    Film: What's the wisdom on... Historical Interpretations