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Found 31 results matching 'evidence framework' within Secondary > Curriculum > Principles of planning > Substantive Knowledge > Sense of period   (Clear filter)

  • Pedagogical framework for stimulating historical contextualisation

      Teaching History article
    'Why am I accused of being a heretic?' A pedagogical framework for stimulating historical contextualisation One of the challenges facing students who want to make sense of a source or an interpretation of the past is the need to place it in its context. Various research studies have shown that students...
    Pedagogical framework for stimulating historical contextualisation

  • 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

  • ‘Man, people in the past were indeed stupid’

      Teaching History journal article
    In this article, which is based on Huijgen’s PhD dissertation Balancing between the past and the present, Tim Huijgen and Paul Holthuis present the results of an experimental method of teaching 14–16-year-old students to contextualise their historical studies in a different way. In the four lessons described, students’ initial reactions...
    ‘Man, people in the past were indeed stupid’

  • Creating a progression model for teaching historical perspectives in Key Stage 3

      Teaching History article
    Jacob Olivey set out to design enquiries which would enable his pupils to reconstruct, using evidence, the perspectives of people in the past. In this article he shares in detail the planning and outcomes of two enquiries: one for Year 7 and one for Year 8. Olivey offers a example...
    Creating a progression model for teaching historical perspectives in Key Stage 3

  • Nazi perpetrators in Holocaust education

      Teaching History article
    The Holocaust is often framed, in textbooks and exam syllabi, from a perpetrator perspective as a narrative of Nazi policy. We are offered a different orientation here. Interrogating and understanding the Holocaust involves understanding why the people who perpetrated the Holocaust did the things that they did. As Wolf Kaiser...
    Nazi perpetrators in Holocaust education

  • Using narratives and big pictures to address the challenges of a 2-year KS3 curriculum

      Teaching History article
    Faced with cutting her Key Stage 3 curriculum to two years, Natalie Kesterton and her department were determined to do more with less. Not only did they want to ensure that their pupils developed a secure, wide-ranging knowledge of British and world history, they also wanted to address deficits in pupils’...
    Using narratives and big pictures to address the challenges of a 2-year KS3 curriculum

  • New, Novice or Nervous? 167: Confidence with substantive knowledge

      Teaching History feature
    This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too...   History is a complex enterprise. In order to produce sophisticated arguments, pupils need firm foundations. One foundation is knowledge of the argumentative structures that historians...
    New, Novice or Nervous? 167: Confidence with substantive knowledge

  • 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

  • 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

  • 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

  • Move Me On 167: Frames of reference

      Teaching History feature
    This feature is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. This issue’s problem: Eleanor Franks doesn’t really understand her students’ frames of reference and the difficulties that many of them have in making sense of the particular historical phenomena she is teaching them about. Eleanor Franks,...
    Move Me On 167: Frames of reference

  • Building and assessing historical knowledge on three scales

      Teaching History article
    The knowledge that ‘flavours' a claim: towards building and assessing historical knowledge on three scales While marking some Year 11 essays, Kate Hammond found her interest caught by significant differences between one kind of strong analysis and another. Some scored high marks but were less convincing. The achievement in these...
    Building and assessing historical knowledge on three scales

  • 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

  • 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

  • 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

  • Dickens...Hardy...Jarvis?! A novel take on the Industrial Revolution

      Teaching History article
    ‘Empathy with edge' was the editorial description given eight years ago to the kind of historical fiction that Dave Martin and Beth Brooke first argued history students should be writing (TH 108). The winning entries from the annual ‘Write Your Own Historical Story Competition' to which their work gave rise...
    Dickens...Hardy...Jarvis?! A novel take on the Industrial Revolution

  • Triumphs Show 193: Year 8 imagine the First World War trenches

      Article
    Deep into my PGCE year, I found myself discussing with my mentor how to pre-empt the barriers to understanding the past that students may face. One barrier we discussed was presentism: the tendency of students to interpret the past in light of their own modern knowledge, values and experiences. In particular, we considered...
    Triumphs Show 193: Year 8 imagine the First World War trenches

  • Maximising the power of storytelling in the history classroom

      Teaching History article
    James Hopkins’s Year 10 class had been excited by their course on medicine through time, but were less enthused about their new study of Norman England. They told him that the topic felt ‘distant’ and ‘not real’. Recalling his own experience as a student, Hopkins was interested in the ways...
    Maximising the power of storytelling in the history classroom

  • Cunning Plan 186: teaching Samurai Japan in Key Stage 3

      Teaching History feature
    Like many history departments we have been seeking to develop schemes of work that are more outward-looking, and, as the National Curriculum describes, ‘enable pupils to know and understand significant aspects of world history’.  To my mind, Samurai Japan offers students the opportunity to explore a time and place that is...
    Cunning Plan 186: teaching Samurai Japan in Key Stage 3

  • Illuminating the possibilities of the past

      Teaching History article
    Claire Holliss reports here on the ways in which she has responded over time to the call to ‘do justice’ to the histories of those long neglected within the school curriculum.  Reflection on the need to ensure that the discipline of history remained central to any reform prompted her to...
    Illuminating the possibilities of the past

  • Using the concept of place to help Year 9 students to visualise the complexities of the Holocaust

      Teaching History article
    Inspired by the work of the social and cultural historian Tim Cole, Stuart Farley decided to look again at the way he teaches the Holocaust. He wanted to focus on the geographical concept of place as a way of enabling his Year 9 students to build far more diverse narratives,...
    Using the concept of place to help Year 9 students to visualise the complexities of the Holocaust

  • What Have Historians Been Arguing About... medieval science and medicine?

      Teaching History feature
    The phrase ‘medieval science’ may seem nonsensical. ‘How can... a synonym for “backward”,’ the editors of The Cambridge History of Science Volume 2 ask rhetorically, ‘modify a noun that signifies the best available knowledge from the natural world?’ To answer their question, we must rethink our assumptions, both about the...
    What Have Historians Been Arguing About... medieval science and medicine?

  • Teaching Year 8 pupils to take seriously the ideas of ordinary people from the past

      Teaching History article
    Jacob Olivey wanted Year 8 to know that ordinary people in the nineteenth century constructed their own identities. In this reflection on how his practice developed in his training year, Olivey illustrates the importance of using historical scholarship in choosing foundational knowledge to teach. He shows how he used that...
    Teaching Year 8 pupils to take seriously the ideas of ordinary people from the past

  • Widening the early modern world to create a more connected KS3 curriculum

      Teaching History article
    Readers of this journal will be familiar with a number of ways of approaching the Tudors. Kerry Apps provides here an article detailing her concerns about the differences between what she had been delivering at Key Stage 3 and the broader, connected experience she had as an undergraduate historian. How...
    Widening the early modern world to create a more connected KS3 curriculum