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Found 2,054 results matching 'brief history' within Secondary   (Clear filter)

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  • New, Novice or Nervous? 164: Constructing narrative

      Teaching History feature: the quick guide to the no-quick-fix
    Narrative is shedding its status as the ‘underrated skill’, re-emerging as a requirement of the new GCSE in England. As Counsell has argued, constructing a narrative is ‘no easy option’, however, and asking students to ‘Write an account…’ lacks the comfortable familiarity of ‘Explain why…’ or ‘How far…’. Fortunately, many...
    New, Novice or Nervous? 164: Constructing narrative

  • Making reading routine

      Teaching History article
    Inspired by the growing number of history teachers who have sought to introduce younger pupils to academic historical scholarship in the classroom, Tim Jenner wanted to bring about his own reading revolution at Key Stage 3. But rather than simply develop one-off lessons or enquiries based on scholarship his goal...
    Making reading routine

  • The International Journal Volume 10 Number 1

      Journal
    International Journal of Historical Learning, Teaching and Research Volume 10, Number 1 - Summer 2011. Editorial    Jean Pierre Charland, Marc-Andre Ethier,Jean Francois Cardin  History Written on Walls: a study of Quebec High School Students' historical consciousness   Michelle J. Bellino and Robert L. Selman High School Students' Understanding of Personal Betrayal...
    The International Journal Volume 10 Number 1

  • Cunning Plan 158: teaching about the history of the UK Parliament

      Teaching History feature
    2015 is something of a year of anniversaries. It is 50 years since Churchill's death, 200 years since Waterloo, 300 since the Jacobite ‘Fifteen', 600 since Agincourt, 800 since Magna Carta. Clearly every year brings around its own crop of anniversaries; this year just seems to have quite a few...
    Cunning Plan 158: teaching about the history of the UK Parliament

  • 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

  • Bringing together students from Bradford and Peshawar

      Article
    Connecting Classrooms: bringing together Bradford and Peshawar, primary and secondary schools, history and English In this article, Dianne Excell shares her experience of a crossphase, collaborative project funded by the British Council that brought together teachers and pupils from three schools in Bradford and five schools in Peshawar, Pakistan. Although...
    Bringing together students from Bradford and Peshawar

  • Online CPD Unit: Creativity in the History Classroom

      E-CPD
    Oh no - not more extended writing! Firing pupil motivation through creative tasking. This E-CPD unit considers the issues departments needs to consider in planning for both challenging and engaging history. The example of teaching below comes from the Historical Association Key Stage 2-3 History transition project website (2005).  The...
    Online CPD Unit: Creativity in the History Classroom

  • Year 7 challenge stereotypes about the Mexica

      Teaching History article
    After discussing a new book about the Mexica (Aztecs) during a routine meeting with a trainee teacher, Niamh Jennings decided to construct a sequence of lessons around the history of the Mexica Empire. Struck by the vivid storytelling of historian Camilla Townsend in her book Fifth Sun, and fascinated by...
    Year 7 challenge stereotypes about the Mexica

  • SHP and 'What is history?'

      Article
    In the 1970s a new approach to history teaching was developed through the auspices of the Schools Council History Project (SCHP) later named the Schools History Project (SHP). In order to engage pupils (and reverse the perceived danger of a declining uptake of history amongst pupils) the project authors designed...
    SHP and 'What is history?'

  • What’s the wisdom on… enquiry questions

      Teaching History feature
    One way of explaining what is meant by an enquiry question is to start with what it is not. What's the Wisdom On... is a short guide providing new history teachers with an overview of the ‘story so far’ of practice-based professional thinking about a particular aspect of history teaching. It...
    What’s the wisdom on… enquiry questions

  • 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

  • Recorded webinar: Making the most out of Holocaust Memorial Day: challenges and opportunities

      Article
    Since 2001 the UK has marked Holocaust Memorial Day on 27th January, the date of the 'liberation' of Auschwitz Birkenau by Soviet soldiers in 1945. History teachers and their colleagues are often asked to 'mark' HMD in their schools. In this webinar we will explore themes of commemoration and education...
    Recorded webinar: Making the most out of Holocaust Memorial Day: challenges and opportunities

  • Move Me On 194: dealing with students’ current concerns when teaching the history of climate change

      Teaching History feature
    Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon...
    Move Me On 194: dealing with students’ current concerns when teaching the history of climate change

  • Pupil Perceptions and History

      E-CPD Resource
    A PowerPoint presentation by Alison Kitson dealing with Pupil Perceptions and History.
    Pupil Perceptions and History

  • The Aztecs & Spanish Conquest for GCSE

      Briefing Pack
    Ian Mursell set up Mexicolore in 1980 with his Mexican partner Graciela Sánchez and has worked since then with a wide variety of heritage and academic partners specialising in Aztec and Maya history. With the Aztecs now becoming a study unit on the OCR 2016 GCSE specification B, the Historical...
    The Aztecs & Spanish Conquest for GCSE

  • Developing independent learning with Year 7

      Teaching History article
    Jaya Carrier’s decision to focus on developing a more independent  approach to learning in history at Key Stage 3 was prompted by concerns about her A-level students. In seeking to establish secure foundations for students’ own historical research, Carrier first examined the assumptions of her colleagues and her students. She...
    Developing independent learning with Year 7

  • Counterfactual Reasoning: Comparing British and French History

      Teaching History article
    Year 8 use counterfactual reasoning to explore place and social upheaval in eighteenth-century France and Britain Two linked motivations inspired Ellen Buxton's research study: she wanted pupils to make connections between British and French history and she wanted to explore the potential of counter-factual reasoning within a causation enquiry. It...
    Counterfactual Reasoning: Comparing British and French History

  • Helping Year 9s explore multiple narratives through the history of a house

      Teaching History article
    A host of histories: helping Year 9s explore multiple narratives through the history of a house Described by the author Monica Ali as a building that ‘sparks the imagination and sparks conversations', 19 Princelet Street, now a Museum of Diversity and Immigration, captivated the imagination of teacher David Waters. He...
    Helping Year 9s explore multiple narratives through the history of a house

  • Liaising with Others - Quick Links

      List of Articles
    Liasing with Others (Links) Liaising with an historian: ‘Miss, did this really happen here?' Exploring big overviews through local depthLiaising with the community: Teaching the very recent past: ‘Miriam's Vision' and the London bombingsLiaising with the academy: Using time-lines in assessmentLiaising with an historian: Taking new historical research into the...
    Liaising with Others - Quick Links

  • Move Me On 182: thinks that substantive knowledge is all that matters

      Teaching History feature
    Lina Power has interpreted an emphasis on knowledge organisers and factual knowledge tests to mean that substantive knowledge is all that matters. Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical...
    Move Me On 182: thinks that substantive knowledge is all that matters

  • ‘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’

  • Putting black into the Union Jack: weaving Black history into the Year 7 to 9 curriculum

      Teaching History article
    Making a passionate case for teaching Black British history in the secondary school curriculum, Hannah shares here the personal journey she has travelled in planning for Black British history in her curriculum. She cites her inspirations and offers striking examples to illustrate her rationale and approach to teaching this history....
    Putting black into the Union Jack: weaving Black history into the Year 7 to 9 curriculum

  • Whose past is it anyway? Telling Russian and Soviet history through diverse Jewish voices

      Teaching History article
    When Alistair Dickins came to teach A-level Russian and Soviet history (1855–1964) he was rather surprised by the very limited references to Jewish history within the exam board specification. His own detailed knowledge in this area (a ‘little side-project’ from his doctorate on the Russian Revolution), led to a revision of the course. This article...
    Whose past is it anyway? Telling Russian and Soviet history through diverse Jewish voices

  • Roman Britain

      Classic Pamphlet
    This classic pamphlet provides an introduction to Roman Britain, examines the political history, the institutions of Roman Britain, the economic background and the end of Roman Britain. IntroductionThe Roman conquest and occupation of Britain has long been taken as the conventional starting point of English History, and there is a conventional...
    Roman Britain

  • Maps, ICT and History: A revolution in learning

      Article
    Lez Smart outlines exciting new developments in digitalisation of maps which could transform pupils' work on continuity and change, on diversity of society, on local history and much more. Above all, he shows how easy to use (and how cheap!) this new resource will be. Lez Smart explains the opportunities...
    Maps, ICT and History: A revolution in learning