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Found 2,198 results matching 'brief history' within Secondary   (Clear filter)

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  • Using nominalisation to develop written causal arguments

      Teaching History article
    How nominalisation might develop students’ written causal arguments Frustrated that previously taught writing frames seemed to impede his A-level students’ historical arguments, James Edward Carroll theorised that the inadequacies he identified in their writing were as much disciplinary as stylistic. Drawing on two discourses that are often largely isolated from...
    Using nominalisation to develop written causal arguments

  • AS & A2 History

      Article
    My complaints about the new AS/A2 specifications have been reported elsewhere,1 but below I outline my main concerns regarding the new examination system, which I see as a missed opportunity to introduce a 16-19 History curriculum that meets the needs of young people in the twenty-first century. The Curriculum 2000...
    AS & A2 History

  • Teaching about the Russian invasion of Ukraine and events happening there

      Article
    The events of the last few days appear to have come out of nowhere to many people, especially children. While tensions have existed in the region for some time Russia’s decision to attack Ukraine was without provocation. To have war return in such a way to the edges of Europe...
    Teaching about the Russian invasion of Ukraine and events happening there

  • Slaying dragons and sorcerers in Year 12: in search of historical argument

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Reflecting on his GCSE and post-16 students' essays, Michael Fordham began to wonder if there were something missing in the way he taught students to write. Work on structure that was designed to strengthen argument...
    Slaying dragons and sorcerers in Year 12: in search of historical argument

  • New, Novice or Nervous? 162: GCSE Thematic Study

      Teaching History feature: the quick guide to the no-quick-fix
    Thematic studies have been a long-standing feature of the Schools History Project (SHP) GCSE specifications in England and Wales; but for teachers of ‘Modern World’ GCSE specifications, the thematic study in the new GCSE specifications for teaching in England from September 2016 is unfamiliar territory. Perhaps you are entirely new...
    New, Novice or Nervous? 162: GCSE Thematic Study

  • Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

      Teaching History journal article
    Puzzled by the shrugs and unimaginative responses of his students when asked certain counterfactual questions, James Edward Carroll set out to explore what types of counterfactual questions would elicit sophisticated causal explanations. During his pursuit of the ‘gold standard’ of counterfactual reasoning, Carroll drew upon theories of academic history in...
    Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

  • Virtual Branch Recording: The Lines we Draw

      Article
    In this Virtual Branch Tim Franks, acclaimed BBC Journalist, talks about his personal history and identity drawing on his new biography The Lines we Draw: The Journalist, The Jew and an argument about identity.  We will delve into Tim's experiences as a journalist in some of the world's major conflict zones,...
    Virtual Branch Recording: The Lines we Draw

  • Cunning Plan 192: A suggested itinerary for visiting Berlin

      Teaching History feature
    The principles and approaches outlined in our article on Pages 59 to 64 of this edition can be applied to any site, although not necessarily all on the same trip! If you are visiting Berlin, and you want to examine it as a contested space, in what order might you...
    Cunning Plan 192: A suggested itinerary for visiting Berlin

  • 'Britain was our home': Helping Years 9, 10, and 11 to understand the black experience of the Second World War

      Teaching History article
    In this article, Helena Stride shows how the Imperial War Museum responded to criticism that insufficient attention had been paid to the contribution of black and Asian people to Britain’s wars. She focuses on one of two resource-packs produced by the Museum, which highlights the experience of Britain’s colonial peoples,...
    'Britain was our home': Helping Years 9, 10, and 11 to understand the black experience of the Second World War

  • Politics, history and stories about the Cold War

      Article
    Interpretation of the Cold War is a fascinating area. Many students begin to study it certain pre-formed ideas – gleaned from their parents, perhaps, or from films or computer games. Historians have interpreted it in different ways – and those who believe in the ‘twenty-year rule’ that historical judgment is...
    Politics, history and stories about the Cold War

  • Education Objectives for the Study of History: A suggested framework

      Classic Teaching History Pamphlets
    Teachers of history in many parts of the country are now trying to formulate objectives for the study of their subject. This framework is put forward as a possible aid to them in a task which all admit to be a difficult one. Here, we try to spell out the...
    Education Objectives for the Study of History: A suggested framework

  • On-demand webinar: 'Move Me On’ skills practice for mentors

      Mentoring beginning and early career history teachers in the secondary school
    Mentoring beginning and early career history teachers in the secondary school Session 5: 'Move Me On’ skills practice This final webinar of the series brings together the strands of mentoring through a ‘Move Me On’ style case-studies workshop, with participants tackling common mentoring quandaries together. Release date: Tuesday 22 April 2025Expiry...
    On-demand webinar: 'Move Me On’ skills practice for mentors

  • Approaches to the History Curriculum: Project based learning

      Briefing Pack
    Rationale/Origins Project based learning has been around for decades; it is not a new idea. When we think back to the curriculum of the 1970s and early 80s, integrated Humanities was once again all the rage. As the Nuffield review of 2008 highlights "between 1975 and 1983, HMI tried to...
    Approaches to the History Curriculum: Project based learning

  • An attempt to make Year 9 Masters of Learning

      Teaching History article
    ‘Much to learn you still have!' An attempt to make Year 9 Masters of Learning How can history teachers structure learning pathways through historical content in ways that engage and challenge all pupils, that enable them to work at an appropriate pace and that also encourage pupils to self-assess and...
    An attempt to make Year 9 Masters of Learning

  • Past Forward: University history and school history

      Article
    Recent trends in university history University historians have little incentive to discover what goes on in school history classrooms and many disincentives, as pressures of work mount and the ogres of university management point to the overwhelming need to improve, or sustain, current Research Assessment Exercise grades. History is rarely...
    Past Forward: University history and school history

  • Lesson sequence: Twentieth-century Europe

      Article
    This series of lessons has been designed to support the teaching of recent 20th century history at Key Stage 3. This sequence of lessons will enable students to learn some of the historical context to the European Union and Britain’s relationship with the European Union today. It combines overview and...
    Lesson sequence: Twentieth-century Europe

  • On-demand webinar series: Effective oracy in the secondary history classroom

      HA webinar series for secondary history teachers
    At the HA, we understand the importance of creating the next generation of history students who can not only write about history, but who can also effectively communicate their thinking through oracy. Current academic research highlights the importance of oracy for learning and the close relationship between being able to...
    On-demand webinar series: Effective oracy in the secondary history classroom

  • No puzzle, no learning: how to make your site visits rigorous, fascinating and indispensable

      Teaching History article
    Chris Culpin builds on recent articles by Andrew Wrenn and Mike Murray with numerous practical ideas for good quality site visits at Key Stage 3 and GCSE. But this article offers much more than practical tips. Chris Culpin sets out a rationale for the centrality of site visits in the...
    No puzzle, no learning: how to make your site visits rigorous, fascinating and indispensable

  • Defying the ‘constrictive grip of typologies’

      Journal article
    History teachers have frequently made recourse to character cards as a device to help young people, each assigned specific roles, to understand how different kinds of people responded in different ways to particular situations in the past. Edward FitzGerald builds on this tradition, demonstrating the value of using rich historical...
    Defying the ‘constrictive grip of typologies’

  • What’s in a narrative? Unpicking Year 9 narratives of change in Stalin’s Russia

      Teaching History article
    Is it structure or the selection of knowledge that makes writing historical narrative so difficult? Where does a conceptual focus on change, or causation, come in? James Ellis set out to explore the challenges his Year 9 pupils faced in writing historical narratives about change. Inspired by the work of...
    What’s in a narrative? Unpicking Year 9 narratives of change in Stalin’s Russia

  • New, Novice or Nervous? 157: Teaching Overview

      Teaching History feature
    Overwhelmed by overview? Bewildered by how to teach bigger pictures? Tied up in mental knots by trying to work out the difference between thematic stories, frameworks and outlines? You are not alone. Like many history teachers, you feel more confident when teaching depth studies but find yourself beating a rapid...
    New, Novice or Nervous? 157: Teaching Overview

  • The International Journal Volume 12, Number 1

      Journal
    Editorial Sweden Ethical Values and History: a mutual relationship? Niklas Ammert, Linnaeus University (Kalmar)   Australia  Teaching History Using Feature Films: practitioner acuity and cognitive neuroscientific validation Debra Donnelly, University of Newcastle   Greece  The Difficult Relationship Between the History of the Present and School History in Greece: cinema as...
    The International Journal Volume 12, Number 1

  • 'How our area used to be back then': An oral history project in an east London school

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. How can oral history enquiries engage students with the study of history and help them connect their learning about the past to their present lives? How can oral history engage and develop students' understanding of...
    'How our area used to be back then': An oral history project in an east London school

  • On-demand webinar: Interpretations: complexity without confusions

      Embracing messiness: teaching disciplinary thinking in history
    Embracing messiness: teaching disciplinary thinking in history Session 3: Interpretations: complexity without confusions This session delves into interpretations. It analyses how we can be both too simplistic and too complex with our approach. It will explore a different approach to interpretations and give practical approaches to exemplify what this could...
    On-demand webinar: Interpretations: complexity without confusions

  • On-demand webinar: Keeping sources messy

      Embracing messiness: teaching disciplinary thinking in history
    Embracing messiness: teaching disciplinary thinking in history Session 2: Keeping sources messy This session looks into how source work has often been too tidy in the classroom setting and the reasons behind this. It will explore a different approach to working with sources and evidence and give practical approaches to exemplify what...
    On-demand webinar: Keeping sources messy