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Found 652 results matching 'evidence framework' within Secondary   (Clear filter)

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  • Mentioning the War: does studying World War Two make any difference to pupils' sense of British achievement and identity?

      Teaching History article
    All of this edition is based on the assumption that the teaching of history can have a significant impact upon the values, views and attitudes of our pupils. But how much impact does it have and of what type? And do we ever examine that impact in order to rethink...
    Mentioning the War: does studying World War Two make any difference to pupils' sense of British achievement and identity?

  • Doomed Youth: Using theatre to support teaching about the First World War

      Teaching History article
    Many history teachers will have taken their GCSE pupils to School History Scene's Hitler on Trial for a rigorous and inspirational session, using drama, in preparation for the GCSE examination. Josh Brooman has now broadened the work of School History Scene by writing a new play, Doomed Youth, aimed at...
    Doomed Youth: Using theatre to support teaching about the First World War

  • Ants and the Tet Offensive: teaching Year 11 to tell the difference

      Article
    The history department at Morpeth School in East London has improved performance at GCSE. The department has also done something unusual: it has abandoned coursework. This might seem a surprising decision but the rationale is interesting and clear. Arguably, the fundamental examination skills are identical to those needed for coursework...
    Ants and the Tet Offensive: teaching Year 11 to tell the difference

  • Subject exemplification of the Initial Teacher Training National Curriculum for ICT: how the history examples were developed

      Article
    David Linsell describes how the Teacher Training Agency's history working group provided history-specific examples for the new ICT initial teacher training National Curriculum. He stresses the group's ‘history first' thinking. The aim was to provide realistic examples of ICT use, through which trainee teachers might develop and ultimately demonstrate their...
    Subject exemplification of the Initial Teacher Training National Curriculum for ICT: how the history examples were developed

  • The Hopi is different from the Pawnee: using a datafile to explore pattern and diversity

      Article
    Dave Martin identifies the factors which led to new knowledge and understanding in a mixed ability Year 7 class. Not only did these pupils acquire greater knowledge of the native peoples of North America, they also learned transferable techniques for identifying and analysing pattern and diversity. Clear learning objectives led...
    The Hopi is different from the Pawnee: using a datafile to explore pattern and diversity

  • The 'structured enquiry' is not a contradiction in terms: focused teaching for independent learning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated Mike Gorman uses the language of the National Curriculum Order to describe and analyse his practice. Yet he throws down a challenge to those who use it uncritically rather than interpreting it to make their...
    The 'structured enquiry' is not a contradiction in terms: focused teaching for independent learning

  • Minimalist cause boxes for maximal learning: one approach to the Civil War in Year 8

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated Ian Gibson and Susan McLelland describe their work using cause boxes. They identity the type of historical learning that they felt was taking place and the range of factors which they judged to be critical...
    Minimalist cause boxes for maximal learning: one approach to the Civil War in Year 8

  • Interpretations of History: Issues for Teachers in the Development of Pupils' Understanding

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. This article is based on collaborative work between staff at a University department of educational studies and a comprehensive school. Ian Davies and Rob Williams reviews the status and meaning of interpretations in history education...
    Interpretations of History: Issues for Teachers in the Development of Pupils' Understanding

  • Professional wrestling in the history department: a case study in planning the teaching of the British Empire at key stage 3

      Teaching History article
    Three years ago (TH 99, Curriculum Planning Edition), Michael Riley illustrated ways in which history departments could exploit the increased flexibility of the revised National Curriculum. He showed that precisely-worded enquiry questions, positioned thoughtfully across the Key Stage, help to ensure progression, challenge and coherence. His picturesque image for this...
    Professional wrestling in the history department: a case study in planning the teaching of the British Empire at key stage 3

  • Cultivating curiosity about complexity

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. A great deal has been written recently about the importance of encouraging and enabling all students to read beyond their comfort zones, beyond the textbook and certainly beyond the obvious requirements of an examination specification....
    Cultivating curiosity about complexity

  • Theme Based Curriculum

      Briefing Pack
    The Personal Learning and Thinking Skills (PLTS) framework provides some ideas about what could be assessed when delivering a theme based curriculum. This Briefing Pack will assess teaching history as part of a 'Theme Based Curriculum'.
    Theme Based Curriculum

  • Communicating about the past: Resource G

      Article
    James Woodcock, 'Does the linguistic release the conceptual? Helping Year 10 to improve their causal reasoning' in Teaching History 119: Language issue (June, 2005) In this subtle article, James Woodcock experiments with introducing new vocabulary to a mixed-ability year 10 class working towards the enquiry question '"Hitler was not to...
    Communicating about the past: Resource G

  • Communicating about the past: Resource F

      Article
    Dale Banham, 'Getting ready for the Grand Prix: learning how to build a substantiated argument in Year 7' in Teaching History 92: Explanation and Argument issue This seminal article demonstrated how the author planned an enquiry to be taught over a long period blending in-depth study with overviews of history. ...
    Communicating about the past: Resource F

  • Communicating about the past: Resource E

      Article
    This folder contains three examples of the use of layers-of-inference frames, a now popular form of scaffolding in history teaching.  They are taken from three different key stages and demonstrate how a form of scaffolding can be used across different age groups but needs to be adapted to take account...
    Communicating about the past: Resource E

  • Confronting otherness: developing scrutiny and inference skills through drawing

      Teaching History article
    There are two main reasons why it is important for history teachers to make sense of the art teacher's processes, aims and perspectives: first, if we are concerned to improve pupils' historical knowledge and understanding then we will want to know about how learning in other subjects impacts upon it...
    Confronting otherness: developing scrutiny and inference skills through drawing

  • Gladstone spiritual or Gladstone material? A rationale for using documents at AS and A2

      Teaching History article
    Rather than taking a sledgehammer approach to planning for the new AS and A2 courses Gary Howells has used the opportunity to reflect on characteristics of students' historical learning in the post-16 phase. He argues for a much fuller rationale for using documents than mere preparation for exams or coursework....
    Gladstone spiritual or Gladstone material? A rationale for using documents at AS and A2

  • Understanding Slavery

      Free Online Resource
    Teaching the transatlantic slave trade and its abolition in British history is now a compulsory component of the revised KS3 History curriculum. The Understanding Slavery Initiative (USI) is a national education project set up in 2003. The initiative has been developed in partnership with the National Maritime Museum in Greenwich,...
    Understanding Slavery

  • Historical Interpretation: Why is it still such a major issue?

      E-CPD
    This E-CPD unit was produced for the previous National Curriculum, when Interpretations in History were still relatively new. In the current National Curriculum, Interpretations are still central to the skills necessary for success. Perhaps more so, as it is now a separate assessment objective [AO4] at GCSE, starting in 2016,...
    Historical Interpretation: Why is it still such a major issue?

  • What is bias?

      Article
    There is a nice story about how Calvin Coolidge went to hear a clergyman preach on sin. 'What did he say?' he was asked. 'He said he was against it', Coolidge replied. The history teacher or student, well used by know to the normal form of questions at GCSE, might...
    What is bias?

  • Move Me On 131: Mentor struggling to help trainee learn to plan independently

      Teaching History feature
    Richard Baxter's mentor is struggling to know how to help him plan independently. Richard Baxter is a relatively young trainee with a background in ancient history. He came to the PGCE course straight after completing his undergraduate degree, and is aware of his relative youth as well as what he...
    Move Me On 131: Mentor struggling to help trainee learn to plan independently

  • The Holy Grail? GCSE History that actually enhances historical understanding!

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Teaching History 109, Examining History Edition, launched a range of debates about the role and value of our public examinations in history, debates which have continued in these pages and in history teacher conferences (such...
    The Holy Grail? GCSE History that actually enhances historical understanding!

  • The Tudor Court

      Classic Pamphlet
    In 1976, in one of his challenging Presidential addresses to the Royal Historical Society, Professor Geoffrey Elton drew attention to the importance of the court as a ‘point of contact' between the Tudors and their subjects. It was, he suggested, a central and essential aspect of personal government, but in...
    The Tudor Court

  • History and Law: Lenin - How studying history can help with a career within the field of the law

      History and Careers Unit 3
    The aim of this enquiry is to show students that a history education teaches many of the skills that are vital for a number of roles within the field of the law - i.e. solicitors, barristers, judges, serving jury members and those called as witnesses. The notes below are a...
    History and Law: Lenin - How studying history can help with a career within the field of the law

  • Liz Kellaway's Top Tips

      Article
    " If you are close enough to a university library and the university is willing, try to take A level students there for research on their individual assignments and general extended reading. Often sixth formers are allowed to use the university library as a reference library. This is really useful...
    Liz Kellaway's Top Tips

  • Facing History

      Article
    Facing History is an American organisation and website that provides CPD materials and resources on identity, memory and forgiveness. They have a series of case studies and video materials for teachers. There are materials on Civil Rights and, for example, the Armenian Genocide, on their website. Facing History Website>>> Holocaust...
    Facing History