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

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  • Assessment of students' uses of evidence

      Teaching History article
    Drawing on her research into students' evidential reasoning, Elisabeth Pickles explores the possibilities for how such reasoning might be assessed. Existing exam mark schemes focus too heavily on generic processes involved in the analysis of source material and insufficiently on the historical validity of reasoning and conclusions produced. Approaching the...
    Assessment of students' uses of evidence

  • Interpretations and history teaching

      Teaching History article
    Gary Howells offers us a challenge: are we sure that we are teaching the study of interpretations correctly? It is much criticised at GCSE, but do we really engage our students in the process of writing history, and in understanding how history works, from 11-14? Or do we use reductive...
    Interpretations and history teaching

  • Putting Catlin in his place?

      Teaching History article
    Jess Landy’s desire to introduce her pupils to a more complex narrative of the American West led her to the life story and work of a remarkable individual, George Catlin.  In this article she shows how she used this unusual micro-narrative in order to challenge pupils’ ideas not just about the bigger narrative of which it is a part, but about the...
    Putting Catlin in his place?

  • ‘Compressing and rendering’: using biography to teach big stories

      Teaching History article
    In principle, Rachel Foster had long been aware of the value of creating an interplay between depth and overview across the history curriculum. But in practice, as she acknowledges here, she had tended to shy away from telling outline stories that encompassed a big chronological or geographical range. Recognising the...
    ‘Compressing and rendering’: using biography to teach big stories

  • The hidden crisis in GCSE History

      Teaching History article
    Joining the debate launched in the last edition, John Dixon argues that in relation to competing subjects, history has become harder. He believes that this could be reviewed without loss of standards. He highlights what he sees as a perverse situation of conflicting trends: on the one hand, practice in...
    The hidden crisis in GCSE History

  • Scott's 5-stage model for progression in conceptual understanding of causation

      Model
    The following model examines progression in learning within a particular domain - cause and consequence.  The Teaching History Research Group produced a series of stage descriptions which they tell us were based on a mixture of "personal experience, observation in many schools, discussions with teacher and research findings". It is...
    Scott's 5-stage model for progression in conceptual understanding of causation

  • Year 7 use oral traditions to make claims about the rise and fall of the Inka empire

      Teaching History article
    As part of her department’s effort to diversify the history curriculum, Paula Worth began a quest to research and then shape a lesson sequence around the Inkas. Her article shows how she allowed the new topic and its historiography to challenge and extend her own use of sources, particularly oral tradition....
    Year 7 use oral traditions to make claims about the rise and fall of the Inka empire

  • What’s The Wisdom On... Extended Reading

      Teaching History feature
    Why, in a history lesson (or out of a history lesson; let’s say, for a homework perhaps) might we want pupils to read more than a paragraph, to stay with the text, to actually read? We don’t mean plucking facts from information boxes, nor ploughing through four comprehension questions. We...
    What’s The Wisdom On... Extended Reading

  • Building a better past: plans to reform the curriculum

      Teaching History article
    David Nicholls summarises some of the problems facing history education and offers a commentary on various cases for reform. He argues that we need to look at provision holistically from 5 to 21 and urges collaboration across phases and sectors. By working more closely together, the history community as a...
    Building a better past: plans to reform the curriculum

  • The International Journal Volume 5 Number 1

      Journal
    François AudigierHistory in the Curriculum   Nadine Fink Pupils' Conceptions of History and History Teaching    Philippe HaeberliRelating to History: an Empirical Typology   Peter LeeHistorical Literacy   Keith Barton and Alan W. McCullyLearning History and Inheriting the Past: the Interaction of School and Community Perspectives in Northern Ireland  ...
    The International Journal Volume 5 Number 1

  • The Coronation of King Charles III

      Resources for secondary schools
    2023 will see the first coronation of a British monarch for 70 years. Only those now in their 70s or above will remember the last one. The UK is the only country in Europe still to carry out a coronation, a ceremony that has its roots in traditions over a...
    The Coronation of King Charles III

  • Teaching the Historic Environment

      Guidance for teaching the Historic Environment in new GCSE courses
    The GCSE History criteria specify that the courses should cover three geographical contexts: local, British and European/wider world. The requirement to include some local history has been developed into the study of a locality in its Historic Environment. This has been developed in four different ways by the Awarding bodies...
    Teaching the Historic Environment

  • Triumphs Show 144: Active learning to engage ‘challenging students'

      Teaching History feature
    Active learning to engage and challenge ‘challenging students' Historical significance may have been the ‘forgotten element' in 2002 when Rob Phillips first offered us the acronym ‘GREAT', but it has been seized upon with enthusiasm by the history education community. Christine Counsell's now famous five ‘R's (remarkable, remembered, resonant, resulting...
    Triumphs Show 144: Active learning to engage ‘challenging students'

  • Beyond slavery

      Teaching History article
    Influenced by her own experiences, preliminary research, and recent political events, Teni Oladehin sought to thoroughly review how Black history was introduced to her students at Key Stage 3. In particular, she aimed to introduce Black history with an ‘authentic’ narrative which brought Black agency into the foreground. In this article, Oladehin shows how an enquiry on the significance of Mansa Musa both...
    Beyond slavery

  • Film: Formative Assessment

      Teaching History for Beginners webinar series
    This film continues our Teaching History for Beginners filmed webinar series.  Sally Thorne has been a History teacher since 2003 and is currently Head of History at a secondary school in Bristol. She is also a GCSE examiner, textbook author, conference speaker and SHP adviser. In this short film, Sally unpacks formative assessment.
    Film: Formative Assessment

  • The International Journal Volume 1 Number 1

      Journal
    Editorial  Old Wine, New Bottles : National Identity, Citizenship and the History Curriculum for the 21st Century   Articles Penelope Harnett - History in the Primary School: Re-Shaping Our Pasts. The Influence of Primary School Teachers' Knowledge and Understanding of History on Curriculum Planning and Implementation.     Laura Capita,...
    The International Journal Volume 1 Number 1

  • Decolonising sources: helping Year 9 pupils critically evaluate colonial sources

      Teaching History article
    Danielle Donaldson’s history department was already working within a professional culture that sought opportunities for making the history curriculum diverse and representative. Responding to wider debates within and beyond the history education community, however, the department began to ask fresh questions about what it meant to decolonise a curriculum. Donaldson...
    Decolonising sources: helping Year 9 pupils critically evaluate colonial sources

  • Questions to help you review your KS3 curriculum

      Guidance for history teachers
    This resource is free to everyone. For access to our library of high-quality secondary history materials along with free or discounted CPD and membership of a thriving community of history teachers and subject leaders, join the Historical Association today  With Ofsted incorporating curriculum into inspections from September 2019 and finally...
    Questions to help you review your KS3 curriculum

  • Beyond Multiple Choice: Questions and Answers, Pedagogy and Technology in the History classroom

      E-CPD
    *This unit was produced a number of years ago and whilst still relevant from the pedagogy side of things many of the ICT aspects are outdated. Interactivity: A Grail-like QuestIn recent years the buzzword in many sectors, whether it be business, communications, entertainment or education, has been interactivity. One of...
    Beyond Multiple Choice: Questions and Answers, Pedagogy and Technology in the History classroom

  • Remembering the First World War: Using a battlefield tour of the Western Front

      Teaching History article
    Remembering the First World War: Using a battlefield tour of the Western Front to help pupils take a more critical approach to what they encounter The first year of the government's First World War Centenary Battlefield Tours Programme is now under way, allowing increasing numbers of students from across Britain...
    Remembering the First World War: Using a battlefield tour of the Western Front

  • Using causation diagrams to help sixth-formers think about cause and effect

      Teaching History article
    Alex Alcoe was concerned that mastery of certain keywords and question formulae at GCSE perhaps obscured fundamental gaps in his students’ understanding of the nature of causation. These gaps were revealed when he invited Year 12 students to make explicit, by annotating a diagram, their understanding of the relationship between...
    Using causation diagrams to help sixth-formers think about cause and effect

  • Film: Interpretations at GCSE

      Film: Secondary History Workshop Annual Conference 2019
    This secondary workshop took place at at the Historical Association Annual Conference, Chester, May 2019. To teach successfully at GCSE, should you focus your work on practice exam questions? Is boosting grades about re-writing mark-schemes in pupil-friendly language and showing model answers? Success at GCSE involves teaching interpretations properly, not just...
    Film: Interpretations at GCSE

  • Move Me On 102: Securing progression in historical understanding

      Teaching History feature
    This Issue's Problem: Tony is confused about Progression in historical understanding...
    Move Me On 102: Securing progression in historical understanding

  • Film: Widening horizons within, and beyond, the taught curriculum

      London History Forum Keynote 2019
    The film below was taken at the London History Forum: Widening Perspectives which took place on Thursday 25 April 2019 at the UCL Institute of Education and features Will Bailey-Watson (subject lead for PGCE History at the University of Reading).The renewed emphasis on curriculum in many schools is giving history teachers a...
    Film: Widening horizons within, and beyond, the taught curriculum

  • 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