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Found 2,180 results matching 'brief history' within Secondary   (Clear filter)

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  • ‘But they just sit there’: using objects as material culture with Year 8

      Teaching History article
    Having specialised in the history of material culture during her degree, Gabriella West was struck by the dismissive attitude of her pupils towards the study of material objects from the past. She therefore set out to find the perfect object through which to induct her Year 8 pupils into the history...
    ‘But they just sit there’: using objects as material culture with Year 8

  • Triumphs Show 140: leading a school re-enactment group

      Teaching History feature
    Who would true valour see...let him (or her) lead a school re-enactment group While many teachers may have called on the services of historical re-enactors to inspire their students and create a living sense of the past, few have taken on the challenge of establishing their own historical re-enactment group....
    Triumphs Show 140: leading a school re-enactment group

  • Recorded webinar: Natural disasters in medieval Britain

      Article
    Natural disasters frequently affected medieval populations. This webinar explores some examples of what happened when meteorological hazards struck medieval communities, how they reacted and what steps they took to protect themselves against future risks. Through archaeological and historical sources of evidence, Peter Brown explores the diverse impacts unleashed by disasters...
    Recorded webinar: Natural disasters in medieval Britain

  • 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

  • Film: An Introduction to Lesson Planning (Parts 6-10)

      Teaching History for Beginners webinar series
    This film continues our Teaching History for Beginners filmed webinar series. In this two-part film, Rachel Foster (teaching associate and secondary PGCE lead at the university of Cambridge) explores the key principles and processes of lesson planning for new teachers. View the first part here. This series is designed to support beginning...
    Film: An Introduction to Lesson Planning (Parts 6-10)

  • Film: An Introduction to Lesson Planning (Parts 1-5)

      Teaching History for Beginners webinar series
    This film continues our Teaching History for Beginners filmed webinar series. In this two part film, Rachel Foster (teaching associate and secondary PGCE lead at the university of Cambridge) explores the key principles and processes of lesson planning for new teachers. View the second part here. This series is designed to support beginning history...
    Film: An Introduction to Lesson Planning (Parts 1-5)

  • 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

  • Year 7 use musical language to think about King John

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. As an enthusiastic musician, Alison Meikle is always looking for ways to use music in the history classroom. While Teaching History has seen plenty of articles on using musical sources as evidence (e.g. Mastin in Teaching...
    Year 7 use musical language to think about King John

  • 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

  • "Is it the Tuarts and then the Studors or the other way round?" The importance of developing a usable big picture of the past

      Teaching History article
    What should pupils know and understand as a result of their historical studies? This question is much in the news currently and too often quickly posed and glibly answered. In this article, Jonathan Howson poses this problem in the light of an ongoing research tradition that has sought complex answers...
    "Is it the Tuarts and then the Studors or the other way round?" The importance of developing a usable big picture of the past

  • 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

  • 'I've started... So I'll finish' Top tips on teaching history from the Historical Association's Bristol Centenary Conference

      Article
    Isn’t it fantastic that on a cold and brisk Saturday in early March a doggedly determined crew of mad historians can find solace within the fantastic portals of the Empire & Commonwealth Museum in Bristol? All were there to learn something new, to share good practice and to meet like-minded...
    'I've started... So I'll finish' Top tips on teaching history from the Historical Association's Bristol Centenary Conference

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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