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Found 2,024 results matching 'TH 178' within Secondary   (Clear filter)

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  • Using remote voting to involve everyone in classroom thinking at AS and A2

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Diana Laffin shares her findings on an action research project into the use of remote voting systems in the AS and A2 classroom. She was particularly interested in examining the impact of such devices on...
    Using remote voting to involve everyone in classroom thinking at AS and A2

  • Stories and their sources: the need for historical thinking in an information age

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Information technology is of no value in itself or by itself: it needs questions to drive it and disciplined forms of thinking to make sense of the answers that it can provide. Inspired by the...
    Stories and their sources: the need for historical thinking in an information age

  • The Role of New Technology - 'another teaching aid just like a textbook or video'

      E-CPD
    N.B. This unit was produced before the new curriculum and therefore while much of the advice is still useful, there may be some out of date references or links. Some of the ICT references are now dated. How do we use new technology to enhance our History teaching? New technology...
    The Role of New Technology - 'another teaching aid just like a textbook or video'

  • The return of King John: using depth to strengthen overview in the teaching of political change

      Teaching History article
    Dale Banham's article in Teaching History 92, ‘Getting ready for the Grand Prix: learning to build a substantiated argument in Year 7' has influenced much debate about extended writing. It has been influential way beyond the history education community. It also raised new questions about the management of historical content....
    The return of King John: using depth to strengthen overview in the teaching of political change

  • Move Me On 132: Already the best teacher in the department

      Teaching History feature
    This issue's problem: Phyllis Wheatley already seems to be the most effective teacher in the department. How can her mentor ensure that she goes on learning? Phyllis Wheatley is several weeks into her second placement and her mentor, Selina, is acutely aware of how impressive her teaching is already. A degree in...
    Move Me On 132: Already the best teacher in the department

  • A hankering for the blank spaces: enabling the very able to explore the limits of GCSE

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Many of us would love to have the problems encountered by Oliver Knight at his previous school. His students were simply doing too well - leaving him wondering how to stretch them to the limit...
    A hankering for the blank spaces: enabling the very able to explore the limits of GCSE

  • Into the Key Stage 3 history garden: choosing and planting your enquiry questions

      Teaching History article
    Drawing upon a range of practice, Michael Riley analyses the characteristics of a good enquiry question. He explores the importance of careful wording of the question if it is genuinely to help the teacher to integrate areas of content into a purposeful learning journey and without distortion.He then moves on...
    Into the Key Stage 3 history garden: choosing and planting your enquiry questions

  • Cunning Plan 109: teaching the French Revolution to Year 12

      Teaching History feature
    This edition of 'Cunning Plan' focuses on teaching Year 12 the French Revolution.
    Cunning Plan 109: teaching the French Revolution to Year 12

  • 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

  • Triumphs Show 108: Getting the whole school buzzing about history

      Teaching History feature
    It was the brainwave of the English department to bring in a script writer to work with Key Stage 3 students of the full ability range writing the lower school production. This was too good an opportunity for the history department to miss.
    Triumphs Show 108: Getting the whole school buzzing about history

  • Developing conceptual understanding through talk mapping

      Teaching History article
    As history teachers, we talk about concepts all the time. We know that pupils need to understand them in order to make sense of the past. Precisely what we mean when we talk about concepts is less clear, however. Research into how history teachers talk about their practice suggests that,...
    Developing conceptual understanding through talk mapping

  • Cunning Plan 107: the big idea of Freedom

      Teaching History feature
    Big ideas, making connections, citizenship, thinking skills. We were nothing if not ambitious in our planning for this unit for a lower attaining Year 8 group at Langley School in Solihull. Having identified the big ideas which could underpin a dialogue between history and citizenship and make the connections between...
    Cunning Plan 107: the big idea of Freedom

  • Helping pupils with Special Educational Needs to develop a lifelong curiosity for the past

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Pupils in England have an entitlement to study history or geography until the age of sixteen. However, increasingly, some pupils seem to be discouraged from taking up this opportunity as it can be seen as...
    Helping pupils with Special Educational Needs to develop a lifelong curiosity for the past

  • Cooperative Learning: the place of pupil involvement in a history textbook

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Pupil involvement is at the heart of every good history lesson. Its planning ensures that pupils are given the opportunity to think for themselves, share ideas, discuss evidence and debate points. The history education community...
    Cooperative Learning: the place of pupil involvement in a history textbook

  • Building and assessing learner autonomy within the Key Stage 3 history classroom

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Oliver Knight is an experienced Advanced Skills Teacher who has taught in four different secondary schools, three of them multi-ethnic, multi-lingual and multi-cultural and at least two wrestling with significant problems arising from social deprivation....
    Building and assessing learner autonomy within the Key Stage 3 history classroom

  • 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

  • Was the workhouse really so bad? An encounter with a cantekerous tramp

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Have you stuggled to find an invigorating, exciting local enquiry to motivate your Year 9 class ? How do you engage students in lively debate? This was the challenge for one Norfolk school who wanted...
    Was the workhouse really so bad? An encounter with a cantekerous tramp

  • The how of history: using old and new textbooks in the classroom to develop disciplinary knowledge

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. What are textbooks for and how do we think of them? As inevitably partial views of the past that reflect their purpose and moment of construction and their authors' location in physical and ideological time...
    The how of history: using old and new textbooks in the classroom to develop disciplinary knowledge

  • Thinking across time: planning and teaching the story of power and democracy at Key Stage 3

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Ian Dawson's seminal work on developing chronological understanding - in Teaching History 117, on the website thinkinghistory.co.uk and elsewhere - will be familiar to readers. In this article Dawson considers the question, very much on...
    Thinking across time: planning and teaching the story of power and democracy at Key Stage 3

  • Disraeli, Peel and the Corn Laws: the making of a conservative reputation

      Historian article
    125 years after his death, Benjamin Disraeli, Earl of Beaconsfield, still provides the political lode-star for generations of Conservatives. Lately, for the first time in 30 years, Disraeli's name and example has been enthusiastically evoked by the party leadership and David Cameron has projected himself as a Disraeli for the...
    Disraeli, Peel and the Corn Laws: the making of a conservative reputation

  • Integrating black British history in the National Curriculum

      Teaching History Article
    The question of what to include is a constant challenge to those given the responsibility of education, whether writing at the level of a national curriculum or the departmental scheme of work. Dan Lyndon and his department have been rethinking inclusion in history. In any school, representative history is essential...
    Integrating black British history in the National Curriculum

  • War Plan Red: the American Plan for war with Britain

      Article
    John Major discusses an astonishing aspect of past Anglo-American history. All great powers have developed contingency plans for war with each other, and the United States in the early twentieth century was no exception. Each of Washington’s schemes was given a distinctive colour. Green mapped out intervention in neighbouring Mexico,...
    War Plan Red: the American Plan for war with Britain

  • Rethinking progression in historical interpretations through the British Empire

      Teaching History article
    Let’s stop saying sorry for the Empire! Thus Mastin and Wallace introduce one of their lessons on interpretations of the British Empire. They develop Gary Howells’s ideas from the previous edition of Teaching History to demonstrate exactly what we might get our students to do with interpretations of the past....
    Rethinking progression in historical interpretations through the British Empire

  • Stalin, Propaganda, and Soviet Society during the Great Terror

      Historian article
    Sarah Davies explores the evidence that even in the most repressive phases of Stalin’s rule, there existed a flourishing ‘shadow culture’, a lively and efficient unofficial network of information and ideas. 'Today a man only talks freely with his wife — at night, with the blankets pulled over his head.’...
    Stalin, Propaganda, and Soviet Society during the Great Terror

  • The Miraculous Crusade: The Role of the Mystical and Miraculous in the Morale and Motivation of the First Crusade

      Historian article
    The First Crusade may be considered the only really successful crusade in that it achieved its stated goal, but it demanded great courage and stamina of its participants in their journey to the Holy City of Jerusalem, fighting their way through an unforgiving hostile territory. But courage and stamina by...
    The Miraculous Crusade: The Role of the Mystical and Miraculous in the Morale and Motivation of the First Crusade