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Found 1,979 results matching 'romans scheme of work' within Secondary   (Clear filter)

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  • Unpicking the threads of interpretations

      Teaching History article
    Determined to do justice to the complexity of the seventeenth century, as a messy but crucial period in British history, and to develop their pupils’ disciplinary understanding of how and why interpretations of the past are constructed, Dan Keates and his department set out to exploit the rich seam of...
    Unpicking the threads of interpretations

  • Medieval 'Signs and Marvels'

      Historian article
    Medieval ‘Signs and Marvels': insights into medieval ideas about nature and the cosmic order. Many aspects of life in the Middle Ages puzzle the modern reader but some are stranger than others. What can possibly explain an event reported from Orford Castle, in Suffolk? This is an amazing tale and...
    Medieval 'Signs and Marvels'

  • Getting ready for the Grand Prix: Learning how to build a substantial argument in year 7

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated Dale Banham’s Grand Prix race has helped many history teachers in Suffolk to think freshly about metaphors and images that will inspire and enable pupils (especially underachieving boys) to write analytically and at length. In...
    Getting ready for the Grand Prix: Learning how to build a substantial argument in year 7

  • 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

  • King John

      Classic Pamphlet
    In the opinion of Stubbs King John was totally, not even competently, bad... Stubbs was the predominant, but no the sole voice of his generation. J.R. Green was already claiming that John was ‘the ablest and most ruthless of the Angevins... In the rapidity and breadth of this political combination...
    King John

  • English, history and song in Year 9: mixing enquiries for a cross-curricular approach to teaching the most able

      Teaching History article
    Several articles in previous editions of Teaching History have touched on the themes of crosscurricularity, Assessment for Learning and the most able. Tony McConnell and Mandy Monaghan bring these themes together in describing how the English and history departments in their school have taken advantage of a natural area of...
    English, history and song in Year 9: mixing enquiries for a cross-curricular approach to teaching the most able

  • The Undergrowth of History

      Classic Pamphlet
    We can do all kinds of things with the past - examine it analytically, or question whether it ever existed, or churn it up inside ourselves until it turns into personal experience. We can dream it as we lounge amidst a heap of ruins, or petrify it into a museum;...
    The Undergrowth of History

  • 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 Wellcome Collection Study Visits

      Visits
    Wellcome Collection is a free museum and library exploring health and human experience. It is the extraordinary legacy of an extraordinary man: Henry Wellcome. Drawn from his collection of over one million objects from across the world and through many centuries, this unique space is designed to promote new and creative...
    The Wellcome Collection Study Visits

  • Transforming historical understanding through scripted drama

      Teaching History article
    An article on scripted drama might seem an unlikely choice for an edition devoted to getting students talking. Surely the point about a script is that the words used are chosen and prescribed by others. However, the examples presented here by Helen Snelson, Ruth Lingard and Kate Brennan demonstrate how...
    Transforming historical understanding through scripted drama

  • Teaching History 135: To They or Not To They

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Drilling down: how one history department is working towards progression in pupils’ thinking about diversity across Years 7, 8 and 9 – Matthew Bradshaw (Read article) 13 Cunning Plan: The generalisation game - challenging generalisations (Read article) 16 Were industrial towns ‘death-traps’? Year...
    Teaching History 135: To They or Not To They

  • The Albigensian Crusade

      Classic Pamphlet
    At the time of the First Crusade southern France was strongly Catholic: the army led by Raymond IV of Toulouse was the largest single force to take part in the expedition and was recruited from all classes. Yet eighty years later the Count's grandson, Raymond V, sent this appeal form...
    The Albigensian Crusade

  • Cunning Plan 137: making homework more exciting

      Teaching History journal feature
    Ever since I started teaching, homework has been something of a bugbear. Administration alone is a hassle: not only remembering when to set and collect it in, but keeping track of the various students who fail to deliver anything on time (except highly creative excuses) and of the follow-up action...
    Cunning Plan 137: making homework more exciting

  • Does the linguistic release the conceptual? Helping Year 10 to improve their casual reasoning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Does new vocabulary help students to express existing ideas for which they do not yet have words or does it actually give them new ideas which they did not previously hold? James Woodcock asks whether...
    Does the linguistic release the conceptual? Helping Year 10 to improve their casual reasoning

  • Royal Women: Queen Anne, Elizabeth I and Elizabeth II

      Royal Women
    In June 2012 the Historical Association and Historic Royal Palaces joined forces to offer a fantastic CPD opportunity in line with the Queen's diamond jubilee. Two CPD events around the theme of Royal Women charted the private histories of queens of the past from within the walls of their palaces. What...
    Royal Women: Queen Anne, Elizabeth I and Elizabeth II

  • New Treatments of Familiar Topics

      National Curriculum 2016
    Comparision of new GCSE Specifications Treatment of Familiar Topics If you, like many other departments are beginning to ask the questions that will determine which of the new history GCSE specifications your department will choose, one consideration may well be looking at the retention of familiar topics that you already...
    New Treatments of Familiar Topics

  • Community engagement in local history

      Teaching History article
    This article, by Lynda Abbott and Richard Grayson, offers a fascinating example of collaboration between school and university, focused on the development of a community archive. The project - run as an extra-curricular activity - was originally inspired by a concern to preserve the personal stories of those whose lives...
    Community engagement in local history

  • Teaching history's big pictures: including continuity as well as change

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. School history teachers are not the only ones wrestling with the challenges of building ‘big pictures' that do justice to complexity. In this article, social and cultural historian Penelope Corfield puts our interest in long-term...
    Teaching history's big pictures: including continuity as well as change

  • Why history matters? Round Table discussion podcast

      Podcasts
    Podcast of the round table discussion available here!The History Matters Annual Conference in May saw the best turnout we've had for some time with a healthy and representative mix of HA members. Our thanks to all those who contributed their time and energy in delivering workshops and lectures. Our afternoon...
    Why history matters? Round Table discussion podcast

  • The making of Magna Carta

      Historian article
    Magna Carta provided a commentary on the ills of the realm in the time of King John. Sophie Ambler looks at what grievances were addressed in the Charter, how the Charter was made, and what the Charter tells us about King John himself.  The world from which Magna Carta came...
    The making of Magna Carta

  • 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'

  • Film: Making an effective History curriculum

      Workshop Film: Yorkshire History Forum 2018
    Richard Kennett is a senior leader, teacher, blogger, text-book author and member of HA secondary committee. In November 2018, Richard visited the Yorkshire History Forum to talk about his school’s experience of reviewing and re-planning their Key Stage 3 curriculum. This film is of Richard’s keynote speech at the Forum....
    Film: Making an effective History curriculum

  • Teaching about heritage through a cross-curricular enquiry

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. What should we do with our brightest and best? Neal Watkin and Johannes Ahrenfelt suggest an enquiry for a very high ability Year 8 group which is both challenging and genuinely historical. The enquiry itself...
    Teaching about heritage through a cross-curricular enquiry

  • Interpretations of the French Revolution

      Classic Pamphlet
    The French Revolution raises many questions not least: What sort of Revolution was it - one of "poverty" or "prosperity" ? a bourgeois revolution that overthrew feudalism?  A national struggle for liberty, democracy, or "eternal Justice" ? or, again, a criminal conspiracy against the old social order? What did it...
    Interpretations of the French Revolution

  • Seeing double: how one period visualises another

      Teaching History article
    When pupils study interpretations or representations of the past which are neither from their own period nor from the period being interpreted/represented, they are having to employ sophisticated knowledge and skill. Jane Card describes this as ‘double vision’: the pupils must think about the period depicted (in this case the...
    Seeing double: how one period visualises another