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Found 1,970 results matching 'french revolution' within Secondary   (Clear filter)

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  • Being ambitious with the causes of the First World War: interrogating inevitability

      Article
    Gary Howells asks hard questions about typical teaching and assessment of historical causation at Key Stage 3. Popular activities that may be helpful in addressing particular learning areas, or in teaching pupils to use the terminology of causation, are not in themselves evidence of having acquired a ‘skill'. Howells invites...
    Being ambitious with the causes of the First World War: interrogating inevitability

  • Webinar series: Making substantive and disciplinary knowledge work together in the secondary history curriculum

      HA on-demand webinar series for secondary history teachers
    The last few years have, rightly, seen a lot of discussion about 'what' we include in the history curriculum. This has meant that many schools now teach a wider-ranging and more inclusive form of history. As this work has an impact, it is important to continue to think about how...
    Webinar series: Making substantive and disciplinary knowledge work together in the secondary history curriculum

  • Conducting the orchestra to allow our students to hear the symphony

      Journal article
    Alex Ford and Richard Kennett both welcome the renewed emphasis on knowledge within recent curriculum reforms in England, but are concerned about some of the ways in which the principle of a ‘knowledge-rich’ curriculum has been interpreted and transformed into particular pedagogical prescriptions. In this article they explain their reasons...
    Conducting the orchestra to allow our students to hear the symphony

  • Polychronicon 133: The Crusader States in the Levant

      Teaching History feature
    In my first Polychronicon article on ‘The Crusades' I pointed out that research historians are increasingly specialising either on the crusades themselves or on the crusader states. There are good reasons for this, but in my opinion it makes little sense for school or university teachers to treat these topics...
    Polychronicon 133: The Crusader States in the Levant

  • British Defence and Appeasement Between the Wars 1919-1939

      Classic Pamphlet
    Armed forces never exist in isolation, but always operate against a background of political, economic, social, cultural, intellectual and ideological conditions and attitudes, as well as in relation to diplomatic and strategic factors. Some governments regards their military forces especially their armies, more as instruments for maintaining internal order than...
    British Defence and Appeasement Between the Wars 1919-1939

  • Reflections on the Empathy Debate

      Article
    Not only do the various discussions on empathy show no signs of abating, they remain as confusing and emotionally charged as ever. On the one hand, much of the empathy argument is concerned with...
    Reflections on the Empathy Debate

  • Right up my street: the knowledge needed to plan a local history enquiry

      Journal article
    Inspired by the claim that local history can be taught effectively ‘Any time, any place, anywhere’, Katharine Burn and Jason Todd took up the challenge of planning Key Stage 3 enquiries related to an unusual and diverse, but frequently neglected and often despised, corner of Oxford. They sought not merely...
    Right up my street: the knowledge needed to plan a local history enquiry

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

      Article
    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 and draws from work undertaken with students following an initial teacher education course in History,...
    Interpretations of History: Issues for Teachers in the Development of Pupils' Understanding

  • Triumphs Show 169: Using 360 VR Technology with the GCSE Historic Environment study

      Teaching History feature: celebrating and sharing success
    One of the biggest changes in the new GCSE specifications is the requirement for all students to undertake a study of the historic environment. Unsurprisingly the approach taken by the exam boards to this requirement varies widely. While some boards allow schools a free choice of site, others have decided...
    Triumphs Show 169: Using 360 VR Technology with the GCSE Historic Environment study

  • Looking through the keyhole at Birkenhead from 1900 to 1950 with Year 7

      Journal article
    Matt Jones wanted to harness the power of local history to help his students understand the profound social changes experienced across Britain in the first half of the twentieth century. While he hoped that the personal stories of six families in Birkenhead would help to humanise abstract concepts such as...
    Looking through the keyhole at Birkenhead from 1900 to 1950 with Year 7

  • Hosting teacher development at historical sites: the benefits for classroom teaching

      Journal article
    Many previous contributors to Teaching History have demonstrated the power of site visits to stimulate young people’s engagement and enrich their understanding of history. It is usually assumed, however, that the young people themselves will have the opportunity to visit the site in question – an assumption that cannot always...
    Hosting teacher development at historical sites: the benefits for classroom teaching

  • Religion and Science in the Eighteenth Century

      Historian article
    Much has been said about the clash between religion and science in Victorian times but there has been less research into the relationship between them in the eighteenth century. This article considers three Georgian clergymen who were also notable scientists – the Reverend William Stukeley, the pioneer of scientific field...
    Religion and Science in the Eighteenth Century

  • Move Me On 166: getting the right pitch for GCSE teaching

      Teaching History feature
    This feature is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. This issue’s problem: Bob Williams is struggling to get the pitch right in teaching topics at GCSE that the school previously taught to Year 7. Bob Williams, now half way through his training year, is feeling very out...
    Move Me On 166: getting the right pitch for GCSE teaching

  • Cunning Plan 92: The Weimar Republic

      Article
    Teaching the Weimar Republic is rather like teaching the voyage of the Titanic. However much you stress the strengths of the Weimar vessel, they just can't wait to see it sink into the Nazi sea. I have found this problem to be so bad that many of them perceive the...
    Cunning Plan 92: The Weimar Republic

  • Cunning Plan 132: Year 7 and the new National Curriculum

      Teaching History feature
    How can we plan for a coherent Year 7 that makes the most of the new National Curriculum freedom and its almost limitless possible content? Answer: borders, boundaries (and books) Please note: this article was published before the current 2014 National Curriculum.
    Cunning Plan 132: Year 7 and the new National Curriculum

  • Memorialisation and the First World War Centenary Battlefield Tours Programme

      HA Teacher Fellowship: Conflict, Art and Remembrance
    In this podcast Simon Bendry, Programme Director for the UCL Institute of Education’s First World War Centenary Battlefield Tours Programme, discusses the programme and its impact. This podcast was recorded as part of the Teacher Fellowship Programme on Conflict, Art and Remembrance.
    Memorialisation and the First World War Centenary Battlefield Tours Programme

  • Children's ideas about school history and why they matter

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Richard Harris and Terry Haydn recently carried out research funded by the Qualifications and Curriculum Authority into pupils' views and beliefs about history. Whilst the overall results were very encouraging (and more so than earlier,...
    Children's ideas about school history and why they matter

  • Triumphs Show 116: A practical way of teaching the complexities of ‘The Troubles’ at GCSE

      Teaching History feature
    Helping pupils to understand sectarian divisions in Northern Ireland is not easy. For pupils to comprehend the origins and complexities of ‘the Troubles’ they need a big picture. That big picture could be viewed as the interaction of three concepts: time, place and identity. If pupils can at least glimpse...
    Triumphs Show 116: A practical way of teaching the complexities of ‘The Troubles’ at GCSE

  • On-demand webinar: Curriculum planning at GCSE – How do you create the curriculum time to go beyond the specification?

      Session 2 of Review and refine your teaching to improve GCSE grades
    Webinar series: Review and refine your teaching to improve GCSE grades Session 2: Curriculum planning at GCSE – How do you create the curriculum time to go beyond the specification? This webinar will cover: Avoiding a 'bolted on extra' – how to weave in the detail and depth Focusing on...
    On-demand webinar: Curriculum planning at GCSE – How do you create the curriculum time to go beyond the specification?

  • On-demand webinar: Establishing a clear rationale for your GCSE curriculum – Why is it important to go beyond the specification?

      Session 1 of Review and refine your teaching to improve GCSE grades
    Webinar series: Review and refine your teaching to improve GCSE grades Session 1: Establishing a clear rationale for your GCSE curriculum - Why is it important to go beyond the specification? This webinar will cover: Listening to student voice – how to build engagement and motivation Placing historical enquiry at...
    On-demand webinar: Establishing a clear rationale for your GCSE curriculum – Why is it important to go beyond the specification?

  • Shaping the debate: why historians matter more than ever at GCSE

      Teaching History article
    The question of how to prepare students to succeed in the examination while also ensuring that they are taught rigorous history remains as relevant as ever. Faced with preparing students to answer a question that seemingly precluded argument, Rachel Foster and Kath Goudie demonstrate how they used historical scholarship both to...
    Shaping the debate: why historians matter more than ever at GCSE

  • Key Stage 3 New Programme of study resources: Part 1

      Article
    The HA supported by the CfBT is in the process of developing resources to enable secondary teachers to tackle the new Key Stage 3 programme of study for history. We shall be devoting an entire section of the website to these resources taking you through the concepts, processes, range and...
    Key Stage 3 New Programme of study resources: Part 1

  • Census of Ireland, Dublin 1911 - National Archives of Ireland

      Article
    The household returns and ancillary records for the censuses of Ireland of 1901 and 1911, which are in the custody of the National Archives of Ireland, represent an extremely valuable part of the Irish national heritage. Click here to go to the site: National Archives of Ireland
    Census of Ireland, Dublin 1911 - National Archives of Ireland

  • A history trainee early in their teaching placement

      HITT Film 1
    This film series was produced to accompany materials in the Beginning Teacher units. It contains a Key Stage 3 history lesson and lesson debrief. The materials are not designed specifically to be examples of good practice; rather they are to promote discussion about good practice in teacher training. The films show a lesson taught...
    A history trainee early in their teaching placement

  • A Guide to the Key Stage 3 programme

      Key Stage 3 Guide
    This unit was produced for a previous national curriculum. However, much of the advice remains useful and it provides a context to topics that continue to be very important for history teachers. Subject leaders, ITE providers and others may find it useful to consider how currently relevant topics were thought about...
    A Guide to the Key Stage 3 programme