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  • Saint Robert and the Deer

      Article
    It is almost a commonplace that there is an affinity between a holy man and the creatures of the wild. The archetype is St. Francis of Assisi but the phenomenon was well marked both before and after his time. I would like to consider briefly an episode in the life...
    Saint Robert and the Deer

  • Cunning Plan 100: teaching the First World War in Year 9

      Teaching History feature
    History teacher and head of department stand outside noisy Year 9 class. Bombs (paper ones) fly everywhere; in corner of room mutiny is being discussed ... many pupils are refusing to follow their leader's last minute orders - they will not be opting for history! The war of attrition (excessive...
    Cunning Plan 100: teaching the First World War in Year 9

  • The QCA history scheme of work for Key Stage 3

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. QCA's scheme of work for history at Key Stage 3, together with similar schemes for other subjects, has been published in response to widespread requests for more guidance on curriculum planning. Heather Richardson, Subject Officer (history)...
    The QCA history scheme of work for Key Stage 3

  • 'Didn't we do that in Year 7?' Planning for progress in evidential understanding

      Teaching History article
    Christine Counsell describes a lively activity, ideal for Year 9, in which pupils compare and interrelate a collection of sources. The activity leads pupils into thinking about the sources as a collection, and about the enquiry as an evidential problem. Or at least it can do. The article discusses the...
    'Didn't we do that in Year 7?' Planning for progress in evidential understanding

  • Cunning Plan 99: 'a world study after 1900'

      Teaching History feature
    This unit could still become a trawl through two World Wars and then the Cold War (if you don't run out of time). So, when reviewing your planning why not take advantage of being at the turn of a century? Ask pupils what will the twentieth century be remembered for?...
    Cunning Plan 99: 'a world study after 1900'

  • Suffrage, feudal, democracy, treaty... history's building blocks: learning to teach historical concepts

      Teaching History article
    In the UK, thoughtful history teachers have long lamented the fact that the majority of pupils emerge from their compulsory history schooling at 14 with a limited or inadequate understanding of those key historical concepts that are necessary to make sense of the world in adult life. Whilst more able...
    Suffrage, feudal, democracy, treaty... history's building blocks: learning to teach historical concepts

  • Telling and suggesting in the Conwy Valley

      Teaching History article
    Thelma Wiltshire applies a ‘telling' and ‘suggesting' strategy to an enquiry involving an historical site. Getting beyond more simplistic approaches to ‘fact' and ‘opinion', she describes how a pack of curriculum materials was designed to give pupils a precise language to talk about layers of certainty and uncertainty in their...
    Telling and suggesting in the Conwy Valley

  • Gladstone spiritual or Gladstone material? A rationale for using documents at AS and A2

      Teaching History article
    Rather than taking a sledgehammer approach to planning for the new AS and A2 courses Gary Howells has used the opportunity to reflect on characteristics of students' historical learning in the post-16 phase. He argues for a much fuller rationale for using documents than mere preparation for exams or coursework....
    Gladstone spiritual or Gladstone material? A rationale for using documents at AS and A2

  • The Spanish Collection

      Article
    For the art historian, a thorough study of works of art, their creators and the environment in which they were produced, as well as their significance then and now, is a specialised endeavour. This, nevertheless, does not exhaust the presentation of art to contemporaries, least of all in the context...
    The Spanish Collection

  • The Pittsburgh Conference on 'Teaching, Knowing and Learning'

      Teaching History article
    Peter Lee and Ros Ashby report on a landmark conference on the future of history education in the USA held at Carnegie Mellon University, Pittsburgh in 1998. They emphasise the substantial influence UK developments in history education continue to have in many parts of the world. They also warn that...
    The Pittsburgh Conference on 'Teaching, Knowing and Learning'

  • No puzzle, no learning: how to make your site visits rigorous, fascinating and indispensable

      Teaching History article
    Chris Culpin builds on recent articles by Andrew Wrenn and Mike Murray with numerous practical ideas for good quality site visits at Key Stage 3 and GCSE. But this article offers much more than practical tips. Chris Culpin sets out a rationale for the centrality of site visits in the...
    No puzzle, no learning: how to make your site visits rigorous, fascinating and indispensable

  • Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?

      Teaching History article
    Ben Walsh presents a structured practical activity for teaching pupils about Northern Ireland through the use of murals. The activity can be carried out in Year 9 as part of a study on the twentieth-century world, or as part of a GCSE course. He stresses the importance of an informed...
    Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?

  • Weighing a century with a website: teaching Year 9 to be critical

      Teaching History article
    Two years ago the history department at Hampstead School was one of two history departments chosen to model very effective use of IT in history for a BECTA research study. Two years on, what has the department been up to? All of the factors identified in that study -an ICT...
    Weighing a century with a website: teaching Year 9 to be critical

  • Mentioning the War: does studying World War Two make any difference to pupils' sense of British achievement and identity?

      Teaching History article
    All of this edition is based on the assumption that the teaching of history can have a significant impact upon the values, views and attitudes of our pupils. But how much impact does it have and of what type? And do we ever examine that impact in order to rethink...
    Mentioning the War: does studying World War Two make any difference to pupils' sense of British achievement and identity?

  • Cunning Plan 96: teaching citizenship through KS3 history

      Teaching History feature
    Big theme: dissent and the formation of the concept of ‘rights' You can teach citizenship not only without compromising National Curriculum content, processes and concepts, but in such a way as to improve them. Review your department's ‘whole Key Stage' planning. Secure rigour and high levels of challenge by remembering...
    Cunning Plan 96: teaching citizenship through KS3 history

  • Triumphs Show 123: Making sources fun

      Teaching History feature
    One of the biggest challenges which any history teacher faces is how to make sources fun! Source work does struggles in terms of pupil excitement, understanding and motivation when pitted against the roleplays, dramas and debates. As a history teacher, I am constantly looking for fresh and novel ways to...
    Triumphs Show 123: Making sources fun

  • Move Me On 95: Becoming frustrated with A level

      Teaching History feature
    This Issue's Problem: Mary nightingale, PGCE Student, is becoming frustrated with her 'A' Level Teaching Problem: Mary Nightingale is in the third term of her PGCE course. Although her work with classes at Key Stage 3 and 4 is very successful, she is becoming increasingly frustrated with her A level...
    Move Me On 95: Becoming frustrated with A level

  • Analysing Anne Frank: a case study in the teaching of thinking skills

      Teaching History article
    For those lucky history departments in and around Newcastle this article will not be news. Peter Fisher alludes to the quasi-religious atmosphere that is often discernible amongst history teachers who have been working with the Thinking Skills groups linked to University of Newcastle Department of Education. He is not exaggerating...
    Analysing Anne Frank: a case study in the teaching of thinking skills

  • Move Me On 122: Catering for different learning styles

      Teaching History feature
    This Issue's Problem: Maria Monte has decided that catering for different learning styles will solve all her problems of differentiation in history. 
    Move Me On 122: Catering for different learning styles

  • Move Me On 94: Struggling to find questioning style to develop pupils' thinking

      The problem page for history mentors
    This Issue's Problem: William Cuffay, PGCE student, is struggling to find a questioning style which will develop pupils' thinking. Problem: William Cuffay is half way through the second term of his PGCE course and is showing considerable promise. He is thorough in his lesson preparation, and has a clear sense...
    Move Me On 94: Struggling to find questioning style to develop pupils' thinking

  • And Joe arrives...: stretching the very able pupil in the mixed ability classroom

      Articles
    Kate Hammond examines a sequence of three history lessons in order to evaluate techniques for stretching a very able 11 year-old. She adopts a complex blend of differentiation strategies. Rather than merely bolting on ‘extension activities', she starts with demanding objectives for all, as the whole-class entitlement. She then attempts...
    And Joe arrives...: stretching the very able pupil in the mixed ability classroom

  • Cunning Plan 94: Study Unit 2: Crowns, Parliaments and Peoples, 1500-1750

      Article
    Flesh and blood people bring history to life. Capture the interest of our Year 8 pupils by making sure they engage with human dilemmas and dangers. A focus on individual people as the starting point for enquiries helps pupils to tackle the ‘big' stories (overviews) and difficult concepts.
    Cunning Plan 94: Study Unit 2: Crowns, Parliaments and Peoples, 1500-1750

  • Ants and the Tet Offensive: teaching Year 11 to tell the difference

      Article
    The history department at Morpeth School in East London has improved performance at GCSE. The department has also done something unusual: it has abandoned coursework. This might seem a surprising decision but the rationale is interesting and clear. Arguably, the fundamental examination skills are identical to those needed for coursework...
    Ants and the Tet Offensive: teaching Year 11 to tell the difference

  • Move Me On 121: Teaching outside subject area

      The problem page for history mentors
    This Issue's Problem: Because of the demands of the modular structure on non-specialists, the school's Key Stage 3 schemes of work are extremely detailed, and include individual lesson plans that staff are encouraged to use or adapt depending on their level of confidence. Arnie began by relying on the plan...
    Move Me On 121: Teaching outside subject area

  • Cunning Plan 93: Study Unit 3: 'The Making of the United Kingdom 1500-1750'

      Article
    This unit contains complex concepts. It is distant from twentieth century life. The challenge is to understand power struggles between King and Parliament, a changing society and a religious upheaval. How do we interest students in religion when they live in a society in which religion takes a back seat?
    Cunning Plan 93: Study Unit 3: 'The Making of the United Kingdom 1500-1750'