Filter your results

Historian
Primary
Secondary
Student
Publications
Podcasts
Higher Education
Branches

Found 2,198 results matching 'french revolution' within Secondary   (Clear filter)

Not found what you’re looking for? Try using double quote marks to search for a specific whole word or phrase, try a different search filter on the left, or see our search tips.

  • Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learning

      Teaching History article
    Jamie Byrom describes the learning activities within a final enquiry for a National Curriculum area of study - Britain 1066-1500. The strong message in this article is that the learning in each enquiry is only as good as the planning and teaching of the enquiries that precede it. Byrom's model...
    Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learning

  • Move Me On 99: Struggling with just about everything

      Teaching History feature
    This Issue's Problem: Sophie Scholl, PGCE Student. is experiencing very seious difficulties...in just about everything. Problem: Sophie is approaching the end of her second school placement. It was clear from her first placement report that she was finding the process of learning to teach extremely difficult, but she displayed a...
    Move Me On 99: Struggling with just about everything

  • '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'

  • Beyond bias: making source evaluation meaningful to year 7

      Teaching History article
    In this article, Heidi Le Cocq demonstrates how to introduce Year 7 pupils to sophisticated techniques for evaluating sources. Taking up Seán Lang's criticism of the inappropriate use of the term ‘bias', she shows how even very young pupils can be encouraged to move beyond this wearisome response to questions...
    Beyond bias: making source evaluation meaningful to year 7

  • What is progress in history?

      Teaching History article
    Evelyn Vermeulen argues that in order for teachers to identify outcomes for the learning of history, they must think clearly about the different attributes of the discipline - its ideas, structures and processes - and the relationship between them. Here, she takes us on her own professional thinking journey. She...
    What is progress in history?

  • 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

  • Move Me On 98: Marking & Assessment

      Teaching History feature
    This Issue's problem: Bill Penn, PGCE student, is struggling with marking and assessment Problem Bill Penn is three weeks into his main school placement and making excellent progress. One problem, however, is beginning to emerge. He is being extraordinarily conscientious in his marking but is rapidly losing heart. He is increasingly...
    Move Me On 98: Marking & Assessment

  • 'A lot of guess work goes on': Children's understanding of historical accounts

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated The ESRC-funded Project Chata has collected evidence of children's ideas about the discipline of history and attempted to see if there is any progression in those ideas. Here, Peter Lee describes how Chata has tried...
    'A lot of guess work goes on': Children's understanding of historical accounts

  • The 'structured enquiry' is not a contradiction in terms: focused teaching for independent learning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated Mike Gorman uses the language of the National Curriculum Order to describe and analyse his practice. Yet he throws down a challenge to those who use it uncritically rather than interpreting it to make their...
    The 'structured enquiry' is not a contradiction in terms: focused teaching for independent learning

  • My essays could go on forever: using Key Stage 3 to improve performance at GCSE

      Teaching History article
    History teachers are waking up to the fact that you cannot raise standards in GCSE by very much if you leave this work until Year 10. To leave it that late is to resort to surface, tactical moves rather than to address the deep reasons why so many pupils find...
    My essays could go on forever: using Key Stage 3 to improve performance at GCSE

  • Cunning Plan 98: Britain 1750-1900

      Teaching History feature
    Isaac Newton: ‘For every action, there is an equal and opposite reaction'. Learning that results from action and reaction deepens pupils' understanding of historical content and use of key study skills. It forces them to understand, to wrestle, to articulate, to challenge, to question. Getting pupils to act and react...
    Cunning Plan 98: Britain 1750-1900

  • Substantial sculptures or sad little plaques? Making 'interpretations' matter to Year 9

      Teaching History article
    Andrew Wrenn builds upon current, popular and practical work on ‘interpretations of history' analysed in recent editions. Using the public's responses to the temporary exhibition on the slave trade housed at Bristol City Museum, he offers a range of fascinating practical activities for Year 9 pupils. Many of these could...
    Substantial sculptures or sad little plaques? Making 'interpretations' matter to Year 9

  • 16-19 Curriculum 2000 in a nutshell

      Article
    I'VE HEARD OF THIS. BROADER COVERAGE, GAPS BRIDGED BETWEEN GCSE AND A LEVEL AND BETWEEN VOCATIONAL AND ACADEMIC EDUCATION, A HIGHLY LITERATE, NUMERATE AND COMPUTER-LITERATE WORKFORCE FOR THE 21st CENTURY. WHOM SHOULD WE THANK? Sir Ron Dearing, who else? His review of post-16 education was accepted by the last government...
    16-19 Curriculum 2000 in a nutshell

  • Denis Shemilt's four stages of adolescent ideas about historical methods in a nutshell

      Article
    Denis Shemilt's four stages of adolescent ideas about historical methods in a nutshell.
    Denis Shemilt's four stages of adolescent ideas about historical methods in a nutshell

  • 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

  • Move Me On 97: Having difficulty evaluating own lessons

      Teaching History feature
    Move Me On 97 This Issue's problem: Maggi Paton, PGCE student, is having difficulty evaluating her lessons Problem: It is the first term of Maggie's PGCE course and she is a few weeks into her first school placement. Initially, her mentor and other staff were impressed by her: she had...
    Move Me On 97: Having difficulty evaluating own lessons

  • 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

  • Cunning Plan 97: A-Level: International Relations 1890-1914

      Teaching History feature
    'No war is inevitable until it starts.' Good quote. Not mine, but A.J.P. Taylor's. The outbreak of the First World War is a good way to test it! Did the statesmen of the day know the First World War was coming? Put another way, why was there no general European...
    Cunning Plan 97: A-Level: International Relations 1890-1914

  • 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

  • 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

  • Frameworks for linking pupils' evidential understanding with growing skill in structured, written argument: the 'evidence sandwich'

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. History teachers are increasingly good at designing exercises which develop skill in evidence analysis. The ubiquitous ‘source' is invariably analysed for utility and reliability. But how do pupils integrate such understandings with extended written work?...
    Frameworks for linking pupils' evidential understanding with growing skill in structured, written argument: the 'evidence sandwich'

  • 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

  • Democracy is not boring

      Teaching History article
    Seán Lang argues that whilst history teachers have expressed much support for the citizenship education proposals, and whilst their practice already addresses the skills of evidence-weighing, debate and argument, there are huge gaps in our coverage of relevant content. He argues that the freedom with which teachers may currently interpret...
    Democracy is not boring

  • Build it in, don't bolt it on: history's opportunity to support critical citizenship

      Teaching History article
    Andrew Wrenn offers a wide range of practical examples of the way in which National Curriculum History (and the continuation of its principles at GCSE) supports citizenship education. He focuses chiefly upon Key Element 3, ‘Interpretations', but also Key Element 4 ‘Enquiry'. He illustrates history teachers' long-established concern for the...
    Build it in, don't bolt it on: history's opportunity to support critical citizenship