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Found 625 results matching 'evidence framework' within Secondary   (Clear filter)

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  • 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

  • Achieving progression from the GCSE to AS

      Teaching History article
    As the new specifications [as we must all learn to call them] arrive in schools and colleges, we must all grapple with the concept of a new qualification - a new AS representing an intermediate standard. What does AS involve? In what ways does it represent progression from GCSE? Angela...
    Achieving progression from the GCSE to AS

  • The use of sources in school history 1910-1998: a critical perspective

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. The arrival of sources of evidence into secondary school history classrooms amounted to a small revolution. What began as a radical development is now establishment orthodoxy, with both GCSE and now National Curriculum in England...
    The use of sources in school history 1910-1998: a critical perspective

  • 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

  • 'Really weird and freaky': using a Thomas Hardy short story as a source of evidence in the Year 8 classroom

      Teaching History article
    Can 25 so-called ‘low ability’ girls access 30 pages of difficult text? Yes, much more easily they can access the tiny, sanitised, made-easy ‘gobbets’ that they are normally exposed to in the name of ‘access’. Mary Woolley makes the point that boring texts are those that tell you only essential...
    'Really weird and freaky': using a Thomas Hardy short story as a source of evidence in the Year 8 classroom

  • Secondary Committee biographies

      Information
    Find out more about the HA's committees here  Sally Burnham (committee chair) Sally is a history teacher in a school in Lincolnshire and also works one day a week at the University of Nottingham on the History PGCE. Sally has been a Head of Department and is now a Lead...
    Secondary Committee biographies

  • Great Debate Final 2025

      14th April 2025
    Winner: Quinn Scott – Chesterton Community College, Cambridge  Runners up: Anya Bensouiah – Kendrick School, Reading Fred Bosley – The King’s School, Canterbury Aimee Nelson – Bablake School, Coventry  Finalists:  Emily Tweddle, Earlston High School, Scottish Borders  Hannah Brearton, Upton Hall, Oxford Rosie Thomson, The Maynard School, Exeter Isabella Passarelli, Torquay Girls Grammar School,...
    Great Debate Final 2025

  • Evidential understanding, period knowledge and the development of literacy: a practical approach to 'layers of inference' for Key Stage 3

      Teaching History article
    Claire Riley explains how she developed and improved the ‘layers of inference' diagram-already a popular device since Hilary Cooper's work-as a way of getting pupils fascinated by challenging texts and pictures. Working with the whole ability range in Year 9 she analyses her successes and failures, offering many practical suggestions...
    Evidential understanding, period knowledge and the development of literacy: a practical approach to 'layers of inference' for Key Stage 3

  • England's Immigrants 1330-1550

      Multipage Article
    An HA Podcast with Professor Mark Ormrod of the University of York looking at the research project England's Immigrants 1330-1550.  In this podcast Professor Ormrod explores the extensive archival evidence about the names, origins, occupations and households of a significant number of foreigners who chose to make their lives and livelihoods in...
    England's Immigrants 1330-1550

  • 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

  • Ofsted and History in Schools

      Article
    HM Inspector John Hamer reviews the evidence. In a lecture marking the 150th anniversary of Her Majesty’s Inspectorate of Schools, Peter Gordon recalled a nineteenth century HMI, the Reverend W.H. Brookfield. His circle of friends included Tennyson, the Hallams and Thomas Carlyle.
    Ofsted and History in Schools

  • Tripping over the levels: experiences from Ontario

      Teaching History article
    Here in the United Kingdom, we are used to the idea of assessing pupils’ work against Levels. In fact, perhaps we are a little too used to it. Our familiarity with the Level Descriptions in the National Curriculum, and the ways they might inform our Key Stage 3 assessments, can...
    Tripping over the levels: experiences from Ontario

  • The International Journal Volume 4 Number 2

      Journal
    Jannet van Drie and Carla van BoxtelEnhancing Collaborative Historical Reasoning by Providing Representational Guidance   Nadine Fink  Pupils' Conceptions of History and History Teaching   Alan HodkinsonMaturation and the Assimilation of the Concepts of Historical Time: a Symbiotic Relationship, or Uneasy Bedfellows? An Examination of the Birth-Date Effect on Educational...
    The International Journal Volume 4 Number 2

  • Who wants to fight? Who wants to flee? Teaching history from a 'thinking skills' perspective

      Teaching History article
    Whatever shape the National Curriculum of the 21st century takes, history will have to show its relevance to major curricular areas and themes such as literacy, citizenship education and thinking skills. This ought to be easy: the critical, informed decision-making required by the modern citizen is practised in virtually every...
    Who wants to fight? Who wants to flee? Teaching history from a 'thinking skills' perspective

  • Three lessons about a funeral: Second World War cemeteries and twenty years of curriculum change

      Article
    Mike Murray analyses the way in which curriculum development has broadened and strengthened our conceptions of high standards in historical learning for school students. He pays tribute to ground-breaking new theoretical principles from the Schools History Project and from new emphases upon contextual knowledge and ‘interpretations' in the first National...
    Three lessons about a funeral: Second World War cemeteries and twenty years of curriculum change

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

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated 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...
    Being ambitious with the causes of the First World War: interrogating inevitability

  • How cruel were the Victorians?

      Year 6 Scheme of Work
    Please note: this resource pre-dates the 2014 National Curriculum. This unit centres on Victorian crime and punishment. This resource is free to everyone. For access to hundreds of other high-quality resources by primary history experts along with free or discounted CPD and membership of a thriving community of teachers and...
    How cruel were the Victorians?

  • Teaching History 151: Continuity

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 HA Update 08 Rachel Foster - The more things change, the more they stay the same: developing students' thinking about change and continuity (Read article) 18 Polychronicon: The Revolution of 1688 - Ted Vallance (Read article) 20 Cunning Plan: The 'Glorious' revolution of 1688...
    Teaching History 151: Continuity

  • Reading and enquiring in Years 12 and 13

      Teaching History article
    Historical enquiry is blooming at Key Stage 3. Thanks to a rich array of source materials available on the web and in textbooks, superb history-specific training courses and genuinely innovative practice in schools, pupils can increasingly be found wrestling with demanding and often lengthy sources. They do this in order...
    Reading and enquiring in Years 12 and 13

  • Why we must change history GCSE

      Teaching History article
    A head of steam for change in GCSE history has been building for some time now amongst history teachers, heads of history, advisers, teacher-trainers, researchers, consultants and all who regularly engage in debate about history teaching and learning. All those who read widely, share their practice, experience many Key Stage...
    Why we must change history GCSE

  • When computers don't give you a headache: the most able lead a debate on medicine through time

      Teaching History article
    Dan Moorhouse begins with a complaint about ICT. It is not the clichéd teacher-complaint – that the computers keep crashing, and the students are messing around on the Internet (and how, exactly, do you turn the things on?) Instead, he observes that the use of ICT in the classroom is...
    When computers don't give you a headache: the most able lead a debate on medicine through time

  • Direct teaching of paragraph cohesion

      Teaching History article
    How do we help pupils to write better paragraphs without actually doing it for them? How do we break down the process of essay writing into smaller steps without taking away pupils’ sense of the essay as a whole? How do we give lower-attaining pupils models, structures and frames without...
    Direct teaching of paragraph cohesion

  • Time for chronology? Ideas for developing chronological understanding

      Teaching History article
    The successful study of history requires many things, but few would contest that an understanding of time is one of them. Quite what we mean by ‘an understanding of time’ needs clarification, however. Chronological understanding is one feature. But it is not simply an ability to place events in order...
    Time for chronology? Ideas for developing chronological understanding

  • What Does the English Baccalaureate mean for me?

      Briefing Pack
    Please note: this resource pre-dates the 2014 National Curriculum. Some content may be outdated and some links may no longer work. History constitutes a key player in the new English Baccalaureate, being one of the two choices that students may opt for in the Humanities section. The English Baccalaureate is a...
    What Does the English Baccalaureate mean for me?

  • Making the most of your secondary membership

      Information
    Making the most of your HA membership HA membership offers much more than just your subscription to Teaching History. As a member you can enjoy a holistic package of benefits and resources designed to support you, whatever challenge you may face. With the vast array of support available it can...
    Making the most of your secondary membership