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Found 2,147 results matching 'romans scheme of work' within Secondary   (Clear filter)

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  • Triumphs Show 105: Year 9s respond directly to 9/11

      Teaching History feature
    Caroline Godsell describes the reactions and concerns of two Year 9 classes after the 9/11 attack.
    Triumphs Show 105: Year 9s respond directly to 9/11

  • Do we have to read all of this?' Encouraging students to read for understanding

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. What’s the hardest part of history? Heads of Year 9 at options time seem depressingly clear - ‘Don’t do history, there’s too much writing.’ David Hellier and Helen Richards show that at The Green School...
    Do we have to read all of this?' Encouraging students to read for understanding

  • Nutshell

      Article
    This edition of 'In a Nutshell' discusses 'Transforming Teaching and Learning in the Foundation Subjects'.
    Nutshell

  • Cunning Plan 106: Political literacy

      Teaching History feature
    The onset of citizenship brings with it the need to cover political literacy. The topic can be seen as dry and complex by Year 9 pupils. But ‘democracy is not boring’ (Lang in Teaching History 96). We need to educate our pupils to understand the complexity and features of a...
    Cunning Plan 106: Political literacy

  • Cunning Plan 103: why did Henry VIII marry so many times?

      Teaching History feature
    This enquiry sequence was inspired by an Historical Association lecture given last year by Susan Doran entitled, ‘Why did Elizabeth I not marry?’ Through its 14-19 conferences, sections of this journal and local branch activity, the Historical Association has started to secure stronger connection between up-to-date historical scholarship and classroom...
    Cunning Plan 103: why did Henry VIII marry so many times?

  • Why can't they just live together happily, Miss?' Unravelling the complexities of the Arab-Israeli conflict at GCSE

      Teaching History article
    How often do our students long for black and white rather than the shades of grey that history generally presents us with? Understanding the Arab-Israeli conflict is all about understanding diversity and complexity in all their shades of grey. Alison Stephen, teaching in an immensely diverse school herself, is determined...
    Why can't they just live together happily, Miss?' Unravelling the complexities of the Arab-Israeli conflict at GCSE

  • It's a lot harder than politics'...students' experience of history at Advanced Level

      Teaching History article
    Does the experience of studying history in the sixth form prepare students adequately for study at university? There is plenty of attention given to the issue of continuity across the Key Stages but much less attention given to the transition from school into higher education. It is largely assumed that...
    It's a lot harder than politics'...students' experience of history at Advanced Level

  • Hitting the right note: how useful is the music of African-Americans to historians?

      Teaching History article
    Here is a wonderful reminder of the richness of materials available to history teachers. With ever greater emphasis being placed on different learning styles, it is a good moment to remind ourselves that we can cater for virtually all of them in our classrooms. This includes a preference for learning...
    Hitting the right note: how useful is the music of African-Americans to historians?

  • Getting personal: making effective use of historical fiction in the history classroom.

      Teaching History article
    Writing stories in history lessons? But we don’t do things like that in history do we? Strange bedfellows though history and fiction might seem, Dave Martin and Beth Brooke make a strong case for collaboration between the English and history departments in order to introduce students to the challenging task...
    Getting personal: making effective use of historical fiction in the history classroom.

  • How did changing conceptions of place lead to conflict in the American West? Reflecting on revision methods for GCSE

      Teaching History article
    Mary Woolley decided to make four revision sheets for her lower-band Year 11 set. Each was to help them view their American West study through a different lens. She was rather uncertain, however (and so were the pupils) about her fourth sheet on places. Her reflections on the revision sheet...
    How did changing conceptions of place lead to conflict in the American West? Reflecting on revision methods for GCSE

  • Learning and teaching about the history of Europe in the twentieth century

      Teaching History article
    In the first of our special, extra ‘Europages’, funded by the Council of Europe (CoE), Mark McLaughlin briefly outlines the purpose and outcomes of a CoE project on ‘learning and teaching about the history of Europe in the twentieth century’. His short article reminds all history teachers of the need...
    Learning and teaching about the history of Europe in the twentieth century

  • Beyond 'I speak, you listen boy!' Exploring diversity of attitudes and experiences through speaking and listening

      Teaching History article
    What is historical rigour in a speaking and listening activity? How do we make sure that a direct focus on improving the quality of pupils’ classroom talk is, at the same time, a focus upon strengthening historical knowledge, skill and understanding? For while it is possible to make a very...
    Beyond 'I speak, you listen boy!' Exploring diversity of attitudes and experiences through speaking and listening

  • 'Who, after all, speaks today of the annihilation of the Armenians?'

      Teaching History article
    How can the Holocaust be represented? In this article, Andrew Wrenn takes as his example the United States Holocaust Memorial Museum. He helps teachers encourage pupils to get beneath the surface, and look analytically at the Museum itself as an interpretation of the Holocaust. Such an investigation provides pupils and...
    'Who, after all, speaks today of the annihilation of the Armenians?'

  • '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

  • Stretching the straight jacket of assessment: use of role play and practical demonstration to enrich pupils' experience of history at GCSE and beyond

      Teaching History article
    As in his previous, popular and influential Teaching History articles, Ian Luff has once again provided us with a wide range of high-quality, practical activities informed by a rigorous and persuasive rationale. This time, he has turned his attention to the use of role play and active demonstration at GCSE...
    Stretching the straight jacket of assessment: use of role play and practical demonstration to enrich pupils' experience of history at GCSE and beyond

  • Little Jack Horner and polite revolutionaries: putting the story back into history

      Teaching History article
    Three years ago, Séan Lang argued that narrative, which had gone rather out of fashion, needed to be brought back into our teaching. Alf Wilkinson goes further. It is not just narrative which is needed: it is story. The move away from story is not a problem confined uniquely to...
    Little Jack Horner and polite revolutionaries: putting the story back into history

  • Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13

      Teaching History article
    Thinking skills’ is a term that has been substantially over-used. It often seems to be rather a lazy shorthand for justifying the teaching of history by suddenly bolting on some ‘thinking’ - as if history is not all about thought in the first place. Arthur Chapman suggests using techniques from...
    Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13

  • Voices from Rwanda: when seeing is better than hearing

      Teaching History article
    Where were you when you last witnessed history being formed? How did you know that the events you had witnessed would turn out to be significant? The missile attack on a plane in Rwanda on 6 April 1994 passed Martyn Beer by at the time. It was later that he...
    Voices from Rwanda: when seeing is better than hearing

  • ‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the classroom

      Teaching History article
    In this article, Alison Kitson and Alan McCully discuss the findings of their research into history teaching in the most divided part of the United Kingdom: Northern Ireland. Drawing on interviews with students and teachers, they consider what history teaching might contribute to an understanding of the current situation and...
    ‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the classroom

  • A need to know: Islamic history and the school curriculum

      Teaching History article
    In this article, Nicolas Kinloch questions some of the principal justifications often advanced for teaching Islamic history in schools. In particular, he wants to move us beyond our concern with current events in the Middle East. He suggests that there are dangers in looking at Islamic history if it is...
    A need to know: Islamic history and the school curriculum

  • Mussolini's marriage and a game in the playground: using analogy to help pupils understand the past

      Teaching History article
    Diana Laffin and Maggie Wilson want their pupils to connect with people in the past and to experience some of their emotions. The emotional factor is a difficult one in history, both for pupils and professional historians. When studying Eden’s actions at Suez, for example, what we lack is a...
    Mussolini's marriage and a game in the playground: using analogy to help pupils understand the past

  • Are you ready for your close-up?

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. We are often reminded that we remember little of what we hear and read but much of what we teach. The very act of teaching forces us to clarify our understanding and to process it...
    Are you ready for your close-up?

  • How visual learning in 'A' level history can improve memory and conceptual understanding

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Steve Garnett shares some the techniques that he uses to involve different kinds of learner in his post-16 lessons and explains how he arrived at these approaches after reflecting on problems in his own early...
    How visual learning in 'A' level history can improve memory and conceptual understanding

  • Does differentiation have to mean different?

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Richard Harris questions common assumptions about differentiation. In particular, he encourages teachers to avoid accepting too readily the view that pupils of different abilities must be given different resources or activities. Instead he builds a...
    Does differentiation have to mean different?

  • Seeing, hearing and doing the Renaissance (Part 1): Let's have a Renaissance party!

      Teaching History article
    In two, linked articles, appearing in this and the next edition, Maria Osowiecki shares an account of a five-lesson enquiry, based on the concept of historical significance (National Curriculum Key Element 2e) for mixed ability Year 8. She wanted to experiment with an array of creative teaching techniques that would...
    Seeing, hearing and doing the Renaissance (Part 1): Let's have a Renaissance party!