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Found 58 results matching 'brief history' within Secondary > Curriculum Support > Principles of planning > Triumphs Show   (Clear filter)

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  • Triumphs Show 182: A public lecture series

      Teaching History feature
    The history we present to students, however rigorous and challenging, and however full of integrity in eflecting history as a discipline, is a shiny show of our best resources. Peeling back this curtain and allowing students to see the real world of academic history was a major motivation in inviting some...
    Triumphs Show 182: A public lecture series

  • Triumphs Show 170: making a place for fieldwork in history lessons

      Journal article
    Why ‘do’ local history? The new (grades 9–1) GCSE specifications place a lot of importance on the local environment. The rationale for this is to get students to situate a site in its historical context, and to examine the relationship between local and national developments. Initially this change was the...
    Triumphs Show 170: making a place for fieldwork in history lessons

  • Triumphs Show 164: interpretations at A Level

      Teaching History feature: celebrating and sharing success
    Julia Huber and Katherine Turner found that their A-level students struggled to identify the line of argument in a passage of historical scholarship, an essential prerequisite for answering their coursework question. They devised an activity that helped students to unpick and visually contrast historians’ interpretations of the relative importance of...
    Triumphs Show 164: interpretations at A Level

  • Triumphs Show 180: From ‘most able’ to ‘mini’ historians

      Teaching History feature
    Finding ways to stretch and challenge the highest-attaining students has been a long-standing concern of many history teachers, and strategies for doing so have developed far beyond merely bolting on additional tasks. One way in which I have sought to challenge my own high-attaining students has been by setting them...
    Triumphs Show 180: From ‘most able’ to ‘mini’ historians

  • Triumphs Show: The BeBold Network

      Teaching History feature
    In April 2019, I was in a bit of a rut. My enquiry questions and lesson sequences seemed stale. I felt like I had been at my school for too long. To mix things up, I secured a new role for September at a start-up school.  Full of excitement, I...
    Triumphs Show: The BeBold Network

  • 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

  • Triumphs Show 148.2: using pupil dialogue to encourage engagement with sources

      Teaching History feature
    Using pupil dialogue to encourage sophisticated engagement with source material - even at GCSE! Frustrated by the mechanistic approach that their pupils were using when working with historical sources, Tim Jenner and Paul Nightingale sought to experiment with a method of teaching sources which eschewed practice source questions in favour...
    Triumphs Show 148.2: using pupil dialogue to encourage engagement with sources

  • Triumphs Show 138: a kinaesthetic interpretation of Dover castle

      Teaching History feature
    Licking the stones: a kinaesthetic interpretation of Dover castle in 360 degrees This is the story of one history department that, in collaboration with a local historical site, embarked on a ‘curriculum co-development project' with the art department. The aim was to use learning experiences outside the classroom to bring...
    Triumphs Show 138: a kinaesthetic interpretation of Dover castle

  • Triumphs Show 129: Holding a live debate around an historical theme

      Teaching History feature
    Beheading Headlines: Holding a live debate around an historical theme Studying the events surrounding the execution of Charles I is exciting on many levels: the first English King to be executed by his ‘people', the gory public beheading and the controversy surrounding the trial and verdict... But studying the Civil...
    Triumphs Show 129: Holding a live debate around an historical theme

  • Triumphs Show 140: leading a school re-enactment group

      Teaching History feature
    Who would true valour see...let him (or her) lead a school re-enactment group While many teachers may have called on the services of historical re-enactors to inspire their students and create a living sense of the past, few have taken on the challenge of establishing their own historical re-enactment group....
    Triumphs Show 140: leading a school re-enactment group

  • Triumphs Show 102: communicating historical difference to children with literacy problems

      Teaching History feature
    With the summer break stretching forth its welcome hand and the final lesson with my lowband Year 7 class looming, I wanted to ensure that the enthusiasm and dedication that this class had shown throughout the year was kept alive over the holiday period. We had been studying the Norman...
    Triumphs Show 102: communicating historical difference to children with literacy problems

  • Triumphs Show 172: The history classroom lending library

      Teaching History feature: celebrating and sharing success
    Tim Jenner and Jessica Angell share how the History Department Lending Library at Cambourne Village College began and developed, and the positive impact it has had on both students and staff.
    Triumphs Show 172: The history classroom lending library

  • Triumphs Show 157: What makes art history?

      Teaching History feature: celebrating and sharing success
    What do 14 Year 7 students, an art teacher, a history teacher and the Victoria and Albert Museum have in common? They are all part of the ‘Stronger Together' Museum Champion project run by The Langley Academy and the River & Rowing Museum and supported by Arts Council England, designed to...
    Triumphs Show 157: What makes art history?

  • Triumphs Show 119: bringing the big picture to life using a 3D rollercoaster

      Teaching History feature
    In this edition of 'Triumphs Show' Kate Dacey demonstrates the effectiveness of visual stimuli in improving pupils' historical understanding. Dacey achieved this by using a 3D wall display to depict the turbulent period of the Reformation.
    Triumphs Show 119: bringing the big picture to life using a 3D rollercoaster

  • Triumphs Show 144: Active learning to engage ‘challenging students'

      Teaching History feature
    Active learning to engage and challenge ‘challenging students' Historical significance may have been the ‘forgotten element' in 2002 when Rob Phillips first offered us the acronym ‘GREAT', but it has been seized upon with enthusiasm by the history education community. Christine Counsell's now famous five ‘R's (remarkable, remembered, resonant, resulting...
    Triumphs Show 144: Active learning to engage ‘challenging students'

  • Triumphs Show 128: Speed-dating with Queen Elizabeth

      Teaching History feature
     Some of the most effective role play activities are those which draw on the common experiences of pupils to promote serious learning outcomes. Chris Higgins experiments with a number of situations and strategies that draw upon popular games and television show formats. These are used to engage, to provide structure...
    Triumphs Show 128: Speed-dating with Queen Elizabeth

  • Triumphs Show 130: Righting the Revolution

      Teaching History feature
    It was period 5 on a wet Wednesday afternoon deep into the winter term. Year 9 were even more difficult than usual. Being cooped up inside at lunch, without supervision, had not helped the situation. What was I going to do with this untamed bunch? Put on a trusted video?...
    Triumphs Show 130: Righting the Revolution

  • Triumphs Show 133: Getting more pupils choosing History at GCSE

      Teaching History feature
    It is often remarked that history is under pressure nationally at GCSE. Our history numbers have never been enormous, and we have recently gone down from 2 sets to one set. The crunch came in 2007 when we collapsed to a dismal 12 students. A variety of factors may have...
    Triumphs Show 133: Getting more pupils choosing History at GCSE

  • Triumphs Show 155: beyond trivial judgements of 'bias'

      Teaching History feature: celebrating and sharing success
    Towards victory in that battle... 10A were nearly a term into their GCSE history course, working on an 1890-1918 British history ‘depth study'. They had already completed work on the Liberal welfare reforms and on the women's suffrage movement, and they had been practising a range of source evaluation approaches....
    Triumphs Show 155: beyond trivial judgements of 'bias'

  • Triumphs Show 167: Keeping the 1960s complicated

      Teaching History feature: celebrating and sharing success
    During her PGCE year, it became evident to Rachel Coleman just how much pupils struggled with the complicated nature of history. They were troubled in particular by the lack of definitive answers, by the range of perspectives that might be held at the time of a particular event or development...
    Triumphs Show 167: Keeping the 1960s complicated

  • Triumphs Show 173: Teaching Black Tudors

      Teaching History journal feature
    I am ashamed to admit that, until recently, my teaching of black history did not go beyond schemes of work on the transatlantic slave trade and the civil rights movement in the USA. This all changed in November 2017 when I heard Dr Miranda Kaufmann on the ‘BBC History Extra’...
    Triumphs Show 173: Teaching Black Tudors

  • Triumphs Show 120.2: using role play to explain military history

      Teaching History feature
    Julian Critchley demonstrates how role play can be used to explain military history.
    Triumphs Show 120.2: using role play to explain military history

  • Triumphs Show 108: Getting the whole school buzzing about history

      Teaching History feature
    It was the brainwave of the English department to bring in a script writer to work with Key Stage 3 students of the full ability range writing the lower school production. This was too good an opportunity for the history department to miss.
    Triumphs Show 108: Getting the whole school buzzing about history

  • Triumphs Show 109: strengthening the quality and popularity of post-16 history

      Teaching History feature
    Why is it, I wonder, that Rednock students enjoy their history so much and why have so many opted for the subject at ‘AS’ Level? This new course, designed to bridge the gap between GCSE and ‘A’ Level, has allowed a new calibre of student to enrol. The ability range,...
    Triumphs Show 109: strengthening the quality and popularity of post-16 history

  • Triumphs Show: Embracing scholarship to guide Year 7 on an exploration of the Silk Roads

      Teaching History feature
    It has been the same for history teachers all over the country: the dramatic shift in perspective after reading Peter Frankopan’s The Silk Roads. Frankopan’s groundbreaking scholarship transported me to distant lands. His book introduced me to cultures and civilisations previously unknown. I wanted my pupils to venture along the same...
    Triumphs Show: Embracing scholarship to guide Year 7 on an exploration of the Silk Roads