Teaching History 98: Defining Progression
Journal
Defining Progression
This issue deals with defining and examining the question of what constitutes progress in history. Using audience centred writing to improve progression from Key Stage 2 to 3, Steering your Ofsted inspector into the long-term reasons for classroom success, Using Key Stage 3 to improve performances at GCSE, Learning to teach historical concepts and much more...
The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 - Jenny Parsons (Read article)
Year 10’s thinking skills did not just pop out of nowhere: steering your OFSTED inspector into the long-term reasons for classroom success. - Sue Dove (Read article)
My essays could go on forever: using Key Stage 3 to improve performance at GCSE. - Diana Laffin (Read article)
Suffrage, feudal, democracy, treaty... history’s building blocks: learning to teach historical concepts. - Jacques Haenen and Hubert Schrijnemakers (Read article)
Achieving progression from the GCSE to AS. - Angela Leonard (Read article)
What is progress in history? - Evelyn Vermeulen (Read article)
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