Move Me On 190: taking questions about historical significance

Teaching History feature

Published: 19th April 2023

Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon a particular history-specific issue. 
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Trainee doesn’t see any need to take questions about historical significance beyond a focus on consequences

Tilda Scot is part way through her second school placement and has been given the opportunity to adapt an existing Key Stage 3 scheme of work to include a greater focus on the concept of historical significance. This invitation followed a recent external review of the school’s history curriculum which revealed strengths in terms of its focus on developing secure substantive knowledge, and particular emphases on students’ analysis of the nature and extent of change between one period and another, and on developing causal explanations for key developments. While this seemed to have served students well as a preparation for GCSE, the review identified that the students had very little opportunity at Key Stage 3 to engage with historical interpretations or the concept of historical significance...

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