Curriculum Issues
The materials in this section are intended to help teachers think about the relationship between academic and school history – using their knowledge of the work of historians and their knowledge of the needs, interests and current abilities of their students to help in devising appropriate curricula and worthwhile activities. Read more
Extended Reading
- ‘This extract is no good, Miss!’
- Reading? What reading?
- 'I feel if I say this in my essay it’s not going to be as strong’
- Putting Catlin in his place?
- Historical scholarship and feedback
- Triumphs Show: interpretations at A Level
Extended Writing
- ‘I need to know…’: creating the conditions that make students want knowledge
- From road map to thought map: helping students theorise the nature of change
- 'I feel if I say this in my essay it’s not going to be as strong’
- Grammar. Nazis. Historically rigorous approaches to integrating literacy into lessons
- Curriculum coherence into the new GCSE: best practice for KS3 History
- WWFD? What would Figes do? Using an academic historian as the gold standard in the feedback loop
Historical Argument
- Dealing with the consequences
- From flight paths to spiders’ webs: developing a progression model for Key Stage 3
- The devil is the detail
- ‘Its ultimate pattern was greater than its parts’
- Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13
- New, Novice or Nervous? 170: Building students’ historical argument
Narrative in history
- The devil is the detail
- Conducting the orchestra to allow our students to hear the symphony
- ‘Through the looking glass’
- Anything but brief: Year 8 students encounter the longue durée
- “They Ought to Know the Achievements of the Ancient Greeks”
- Narrating “Histories of Spain”
Inclusion
- Cunning Plan 173: using Black Tudors as a window into Tudor England
- Hidden in plain sight: the history of people with disabilities
- Identity in history: why it matters and must be addressed!
- Social Studies Teachers’ Resistance to Teaching Francophone Perspectives in Alberta
- Women at the centre of history
- How backseat driving helped me meet the needs of the weaker learners in my classroom
Independent Learning
- ‘This extract is no good, Miss!’
- From road map to thought map: helping students theorise the nature of change
- Bringing together students from Bradford and Peshawar
- Developing independent learning with Year 7
- The knowledge illusion
- An attempt to make Year 9 Masters of Learning