Depth Study

Depth studies study a short period of time (25-50 years).They are split between Non-British (Wider World) Depth Studies and British Depth Studies.  There are, again, a wide range of options to choose, from OCR’s Britain in Peace and War 1900-1918, to Pearson’s Anglo-Saxon and Norman England, c1060–88. Departments will need to consider how the Depth Studies will complement the other teaching units at Key Stage 4 and how they will relate to aspects of Key Stage 3. Obviously some schools will have some overlap (e.g. If taking the Normans option) and they will need to plan how they can use this to their advantage. Read more

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  • The Normans

    Article

    Norman Conquest The Origins of the Norman Conquest The Norman Conquest: why did it matter? KeynoteSpeech from the Historical Association 2013 Annual Conference - Podcast 1066: The Limits of our Knowledge Edward the Confessor and the Norman Conquest The strange death of King Harold II: Propaganda and the problem of...

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  • The Spice of Life? Ensuring variety when teaching about the Treaty of Versailles

    Article

    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Much has been said and written about different learning styles in recent years. Some people have responded with evangelical enthusiasm, others exercise a more cautious approach, whilst a few disregard it completely. Certainly, there are...

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

    Article

    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....

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

    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...

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  • Using family history to provoke rigorous enquiry

    Article

    The idea of using ‘little stories' to illuminate the ‘big pictures' of the past was creatively explored in Teaching History 107, which offered teachers a wealth of detailed vignettes with which to kindle young people's interest and illuminate major historical events. Paul Barrett builds on the ideas explored in that...

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

    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...

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