Planning

‘Move Me On’ is a ‘problem page’ for those involved in training or mentoring new history teachers. Each one includes a description of a difficulty experienced by a trainee teacher and detailed advice from two experienced mentors or teacher educators about how to respond.  Read more

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  • Move Me On 100: Deciding on lesson objectives

    Article

    This Issue's Problem: Hugh Horsea, PGCE student, is having difficulty deciding on his lesson objectives  Problem:  Hugh is a few weeks into his first placement. He is enthusiastic and hard working and was successful in the first teaching tasks that he undertook. However, now that he has moved beyond directed...

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  • Move Me On 104: Establishing lesson goals

    Article

    This Issue's Problem: Bill norman, PGCE History student, is struggling with lesson goals.

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  • Move Me On 113: Getting pupils to really care about what happened in the past

    Article

    This Issue's Problem: Ronnie Wedgewood is struggling to get pupils really to care about what happened in the past. 

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  • Move Me On 118: Can't find connection between fun and serious learning

    Article

    This Issue's Problem: Eddie can't find the connection between fun and serious learning.

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  • Move Me On 123: Teaching Key Stage 3 only once a week

    Article

    This Issue's Problem: Seb Cabot finds it hard only seeing Key Stage 3 classes once a week: he's struggling to build effective teaching relationships and tackle worthwhile enquiries. 

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  • Move Me On 131: Mentor struggling to help trainee learn to plan independently

    Article

    Richard Baxter's mentor is struggling to know how to help him plan independently. Richard Baxter is a relatively young trainee with a background in ancient history. He came to the PGCE course straight after completing his undergraduate degree, and is aware of his relative youth as well as what he...

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  • Move Me On 150: Planning

    Article

    This issue's problem: Simon Montfort is given very little freedom to learn how to plan. Simon considered himself very fortunate when he arrived in his training school. Even on the induction day his mentor had been able to give him copies of the schemes of work for each year group...

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  • Move Me On 161: Knowledge & Understanding

    Article

    This issue’s problem: Caroline Herschel doesn’t really notice and respond effectively to what the lesson she has just taught reveals about students’ knowledge and understanding. Caroline Herschel is a hard-working, conscientious trainee who is anxious to feel that she has got things ‘right’. She is well organised and plans lessons well...

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  • Move Me On 166: getting the right pitch for GCSE teaching

    Article

    This feature is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. This issue’s problem: Bob Williams is struggling to get the pitch right in teaching topics at GCSE that the school previously taught to Year 7. Bob Williams, now half way through his training year, is feeling very out...

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  • Move Me On 169: Planning a local history enquiry

    Article

    This feature of Teaching History 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...

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  • Move Me On 171: Using existing lesson plans

    Article

    The 'Move Me On' feature of Teaching History 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...

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  • Move Me On 173: teaching the GCSE thematic study

    Article

    This feature of Teaching History 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...

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  • Move Me On 182: thinks that substantive knowledge is all that matters

    Article

    Lina Power has interpreted an emphasis on knowledge organisers and factual knowledge tests to mean that substantive knowledge is all that matters. 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...

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