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Found 1,189 results matching 'TH 178' within Publications > Teaching History   (Clear filter)

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  • Ordinary pupils, extraordinary results: a structured approach to raising attainment at GCSE

      Article
    It is a very common complaint that history GCSE is unfairly demanding compared with other subjects. Well, it probably is. But that does not stop history at Robert Clack School from outperforming every other subject except art. Nor is this the story of one of those schools with an unusually...
    Ordinary pupils, extraordinary results: a structured approach to raising attainment at GCSE

  • Teaching History 42

      Journal
    Editorial 2 History: A Most Crucial Element of the Curriculum, Gordon Batho 3 Report: Archives and Education in London 5 Towards a Nationally Agreed Framework I or the Teaching of Primary School History, T.D. Cook 6 Teaching Teachers: A Secondary History PGCE Course, Keith Jenkins 9 Bringing in the Horse,...
    Teaching History 42

  • What is good citizenship education in history classrooms?

      Teaching History article
    Ian Davies, Geoff Hatch, Gary Martin and Tony Thorpe seek to theorise - and to support teachers in their own theorising - concerning the purpose of citizenship education and criteria for good citizenship education. They aim for a professional precision that will be helpful to teachers, getting us beyond the...
    What is good citizenship education in history classrooms?

  • Teaching pupils to analyse cartoons

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. In this practical account of a key aspect of history departmental policy, Joseph O'Neill presents a rationale for the systematic teaching of analytical techniques. Alert to the dangers of mechanistic and formulaic examination responses, the...
    Teaching pupils to analyse cartoons

  • History and Mathematics or History with Mathematics: does it add up?

      Teaching History article
    Ian Phillips expresses some frustration with the way the Numeracy across the Curriculum strand of England’s Key Stage 3 Strategy is sometimes presented. He argues that the acid test of cross-curricular numeracy is the value of mathematical understanding in aiding historical thinking and imagination. He criticises attempts to plant numeracy...
    History and Mathematics or History with Mathematics: does it add up?

  • Equiano - voice of silent slaves?

      Teaching History article
    Andrew Wrenn shows how a study of the life of Olaudah Equiano can support pupils’ historical learning in a number of ways. Not only is this a ‘little story’ that can help to illuminate or raise questions about the the ‘big picture’, it can also help pupils to reflect upon...
    Equiano - voice of silent slaves?

  • How can I improve my use of ICT? Put history first!

      Teaching History article
    What is the difference between using lots of ICT and using it well? Dave Atkin draws upon work in his own department and with other Gloucestershire teachers in order to identify criteria for effective ICT use. These boil down to ‘putting history first' and getting maximum value out of the...
    How can I improve my use of ICT? Put history first!

  • Innovation, inspiration and diversification: new approaches to history at Key Stage 3

      Teaching History article
    Good history teaching should not be the responsibility of a single department working in isolation. The history subject community as a whole should work together to ensure that history teaching is of as high a quality as possible. This does not mean that every department, and every teacher, should do...
    Innovation, inspiration and diversification: new approaches to history at Key Stage 3

  • Suffrage, feudal, democracy, treaty... history's building blocks: learning to teach historical concepts

      Teaching History article
    In the UK, thoughtful history teachers have long lamented the fact that the majority of pupils emerge from their compulsory history schooling at 14 with a limited or inadequate understanding of those key historical concepts that are necessary to make sense of the world in adult life. Whilst more able...
    Suffrage, feudal, democracy, treaty... history's building blocks: learning to teach historical concepts

  • My essays could go on forever: using Key Stage 3 to improve performance at GCSE

      Teaching History article
    History teachers are waking up to the fact that you cannot raise standards in GCSE by very much if you leave this work until Year 10. To leave it that late is to resort to surface, tactical moves rather than to address the deep reasons why so many pupils find...
    My essays could go on forever: using Key Stage 3 to improve performance at GCSE

  • Teaching History 54

      Journal
    Editorial 2 Historical Association News 3 Articles: Computers in Secondary School History Teaching: an HMI view - Carole Baker and lain Paterson 7 Supporting the Future - MESU and the History Teacher - Sue Bennett 10 An Introduction to Computers in the History Classroom - John Simkin 12 GCSE Course...
    Teaching History 54

  • Year 7 pupils collaboratively design an historical game about a medieval peasant

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Jacques Haenen and Hanneke Tuithof describe an activity that they developed for pupils as part of an initial teacher education course. Teams of Year 7 pupils were given a structure and guidelines within which they...
    Year 7 pupils collaboratively design an historical game about a medieval peasant

  • Are you ready for your close-up?

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. We are often reminded that we remember little of what we hear and read but much of what we teach. The very act of teaching forces us to clarify our understanding and to process it...
    Are you ready for your close-up?

  • Does differentiation have to mean different?

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Richard Harris questions common assumptions about differentiation. In particular, he encourages teachers to avoid accepting too readily the view that pupils of different abilities must be given different resources or activities. Instead he builds a...
    Does differentiation have to mean different?

  • Time for chronology? Ideas for developing chronological understanding

      Teaching History article
    The successful study of history requires many things, but few would contest that an understanding of time is one of them. Quite what we mean by ‘an understanding of time’ needs clarification, however. Chronological understanding is one feature. But it is not simply an ability to place events in order...
    Time for chronology? Ideas for developing chronological understanding

  • Placing history: territory, story, identity - and historical consciousness

      Teaching History article
    How do we relate to the past? Does it tell us who we are? Is it a source of examples to follow and mistakes to avoid? Or can we go beyond that to something genuinely historical? Arthur Chapman and Jane Facey argue that as history teachers we have a responsibility...
    Placing history: territory, story, identity - and historical consciousness

  • Making learning drive assessment: Joan of Arc - saint, witch or warrior?

      Teaching History article
    Andrew Wrenn describes his work with Barry Williams and the teachers of the history department at Ailwyn School (11-14 comprehensive), Ramsey in Cambridgeshire. Devoting equal attention to the ‘what’ and the ‘how’ of history assessment, he shows how this group of teachers developed a fresh approach to assessment out of...
    Making learning drive assessment: Joan of Arc - saint, witch or warrior?

  • Empathy without illusions

      Teaching History article
    Empathy may have disappeared from official documents but the history teacher who does not still regularly think about it, plan for it and teach it would be hard to find. What is history if not, in part, an attempt to understand how people thought and felt in the past? This...
    Empathy without illusions

  • Reading and enquiring in Years 12 and 13

      Teaching History article
    Historical enquiry is blooming at Key Stage 3. Thanks to a rich array of source materials available on the web and in textbooks, superb history-specific training courses and genuinely innovative practice in schools, pupils can increasingly be found wrestling with demanding and often lengthy sources. They do this in order...
    Reading and enquiring in Years 12 and 13

  • Working with Boudicca texts - contemporary, juvenile and scholarly

      Teaching History article
    Please note: this article was written before the the 2014 National Curriculum and some content may now be outdated. Robert Guyver describes a model for teaching Boudicca’s rebellion to pupils aged 7 to 13. Drawing on the tradition of critical source evaluation, he nonetheless shuns aspects of that tradition in favour of...
    Working with Boudicca texts - contemporary, juvenile and scholarly

  • 'You be Britain and I'll be Germany...' Inter-school e-mailing in Year 9

      Teaching History article
    E-mailing is fast becoming our preferred means of communication and for good reason. It is immediate: we can fire off a few lines and receive a reply within seconds. It is also flexible: unlike a telephone conversation, we do not have to reply there and then; we can go away...
    'You be Britain and I'll be Germany...' Inter-school e-mailing in Year 9

  • Direct teaching of paragraph cohesion

      Teaching History article
    How do we help pupils to write better paragraphs without actually doing it for them? How do we break down the process of essay writing into smaller steps without taking away pupils’ sense of the essay as a whole? How do we give lower-attaining pupils models, structures and frames without...
    Direct teaching of paragraph cohesion

  • Teaching History 41

      Journal
    Editorial BEd Students at Work in a Middle School, Michael Gibson 3 Report: The First BALH young Historians' workshop, David Haynes & Ray Acton 5 BBC Educational Broadcasting and Irish History, Victor Kelly 6 Whose Class Is It Anyway? Ian Jones 8 Report: The Second National Conference, Sneh Shalt 11...
    Teaching History 41

  • Ensuring progression continues into GCSE: let's not do for our pupils with our plan of attack

      Teaching History article
    Dale Banham continues a theme explored by many other teacher-authors in recent years, how to ensure that progression does not just stop in Year 9, leaving pupils stagnant in key areas of historical learning before getting picked up again in Year 12. He produces a more thorough rationale and commentary...
    Ensuring progression continues into GCSE: let's not do for our pupils with our plan of attack

  • Teachng History 40

      Journal
    Editorial 2 `On Monday I Took Back the Armour and the Video's, Ross Lee and Richard Davis 3 Committed Historiography and History Teaching in Nigerian Secondary Schools, Noel A. Ihebuzor 8 Report: Historical Consciousness and Identity, Charles Hannam 11 The European Dimension and German History, T.C. Lewis 12 Outstanding History...
    Teachng History 40