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Resources from the HA/CfBT Regional Conferences Part 1
Article
The HA has held nine regional conferences across England in London, Norwich, Leeds, Leicester, Reading, Darlington, Bristol, Birmingham and Bolton to train history teachers in ways to tackle the New Key Stage 3 Curriculum. Please find below the PowerPoint presentations that went with morning introduction>>>
Resources from the HA/CfBT Regional Conferences Part 1
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Key Stage 3 New Programme of study resources: Part 1
Article
The HA supported by the CfBT is in the process of developing resources to enable secondary teachers to tackle the new Key Stage 3 programme of study for history. We shall be devoting an entire section of the website to these resources taking you through the concepts, processes, range and...
Key Stage 3 New Programme of study resources: Part 1
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Past Forward: Keynote address: fulfilling history's potential
Article
How much is it possible to love a subject? “I get so excited about my next history lesson” wrote Peter in December, “that I find myself dreaming about it before it happens”.1 How much is it possible for a teacher to love a subject? You love it so much that...
Past Forward: Keynote address: fulfilling history's potential
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Active remembrance
Teaching History article
A year after the end of the First World War, George V stated: "I believe that my people in every part of the Empire fervently wish to perpetuate the memory of the Great Deliverance and those who laid down their lives to achieve it."
From that moment, the idea of large-scale remembrance...
Active remembrance
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Low-stakes testing
Teaching History article
The emphasis on the power of secure substantive knowledge reflected in recent curriculum reforms has prompted considerable interest in strategies to help students retain and deploy such knowledge effectively. One strategy that has been strongly endorsed by some cognitive psychologists is regular testing; an idea that Nick Dennis set out...
Low-stakes testing
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Move Me On 162: Reading
Teaching History feature
This issue’s problem: James Connolly is finding it difficult to judge how much or what kind of reading he should expect of his students.
James Connolly, an eager and knowledgeable historian, has frequently struggled to pitch things appropriately for students. This applies particularly to his expectations of their reading, but also...
Move Me On 162: Reading
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Year 8 and interpretations of the First World War
Teaching History article
Dan Smith was concerned that his pupils were drawing on over-simplified generalisations about different periods of the past when they were considering why interpretations change over time. This led him to consider how pupils’ contextual knowledge and chronological fluency might be used more explicitly in order to avoid weak generalisations...
Year 8 and interpretations of the First World War
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The Harkness Method: achieving higher-order thinking with sixth-form
Teaching History article
Hark the herald tables sing! Achieving higher-order thinking with a chorus of sixth-form pupils
On 9 April 1930, a philanthropist called Edward Harkness donated millions of dollars to the Phillips Exeter Academy in the USA. He hoped that his donation could be used to find a new way for students to sit around a table...
The Harkness Method: achieving higher-order thinking with sixth-form
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Move Me On 157: Getting knowledge across
Teaching History feature
This issue's problem: Rose Valognes feels she hasn't got enough ways of getting knowledge across to the students before they can do something with it.
After a positive start to her training year, Rose Valognes seems to have got stuck in a rut in her thinking, with her lessons falling...
Move Me On 157: Getting knowledge across
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Securing contextual knowledge in year 10
Teaching History article
Using regular, low-stakes tests to secure pupils' contextual knowledge in Year 10
Lee Donaghy was concerned that his GCSE students' weak contextual knowledge was letting them down. Inspired by a mixture of cognitive science and the arguments of other teachers expressed in various blogs, he decided to tackle the problem...
Securing contextual knowledge in year 10
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An authentic voice: perspectives on the value of listening to survivors of genocide
Teaching History article
It is common practice to invite survivors of the Holocaust to speak about their experiences to pupils in schools and colleges. Systematic reflection on the value of working with survivors of the Holocaust and other genocides and on how to make the most of doing so is rarer, however. In...
An authentic voice: perspectives on the value of listening to survivors of genocide
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Planning and Teaching the New Key Stage 3 PoS
Website Link
These notes, ideas and teaching suggestions have developed from CPD courses run over the last few years and from planning and developing SHP resources for the new KS3 programme.
Inevitably, it's a statement of current thinking with ideas constantly developing but I hope it proves useful and practical in helping...
Planning and Teaching the New Key Stage 3 PoS
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How did changing conceptions of place lead to conflict in the American West? Reflecting on revision methods for GCSE
Teaching History article
Mary Woolley decided to make four revision sheets for her lower-band Year 11 set. Each was to help them view their American West study through a different lens. She was rather uncertain, however (and so were the pupils) about her fourth sheet on places. Her reflections on the revision sheet...
How did changing conceptions of place lead to conflict in the American West? Reflecting on revision methods for GCSE
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Disciplining cross-curricularity?
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Why should we think in inter-disciplinary rather than cross-curricular terms when planning collaborative work with colleagues in other subjects? What scope is there for working in inter-disciplinary ways and what is the value of such...
Disciplining cross-curricularity?
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Film: Making the most of your secondary membership as a trainee
A guide to key benefits for trainee secondary history teachers
Are you a trainee teacher, new to or interested in HA secondary membership and want some guidance on where to start? In this webinar we guide you through some key benefits included as part of your membership - from essential online resources and journal support for beginning teachers to available CPD and accreditation routes...
Film: Making the most of your secondary membership as a trainee
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Picturing place: what you get may be more than what you see
Teaching History article
Pictures abound in history classrooms and teachers use them in many different ways. They add - often literally - some colour to the past, helping us to imagine what different worlds were like. Pictures can be used quite legitimately in this way to fire imagination and stimulate interest. But we...
Picturing place: what you get may be more than what you see
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The Wellcome Collection Study Visits
Visits
Wellcome Collection is a free museum and library exploring health and human experience. It is the extraordinary legacy of an extraordinary man: Henry Wellcome.
Drawn from his collection of over one million objects from across the world and through many centuries, this unique space is designed to promote new and creative...
The Wellcome Collection Study Visits
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Achieving progression from the GCSE to AS
Teaching History article
As the new specifications [as we must all learn to call them] arrive in schools and colleges, we must all grapple with the concept of a new qualification - a new AS representing an intermediate standard. What does AS involve? In what ways does it represent progression from GCSE? Angela...
Achieving progression from the GCSE to AS
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Cunning Plan 132: Year 7 and the new National Curriculum
Teaching History feature
How can we plan for a coherent Year 7 that makes the most of the new National Curriculum freedom and its almost limitless possible content? Answer: borders, boundaries (and books)
Please note: this article was published before the current 2014 National Curriculum.
Cunning Plan 132: Year 7 and the new National Curriculum
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Plotting maps and mapping minds: what can maps tell us about the people who made them
Teaching History article
As historians, we know that ‘factual’ information should never be uncritically accepted. And yet, too often, that is exactly what we do with the maps we use to locate ourselves and our students. Evelyn Sweerts and Marie-Claire Cavanagh, who now work in a European School in Brussels but until recently...
Plotting maps and mapping minds: what can maps tell us about the people who made them
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Move Me On 110: Confused by the Key Stage 3 Strategy
Teaching History feature
This Issue's Problem: Winston is confused by the Key Stage 3 Strategy.
Move Me On 110: Confused by the Key Stage 3 Strategy
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Geography in the Holocaust: citizenship denied
Teaching History article
In this article David Lambert argues powerfully for teachers of the humanities to place citizenship at the centre of their work. He seeks to demonstrate that the division between subject-boundaries needs to be broken through if students are not to be denied what they are entitled to: an understanding of...
Geography in the Holocaust: citizenship denied
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Tripping over the levels: experiences from Ontario
Teaching History article
Here in the United Kingdom, we are used to the idea of assessing pupils’ work against Levels. In fact, perhaps we are a little too used to it. Our familiarity with the Level Descriptions in the National Curriculum, and the ways they might inform our Key Stage 3 assessments, can...
Tripping over the levels: experiences from Ontario
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Question: When is a comment not worth the paper it's written on? Answer: When it's accompanied by a Level, grade or mark!
Teaching History article
In this article, Simon Butler advances a strong case for ‘comments only’ marking. Good assessment, he argues, is about encouraging students to reflect on their current performance and take responsibility for their own progress. Assigning Levels to pupils’ work is often justified in terms of the generation of targets which...
Question: When is a comment not worth the paper it's written on? Answer: When it's accompanied by a Level, grade or mark!
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Teaching the Holocaust: the experience of Vad Vashem
Teaching History article
No institution is better known for its continuing work on the Holocaust than Jerusalem’s Yad Vashem. In this article Richelle Budd Caplan offers guidelines for teachers, based on its unrivalled experience. She demands that our teaching of this subject should aim to restore the identities of the victims. To do...
Teaching the Holocaust: the experience of Vad Vashem
