Filter your results

Historian
Primary
Secondary
Student
Publications
Podcasts
Higher Education
Branches

Found 625 results matching 'revolutions' within Secondary > Curriculum Support > Principles of planning   (Clear filter)

Not found what you’re looking for? Try using double quote marks to search for a specific whole word or phrase, try a different search filter on the left, or see our search tips.

  • Teaching controversial issues...where controversial issues really matter

      Teaching History article
    This is the fourth in a series of Teaching History articles about teaching history in N orthern Ireland co-authored by Alan McCully. The first two articles (in editions 106 and 114) outlined teaching strategies to help pupils in N orthern Ireland understand and relate to complex and often controversial issues...
    Teaching controversial issues...where controversial issues really matter

  • Music, blood and terror: making emotive and controversial history matter

      Teaching History article
    Lomas and Wrenn, co-authors and compilers of the Historical Association’s DfES-funded T.E.A.C.H 3-19 Report (Teaching Emotive and Controversial History), explore further ideas and examples of good practice from issues arising out of the report’s conclusions. Lomas and Wrenn propose five distinct categories of emotive and controversial history that further develop...
    Music, blood and terror: making emotive and controversial history matter

  • History, citizenship and controversy

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Y4 question their MP about nuclear waste policy; Y6 survey people in their community and school about a proposed casino in their town, and feed back the information to the local council; children decide to...
    History, citizenship and controversy

  • A team-taught conspiracy: Year 8 are caught up in a genuine historical debate

      Teaching History article
    Are top sets always our top priority? Of course, we know that every child matters (should that now have capital letters?) but those of us who teach in an ability-setted context also know that a bottom set left unable to access the curriculum is likely to pose bigger problems than...
    A team-taught conspiracy: Year 8 are caught up in a genuine historical debate

  • Triumphs Show: A head, a hook and international theft: getting year 9 to debate the intricacies of the impact of empire

      Teaching History feature
    The draft of the revised Key Stage 3 programme of study for history brings a new prominence to the study of the British Empire. Here one department describes their triumph in enabling students to engage with a topic which could seem very distant from their own lives.
    Triumphs Show: A head, a hook and international theft: getting year 9 to debate the intricacies of the impact of empire

  • Creating controversy in the classroom: making progress with historical significance

      Teaching History article
    No longer is historical significance the ‘forgotten key element.’ Indeed, it is now being remembered at last – by politicians, telly-dons and the media in any case. Matthew Bradshaw suggests that the popular emphasis on significant events is wrong. Instead, we should be enabling our pupils to make their own...
    Creating controversy in the classroom: making progress with historical significance

  • Maybe they haven't decided yet what is right: English and Spanish perspectives on teaching historical significance

      Teaching History article
    Historians and history teachers understand well that students, when they ‘answer’ questions, are creating their own interpretation. We take account of this in our teaching too: we do not pretend that, beyond the level of the simplest closed questioning, there is ever a ‘right’ or ‘wrong’ answer approach to history....
    Maybe they haven't decided yet what is right: English and Spanish perspectives on teaching historical significance

  • Mussolini's missing marbles: simulating history at GCSE

      Teaching History article
    Arthur Chapman and James Woodcock have collaborated before: Woodcock extended Chapman’s familiar casual metaphor of the final straw breaking a poor abused camel’s back. Here, they collaborate more explicitly to suggest a means of teaching students to produce adequately nuanced historical explanation. Their two central ideas are to produce a...
    Mussolini's missing marbles: simulating history at GCSE

  • Duffy's devices: teaching Year 13 to read and write

      Teaching History article
    Rachel Ward’s intriguing title seems a little out of place in an edition on teaching the most able. The point she makes, though, is that even our very brightest post-16 students need to be encouraged both to engage with the historiography surrounding their course and to learn to write with...
    Duffy's devices: teaching Year 13 to read and write

  • Triumphs Show 102: communicating historical difference to children with literacy problems

      Teaching History feature
    With the summer break stretching forth its welcome hand and the final lesson with my lowband Year 7 class looming, I wanted to ensure that the enthusiasm and dedication that this class had shown throughout the year was kept alive over the holiday period. We had been studying the Norman...
    Triumphs Show 102: communicating historical difference to children with literacy problems

  • Triumphs Show 101: enthusing Year 8 about Oliver Cromwell

      Teaching History article
    Heather Scott explains how a two week written project on Oliver Cromwell motivated and enthused a Year 8 class.
    Triumphs Show 101: enthusing Year 8 about Oliver Cromwell

  • Triumphs Show 123: Making sources fun

      Teaching History feature
    One of the biggest challenges which any history teacher faces is how to make sources fun! Source work does struggles in terms of pupil excitement, understanding and motivation when pitted against the roleplays, dramas and debates. As a history teacher, I am constantly looking for fresh and novel ways to...
    Triumphs Show 123: Making sources fun

  • Polychronicon 122: The Gunpowder Plot

      Teaching History feature
    Our Polychronicon in Teaching History is a regular feature helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretation. This edition of 'Polychronicon' focuses on interpretations of the Gunpowder Plot.
    Polychronicon 122: The Gunpowder Plot

  • Triumphs Show 121: 60th Anniversary commemoration of the end of WWII

      Teaching History feature
    It’s early July 2004, and the history department of Harrogate Grammar School are chatting in the staff room enjoying a bit of spare time now that exam classes have disappeared. The subject of what the department will do next year when it comes to trips, speakers and special days comes...
    Triumphs Show 121: 60th Anniversary commemoration of the end of WWII

  • Triumphs Show 120.2: using role play to explain military history

      Teaching History feature
    Julian Critchley demonstrates how role play can be used to explain military history.
    Triumphs Show 120.2: using role play to explain military history

  • Triumphs Show 120.1 - Is music the answer to the Irish question in schools?

      Teaching History feature
    Ian Ollerenshaw shares with us a way to help GCSE pupils understand the complexities of the ‘Irish Question’ and start to empathise with diverse perspectives. He uses a medium – music – that is familiar to teenagers, beginning with their own music before moving on to songs specifically about Ireland.
    Triumphs Show 120.1 - Is music the answer to the Irish question in schools?

  • Triumphs Show 119: bringing the big picture to life using a 3D rollercoaster

      Teaching History feature
    In this edition of 'Triumphs Show' Kate Dacey demonstrates the effectiveness of visual stimuli in improving pupils' historical understanding. Dacey achieved this by using a 3D wall display to depict the turbulent period of the Reformation.
    Triumphs Show 119: bringing the big picture to life using a 3D rollercoaster

  • Triumphs Show 117: Helping Year 9 to think and feel their way through the origins of the Holocaust

      Teaching History feature
    Dave Woodcraft is passionate about engaging students and making them care about the past. He is unrepentant about wanting his lessons to have an emotional impact and a relevant, immediate appeal. To this end, he frequently uses modern parallels in his classroom to make the point that issues in the...
    Triumphs Show 117: Helping Year 9 to think and feel their way through the origins of the Holocaust

  • Triumphs Show 116: A practical way of teaching the complexities of ‘The Troubles’ at GCSE

      Teaching History feature
    Helping pupils to understand sectarian divisions in Northern Ireland is not easy. For pupils to comprehend the origins and complexities of ‘the Troubles’ they need a big picture. That big picture could be viewed as the interaction of three concepts: time, place and identity. If pupils can at least glimpse...
    Triumphs Show 116: A practical way of teaching the complexities of ‘The Troubles’ at GCSE

  • Polychronicon 113: slavery in 20th-century America

      Teaching History feature
    Polychronicon was a fourteenth-century chronicle that brought together much of the knowledge of its own age. Our Polychronicon in Teaching History is a regular feature helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretation. This edition of 'Polychronicon' is on 'Interpreting...
    Polychronicon 113: slavery in 20th-century America

  • Triumphs Show 113: How to make the Elizabethan Religious Settlement sufficiently complicated for Year 8

      Teaching History feature
    This edition of the 'Triumphs Show' explains 'How to make the Elizabethan Religious Settlement sufficiently complicated for Year 8'.
    Triumphs Show 113: How to make the Elizabethan Religious Settlement sufficiently complicated for Year 8

  • Triumphs Show 112: William Bent and family: a personal timeline of the Plains Wars

      Article
    Using the experiences of William Bent and his family in the 1860s, this resource was designed to develop different kinds of historical thinking. For example, it highlights what a turning point the Sand Creek massacre proved to be.
    Triumphs Show 112: William Bent and family: a personal timeline of the Plains Wars

  • Triumphs Show 111: Recreating 1930s Europe with the help of Year 9

      Teaching History feature
    Sally Evans demonstrates how constructing a map of Europe can enhance pupils' understandings on the causations of World War Two.
    Triumphs Show 111: Recreating 1930s Europe with the help of Year 9

  • Triumphs Show 110: Would you sacrifice watching television for Great Britain?

      Teaching History feature
    This lesson has worked well with higher ability whole classes and with smaller groups with Special Educational Needs. It is essentially a citizenship exercise. It encourages pupils to explore their own values, to justify these values through argument and, through discussion, to understand and accept that others might hold different...
    Triumphs Show 110: Would you sacrifice watching television for Great Britain?

  • Triumphs Show 109: strengthening the quality and popularity of post-16 history

      Teaching History feature
    Why is it, I wonder, that Rednock students enjoy their history so much and why have so many opted for the subject at ‘AS’ Level? This new course, designed to bridge the gap between GCSE and ‘A’ Level, has allowed a new calibre of student to enrol. The ability range,...
    Triumphs Show 109: strengthening the quality and popularity of post-16 history