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Found 62 results matching 'life events queen Elizabeth 2' within Secondary > Curriculum > Principles of planning > Substantive Knowledge   (Clear filter)

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  • New, Novice or Nervous? 162: GCSE Thematic Study

      Teaching History feature: the quick guide to the no-quick-fix
    Thematic studies have been a long-standing feature of the Schools History Project (SHP) GCSE specifications in England and Wales; but for teachers of ‘Modern World’ GCSE specifications, the thematic study in the new GCSE specifications for teaching in England from September 2016 is unfamiliar territory. Perhaps you are entirely new...
    New, Novice or Nervous? 162: GCSE Thematic Study

  • Knowledge and the Draft NC

      Teaching History article
    Silk purse from a sow's ear? Why knowledge matters and why the draft History NC will not improve it Katie Hall and Christine Counsell attempt to construct a Key Stage 3 scheme of work out of the draft National Curriculum for history that was released for consultation in England in...
    Knowledge and the Draft NC

  • Triumphs Show: The BeBold Network

      Teaching History feature
    In April 2019, I was in a bit of a rut. My enquiry questions and lesson sequences seemed stale. I felt like I had been at my school for too long. To mix things up, I secured a new role for September at a start-up school.  Full of excitement, I...
    Triumphs Show: The BeBold Network

  • What can rituals reveal about power in the medieval world? Teaching Year 7 pupils to apply interdisciplinary approaches

      Teaching History article
    Much has been written in recent years about how historical scholarship can be used to shape practice in the classroom. As an historian of the medieval period now working as an history teacher, Dhwani Patel offers a fresh perspective on these debates. During her PGCE year, Patel found herself reflecting...
    What can rituals reveal about power in the medieval world? Teaching Year 7 pupils to apply interdisciplinary approaches

  • What Have Historians Been Arguing About... the impact of the British Empire on Britain?

      Teaching History feature
    The murder of George Floyd during the summer of 2020 and the ongoing ‘culture war’ in Britain over the legacy of the British Empire have reignited interest in imperial history. This focuses, in particular, on the question of the empire’s impact on Britain itself: on how the act of conquering...
    What Have Historians Been Arguing About... the impact of the British Empire on Britain?

  • Raising the bar: developing meaningful historical consciousness at Key Stage 3

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. How can we help pupils make sense of the history that they learn so that the whole adds up to more than the sum of its parts? How can we help pupils develop and sophisticate...
    Raising the bar: developing meaningful historical consciousness at Key Stage 3

  • Anatomy of enquiry: deconstructing an approach to history curriculum planning

      Teaching History article
    It is almost 20 years since Michael Riley first invited Key Stage 3 history teachers to ‘choose and plant’ their enquiry questions. Many members of the history education community have taken up that invitation, making use of overarching enquiry questions to structure students’ learning. But what is meant by enquiry...
    Anatomy of enquiry: deconstructing an approach to history curriculum planning

  • The how of history: using old and new textbooks in the classroom to develop disciplinary knowledge

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. What are textbooks for and how do we think of them? As inevitably partial views of the past that reflect their purpose and moment of construction and their authors' location in physical and ideological time...
    The how of history: using old and new textbooks in the classroom to develop disciplinary knowledge

  • Thinking across time: planning and teaching the story of power and democracy at Key Stage 3

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Ian Dawson's seminal work on developing chronological understanding - in Teaching History 117, on the website thinkinghistory.co.uk and elsewhere - will be familiar to readers. In this article Dawson considers the question, very much on...
    Thinking across time: planning and teaching the story of power and democracy at Key Stage 3

  • Year 9 face up to historical difference

      Teaching History article
    How many people does it take to make an Essex man? Year 9 face up to historical difference Teaching her Key Stage 3 students in Essex, Catherine McCrory was struck by the stark contrast between their enthusiasm for studying diverse histories of Africa and the Americas and their reluctance to...
    Year 9 face up to historical difference

  • The return of King John: using depth to strengthen overview in the teaching of political change

      Teaching History article
    Dale Banham's article in Teaching History 92, ‘Getting ready for the Grand Prix: learning to build a substantiated argument in Year 7' has influenced much debate about extended writing. It has been influential way beyond the history education community. It also raised new questions about the management of historical content....
    The return of King John: using depth to strengthen overview in the teaching of political change

  • Emotional response or objective enquiry? Using shared stories and a sense of place

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. In this article, Andrew Wrenn explores some issues that teachers might consider when supporting 14 and 15 year olds in their study of war memorials as historical interpretations. Tony McAleavy has argued that ‘popular' and...
    Emotional response or objective enquiry? Using shared stories and a sense of place