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Found 300 results matching 'local history' within Secondary > Curriculum Support > Principles of planning > Disciplinary concepts   (Clear filter)

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  • Developing KS3 students’ ability to challenge their history curriculum through an early introduction of significance

      Teaching History article
    Offered five weeks to teach ‘whatever he wanted’ to Year 7, Andrew Slater decided that he wished to tackle the concept of significance head-on early in his students’ time in his school. He chose the expectedly unfamiliar substantive content of the Khmer Empire, challenging his students to justify the significance of...
    Developing KS3 students’ ability to challenge their history curriculum through an early introduction of significance

  • What’s The Wisdom On... Consequence

      Teaching History feature
    Consequence easily becomes ‘causation’s forgotten sibling’, as Fordham noted, in the title of a workshop presented at the 2012 Historical Association conference. The choice to treat consequence separately from causation in this series of articles is, therefore, a very deliberate one. Yet an emphasis on the importance of consequences should...
    What’s The Wisdom On... Consequence

  • Creating confident historical readers at A-level

      Teaching History article
    How can we help pupils learn to read historically? Gary Howells explores this question by explaining how he builds reading challenges into the course of his pupils' post-16 studies and by describing some of the tasks that pupils are set and the principles that underpin them. Howells argues that over...
    Creating confident historical readers at A-level

  • What’s The Wisdom On... change and continuity?

      Teaching History feature
    When it comes to historical change and continuity, what are history teachers asking pupils to think about and do? What's the Wisdom On... is a short guide providing new history teachers with an overview of the ‘story so far’ of practice-based professional thinking about a particular aspect of history teaching. It...
    What’s The Wisdom On... change and continuity?

  • Historical scholarship, archaeology and evidence in Year 7

      Teaching History article
    The stimulus for this article came from two developmental tasks that Barbara Trapani was set during the course of her initial teacher education programme: planning her first historical enquiry and bringing the work of an historian into the classroom. Trapani chose to tackle the two tasks together, using Susan Whitfield’s...
    Historical scholarship, archaeology and evidence in Year 7

  • Is any explanation better than none?

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. What do we know about progression in historical understanding? In Teaching History 113, Lee and Shemilt discussed what progression models can and cannot do to help us think about measuring and developing pupils' understanding and...
    Is any explanation better than none?

  • 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

  • Historical Causation: Is One Thing More Important Than Another?

      Branch Lecture Podcast
    WHAT COLOUR ARE THE UNICORNS?Professor Steve Rigby, recently retired from the University of Manchester, delivered ‘Historical Causation: Is One Thing More Important Than Another?' to the Bolton Branch of the Historical Association on 29th November 2010.  His lecture gives a fascinating introduction to the philosophy of historical causation, looking at...
    Historical Causation: Is One Thing More Important Than Another?

  • Evidence: Theoretical

      Links to HA resources for secondary teachers
    Getting Year 10 beyond trivial judgements of ‘bias': towards victory in that battle ... Let's play Supermarket ‘Evidential' Sweep: developing students' awareness of the need to select evidence Assessment of students' uses of evidence: shifting the focus from processes to historical reasoning How can students' use of historical evidence be...
    Evidence: Theoretical

  • 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

  • Polychronicon 159: Interpreting Magna Carta

      Teaching History feature
    First some history: the question of how historiographic and public historical representations of Magna Carta have changed over the last 800 years is an important one. The ‘myth' of Magna Carta as a foundational document for modern democracy is still very powerful. That tradition of understanding the legacy and history...
    Polychronicon 159: Interpreting Magna Carta

  • Building Key Stage 5 students’ analysis of interpretations

      Article
    Students of A-level history are required to analyse and evaluate historical interpretations. Samuel Head found limitations in his Year 13 students’ understanding of how and why historians arrive at differing interpretations, which impeded their ability to analyse them. He set about tackling this with carefully sequenced planning and a processual model...
    Building Key Stage 5 students’ analysis of interpretations

  • Polychronicon 146: Interpreting the history of 'big history'

      Teaching History feature
    In recent decades, a novel approach to history has emerged, called ‘big history', which provides an overview of all of human history, embedded within biological, geological and astronomical history covering the grandest sweep of time and space, from the beginning of the universe to life on Earth here and now....
    Polychronicon 146: Interpreting the history of 'big history'

  • Rethinking progression in historical interpretations through the British Empire

      Teaching History article
    Let’s stop saying sorry for the Empire! Thus Mastin and Wallace introduce one of their lessons on interpretations of the British Empire. They develop Gary Howells’s ideas from the previous edition of Teaching History to demonstrate exactly what we might get our students to do with interpretations of the past....
    Rethinking progression in historical interpretations through the British Empire

  • Cunning Plan 142: Why do historical interpretations change over time?

      Teaching History feature
    History teachers have been talking about the need to teach broad narratives, overview and chronology for a long time. They have also recognised how essential it is for students to have an opportunity to study the ways in which the past has been interpreted, and the reasons why these interpretations...
    Cunning Plan 142: Why do historical interpretations change over time?

  • Does the grammatical ‘release the conceptual’?

      Teaching History article
    Jim Carroll noticed basic literacy errors in his Year 13s’ writing, but on closer examination decided that these were not best addressed purely as literacy issues. Through an intervention based on clauses, Carroll managed to enable his students to write better, but he did this by teasing out principles of...
    Does the grammatical ‘release the conceptual’?

  • Triumphs Show 164: interpretations at A Level

      Teaching History feature: celebrating and sharing success
    Julia Huber and Katherine Turner found that their A-level students struggled to identify the line of argument in a passage of historical scholarship, an essential prerequisite for answering their coursework question. They devised an activity that helped students to unpick and visually contrast historians’ interpretations of the relative importance of...
    Triumphs Show 164: interpretations at A Level

  • Looking through a Josephine-Butler shaped window: focusing pupils' thinking on historical significance

      Teaching History article
    Christine Counsell draws upon her recent work in developing definitions and practice concerning pupils' thinking about historical significance. Here she tries out those ideas in relation to the 19th century campaigner against the Contagious Diseases Acts,  Josephine Butler. Counsell explains why she developed her own set of criteria for structuring...
    Looking through a Josephine-Butler shaped window: focusing pupils' thinking on historical significance

  • Cunning Plan 151: When and for whom has 1688 been 'Glorious'?

      Teaching History feature
    This enquiry is about how interpretations are formed and why they change. It aims to show Year 9, right at the end of their study of British history, the ways in which meanings of 1688 have shifted over time. It will test students' knowledge and strengthen their chronology of 300...
    Cunning Plan 151: When and for whom has 1688 been 'Glorious'?

  • ‘Man, people in the past were indeed stupid’

      Teaching History journal article
    In this article, which is based on Huijgen’s PhD dissertation Balancing between the past and the present, Tim Huijgen and Paul Holthuis present the results of an experimental method of teaching 14–16-year-old students to contextualise their historical studies in a different way. In the four lessons described, students’ initial reactions...
    ‘Man, people in the past were indeed stupid’

  • Film: What's the wisdom on... Causation

      Your Virtual History Department Meeting
    We’ve been talking to our secondary school members and we know how difficult life is for teachers in the current circumstances, so we wanted to lend a helping hand. 'What’s the wisdom on…' is a brand-new and already popular feature in our secondary journal Teaching History and provides the perfect...
    Film: What's the wisdom on... Causation

  • Developing independent learning with Year 7

      Teaching History article
    Jaya Carrier’s decision to focus on developing a more independent  approach to learning in history at Key Stage 3 was prompted by concerns about her A-level students. In seeking to establish secure foundations for students’ own historical research, Carrier first examined the assumptions of her colleagues and her students. She...
    Developing independent learning with Year 7

  • Significance - Powerpoint Presentation - Changes in the KS3 Curriculum

      Article
    What is historical significance?The starting quote is taken from the address of Michael Spinney to the Independent Association of Prep Schools. His comments are typical of those that have been made in national political and education fora ever since the introduction of a history National Curriculum. At their heart is...
    Significance - Powerpoint Presentation - Changes in the KS3 Curriculum

  • Making History Accessible

      Multipage Article
    My students struggle with...  Every student has an entitlement to learn history and to high quality history teaching. In this section you will find support for helping students who struggle with specific aspects of learning history. For each aspect of learning history that students struggle with you will find: A...
    Making History Accessible

  • Using fictional characters to explore the relationship between historical interpretation and contemporary attitude

      Teaching History article
    Helping students to understand how and why people in the present interpret the past differently is a challenge. It is also vital if we are to develop an understanding of why the meanings we ascribe to the past are not fixed, but rather are subject to our own prejudices or...
    Using fictional characters to explore the relationship between historical interpretation and contemporary attitude