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Found 2,021 results matching 'scheme of work' within Secondary   (Clear filter)

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  • Redrawing the Renaissance - non verbal assessment in Year 7

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Matt Stanford is not exactly fed up of marking essays, but he could do with a change. His pupils, he realises, could too. History assessments have often been based on words - either the written...
    Redrawing the Renaissance - non verbal assessment in Year 7

  • Teaching History 192: Breadth

      The HA's journal for secondary history teachers
    03 Editorial (Read article) 04 HA Secondary News 06 1093 and all that: broadening Year 7’s British history horizons with Welsh medieval sources – Holly Hiscox (Read article) 18 Why I teach pupils things I don’t need them to remember forever: the role of takeaways in shaping a history curriculum...
    Teaching History 192: Breadth

  • Cunning Plan 185… for building difference into GCSE curriculum design

      Teaching History feature
    Many history teachers have been busy making space in their curriculum plans for different sorts of histories. This process, as Priyamavda Gopal has argued (in response to claims that moves to decolonise the curriculum constitute an attempt to censor history by editing out those bits viewed as ‘stains’ on the nation’s...
    Cunning Plan 185… for building difference into GCSE curriculum design

  • Lesson sequence: Muslim Tommies - taster lesson

      Article
    This series of lessons has been designed to teach students something of the role of Muslim soldiers in the British Army in the First World War. By working with what remains of the War and how the Muslim contribution has been remembered, students will learn that the narrative is more...
    Lesson sequence: Muslim Tommies - taster lesson

  • Lesson sequence: Muslim Tommies

      Lesson sequences
    The first lesson of this sequence is available free to all secondary members here.  This series of lessons has been designed to teach students something of the role of Muslim soldiers in the British Army in the First World War. By working with what remains of the War and how the Muslim contribution...
    Lesson sequence: Muslim Tommies

  • Practical demonstration: powerful and rigorous history teaching for all

      Teaching History article
    In this article, Ian Luff returns to the theme of ‘practical demonstration’ which he developed in three articles twenty years ago. Luff restates his original rationale for the enduring power of the approach, advances some new reasons why history teachers should give serious attention to it and shares several practical examples...
    Practical demonstration: powerful and rigorous history teaching for all

  • 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

  • Introductory Film: Germany 1871-1945

      Part of the HA Interpretations Film Series: Power and authority in Germany 1871-1991
    Log in below to preview the introductory film - available to all registered users of the website. This open access introductory film forms part of our NEW nine-part filmed series on the development of power and authority in Germany 1871-1991 available through the Student Zone with corporate secondary membership.  In this...
    Introductory Film: Germany 1871-1945

  • Move Me On 186: trainee provides little scope for students to use their knowledge in analysis/argument

      Teaching History feature
    Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon...
    Move Me On 186: trainee provides little scope for students to use their knowledge in analysis/argument

  • What Have Historians Been Arguing About... Royal Studies

      Teaching History feature
    ‘Royal Studies’ is much more than the study of kings and queens as individuals. It draws in their families, the institution of monarchy and monarchical government, court studies, relationships with the church, artistic and literary patronage, and more. While history ‘from below’ and studies of non-elite figures have enriched the...
    What Have Historians Been Arguing About... Royal Studies

  • Move Me On 189: engendering students' curiosity

      Teaching History feature
    Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon...
    Move Me On 189: engendering students' curiosity

  • The Quality Mark award: Self-evaluation with a critical friend

      Article
    The Quality Mark has been a really important part in the journey of the development of our history curriculum culture at the Convent of Jesus and Mary. Our school is a diverse comprehensive all-girls Catholic school situated in Harlesden, north west London. We first started working together as a department team...
    The Quality Mark award: Self-evaluation with a critical friend

  • Using Lesson Study to make microimprovements in teaching Year 8 how to use sources

      Teaching History article
    A highly distinctive and structured approach to teacher development, Lesson Study emerged in Japan but has since been adopted much more widely and now sees growing interest in the UK. Tony McConnell, Davinia Daley, Rebecca Levy, Lisa Waddell and Richard Waddington describe the process by which their school first investigated...
    Using Lesson Study to make microimprovements in teaching Year 8 how to use sources

  • Introducing History Lab

      A crowd-sourced history club
    In 2021, teacher Richard Lewis founded History Lab as an idea for a history club that goes beyond the curriculum and enables students to think, form opinions and voice them as well as learning from one another's perspectives. The club can be led by a teacher, librarian or other knowledgeable...
    Introducing History Lab

  • Building a better past: plans to reform the curriculum

      Teaching History article
    David Nicholls summarises some of the problems facing history education and offers a commentary on various cases for reform. He argues that we need to look at provision holistically from 5 to 21 and urges collaboration across phases and sectors. By working more closely together, the history community as a...
    Building a better past: plans to reform the curriculum

  • Fundamental British Values and history teaching

      Article
    In this article, Michael Maddison provides an overview of what schools must do in relation to promoting British values, as well as preventing extremism and radicalisation, and why it is so important that opportunities are taken in history to deal with these two pressing issues. It is an updated version...
    Fundamental British Values and history teaching

  • Navigating the ‘imperial history wars’

      Teaching History article
    Concerned by the growing tendency of politicians and press to revive the moral balance-sheet approach to British imperial history and by some evidence of its resurgence in schools, Alex Benger set about devising a framework which would keep pupils’ analysis rigorously historical, rather than moral and politicised. In this article,...
    Navigating the ‘imperial history wars’

  • Move Me On 182: thinks that substantive knowledge is all that matters

      Teaching History feature
    Lina Power has interpreted an emphasis on knowledge organisers and factual knowledge tests to mean that substantive knowledge is all that matters. Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical...
    Move Me On 182: thinks that substantive knowledge is all that matters

  • Tough on crime, tough on the causes of crime: using external support, local history and a group project to challenge the most able

      Teaching History article
    The most able can be challenged in a variety of ways and at a number of levels, from the extension question for the individual child to the extended enquiry for the most able class. In a Leading Edge History project, Guy Woolnough and his colleagues took the concept of challenge...
    Tough on crime, tough on the causes of crime: using external support, local history and a group project to challenge the most able

  • 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

  • Analysing Anne Frank: a case study in the teaching of thinking skills

      Teaching History article
    For those lucky history departments in and around Newcastle this article will not be news. Peter Fisher alludes to the quasi-religious atmosphere that is often discernible amongst history teachers who have been working with the Thinking Skills groups linked to University of Newcastle Department of Education. He is not exaggerating...
    Analysing Anne Frank: a case study in the teaching of thinking skills

  • Building local history into the curriculum

      Teaching History article
    Neil Bates and Robert Bowry have chosen to tackle the issue of curriculum coherence by including local history, both as starting point for new students joining the school in Year 7 and as a golden thread running throughout their Key Stage 3 curriculum. In this article they explain the rationale...
    Building local history into the curriculum

  • Bringing school into the classroom

      Teaching History article
    The Secondary Education and Social Change (SESC) research project team at the University of Cambridge collaborated with four secondary school history teachers to produce resource packs for teaching Key Stage 3 pupils about post-war British social history through the history of secondary education. In this article, Chris Jeppesen explains the...
    Bringing school into the classroom

  • Polychronicon 148: The Wars of the Roses

      Teaching History feature
    There are few periods in our history from which we turn with such weariness and disgust as from the Wars of the Roses. Their savage battles, their ruthless executions, their shameless treasons seem all the more terrible from the pure selfishness of the ends for which men fought, the utter...
    Polychronicon 148: The Wars of the Roses

  • Move Me On 174: Not doing all the thinking for the students

      The problem page for history mentors
    This issue’s problem: Alex Spotswood finds that the activities that he devises tend to involve him, rather than his students, doing all the real thinking and processing of information. Alex Spotswood is well established in his main placement and has taken responsibility for regular GCSE and Key Stage 3 teaching. He is highly...
    Move Me On 174: Not doing all the thinking for the students