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Found 2,146 results matching 'romans scheme of work' within Secondary   (Clear filter)

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  • Finding Bad Bridget: the lives and crimes of Irish immigrant women in America

      Historian article
    From the early nineteenth century until the First World War, millions of Irish women emigrated to North America in search of better lives. Elaine Farrell and Leanne McCormick, co-leads for the AHRC-funded Bad Bridget research project, tell us how poverty, discrimination, isolation from family as well as greed and opportunism...
    Finding Bad Bridget: the lives and crimes of Irish immigrant women in America

  • Imperial spaces of a ‘miniature world’: the case of Rugby School, c.1828–1850

      Historian article
    English public schools in the nineteenth century were training grounds not just for society’s elites but also for careers in Britain’s imperial service. In this article, Holly Hiscox explores the ways in which schools such as Rugby provided pupils with a miniature world of domestic and professional life which prepared...
    Imperial spaces of a ‘miniature world’: the case of Rugby School, c.1828–1850

  • Doing history: Contemporary narratives and the legacy of the Dagenham Ford Factory Strike of 1968

      Historian feature
    In this article, Zubin Burley looks at how a visit to the local archive can transform our understanding of an important event in British social history...
    Doing history: Contemporary narratives and the legacy of the Dagenham Ford Factory Strike of 1968

  • What’s The Wisdom On... Extended writing

      Teaching History feature
    Writing history is hard! But the things that make it challenging are the things that make it worth doing. They are also the key to enabling all students to write, to embrace the challenge and to enjoy its rewards enough to keep going. A big mistake is to kid ourselves...
    What’s The Wisdom On... Extended writing

  • On-demand webinar: Supporting the whole pupil: building confidence and inclusion in GCSE history

      Webinar series: Making GCSE history accessible: supporting all learners at Key Stage 4
    Webinar series: Making GCSE history accessible: supporting all learners at Key Stage 4 Session 3: Supporting the whole pupil: building confidence and inclusion in GCSE history Presenter: Gemma Hargraves This session explores some of the hidden barriers faced by neurodivergent pupils in the history classroom, including anxiety and low self-confidence....
    On-demand webinar: Supporting the whole pupil: building confidence and inclusion in GCSE history

  • 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

  • On-demand webinar: Literacy for historical thinking: supporting reading and writing at GCSE history 

      Webinar series: Making GCSE history accessible: supporting all learners at Key Stage 4
    Webinar series: Making GCSE history accessible: supporting all learners at Key Stage 4 Session 1: Literacy for historical thinking: supporting reading and writing at GCSE history  Presenter: Catherine Priggs This session explores the essential literacy skills required to engage effectively with history at Key Stage 4. Participants will examine the unique...
    On-demand webinar: Literacy for historical thinking: supporting reading and writing at GCSE history 

  • Recorded webinar: Introduction to Sporting Heritage in the Curriculum

      Webinar
    Excited about the opportunity to creatively incorporate sporting history as new part of your curriculum offer or a thematic enrichment extension to it? Interested in hearing more about how this approach could inspire your students’ potential approach to EPQ? Like to influence and shape how this might be achieved? This...
    Recorded webinar: Introduction to Sporting Heritage in the Curriculum

  • How foundational concepts, supporting concepts and concrete examples can help untangle the past at Key Stage 3

      Teaching History article
    A central organising principle of any curriculum is the substantive concepts that underpin it. They provide a secure structure and enable students to develop deep understanding through multiple encounters with essential abstract ideas that are given concrete form in different historical contexts. Identifying the different levels or tiers to which different...
    How foundational concepts, supporting concepts and concrete examples can help untangle the past at Key Stage 3

  • Using turning points in anti-racist history to explore historical significance at Key Stage 3

      Teaching History article
    In this article, Joel Sharples explains the organising principles that underpinned his planning for a new enquiry sequence inspired by a local photography exhibition. The exhibition’s title ‘Brick Lane 1978: The Turning Point’ prompted him to think afresh about the idea of ‘a turning point’ – a concept that he...
    Using turning points in anti-racist history to explore historical significance at Key Stage 3

  • Recorded webinar: The post-emancipation Caribbean and the meanings of freedom

      Article
    This webinar examines the era of ‘post-emancipation’ in the Caribbean from around the mid-nineteenth to the mid-twentieth centuries. It interrogates the notion of ‘emancipation’ and asks what kind of ‘freedom’ did abolition bring to the formerly enslaved? How did colonial states and other authorities seek to regulate the lives of...
    Recorded webinar: The post-emancipation Caribbean and the meanings of freedom

  • Film: Making the most of HA trainee membership 

      Article
    Film: Making the most of HA trainee membership 

  • Tracing the popular memory of Rosa Parks with Year 9

      Teaching History article
    Inspired by Jeanne Theoharis’s biography of Rosa Parks, Ed Durbin initially planned to challenge the ‘fable’ that had been constructed around her life. He soon realised, however, that he wanted to take the opportunity to get ‘behind’ the fable and help his students understand how and why it had been constructed. Drawing...
    Tracing the popular memory of Rosa Parks with Year 9

  • Move Me On 180: feeling unprepared to start as NQT because of Covid-19

      Teaching History feature
    Una Marson had her training interrupted by school closures in response to Covid-19 and feels unprepared to start as an NQT. 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...
    Move Me On 180: feeling unprepared to start as NQT because of Covid-19

  • HA Update: History for all – a wider view

      Teaching History feature
    In this update, I plan to share ideas and practice from colleagues who lead and teach history in special schools in the northeast of England. Ten years have passed since the publication of History for All and this therefore seems a good moment for reflection. By 2011, in many of England’s schools,...
    HA Update: History for all – a wider view

  • Decolonise, don’t diversify: enabling a paradigm shift in the KS3 history curriculum

      Teaching History article
    In this article, Dan Lyndon-Cohen makes the case that history departments should move from diversifying the curriculum to decolonising it. After reflecting on some examples of how he made the content of his lessons more representative, he explores how the influence of writers such as Michel-Rolph Trouillot and Emma Dabiri...
    Decolonise, don’t diversify: enabling a paradigm shift in the KS3 history curriculum

  • On-demand webinar: Engaging with evidence at A-level

      Webinar series: Developing students’ historical thinking at A-level
    Webinar series: Developing students’ historical thinking at A-level Session 4: Engaging with evidence This final session will focus on evidence. It will include discussion of some of the misconceptions about evidence that students can bring to A-level and how to build students’ understanding of this aspect of the discipline throughout sequences...
    On-demand webinar: Engaging with evidence at A-level

  • Virtual Branch Recording: The House of Dudley

      Article
    The Dudleys thrived at the court of Henry VII, but were sacrificed to the popularity of Henry VIII. Rising to prominence in the reign of Edward VI, the Dudleys lost it all by advancing Jane Grey to the throne over Mary I. That was until the reign of Elizabeth I,...
    Virtual Branch Recording: The House of Dudley

  • On-demand webinar: Teaching language directly

      Webinar series: Direct history teaching
    Webinar series: Direct history teaching Session 6: Teaching language directly In this sixth and final session, Jacob and Mike will explain how history teachers can teach words and phrases very directly to their pupils. They will suggest that 'drill and thrill' – rather than laminated word mats – can make the language...
    On-demand webinar: Teaching language directly

  • On-demand webinar: Teaching disciplinary knowledge directly: interpretations

      Webinar series: Direct history teaching
    Webinar series: Direct history teaching Session 4: Teaching disciplinary knowledge directly: interpretations In this fourth session, Jacob and Mike will explore how history teachers can teach disciplinary knowledge (how we know about the past) directly – specifically, historical interpretations. They will share examples of lessons that directly teach pupils how historians (and...
    On-demand webinar: Teaching disciplinary knowledge directly: interpretations

  • On-demand webinar: Teaching the whole class

      Webinar series: Direct history teaching
    Webinar series: Direct history teaching Session 3: Teaching the whole class In this third session, Jacob and Mike will argue that a history teacher should always be a sage on the stage – and not a guide on the side. They will share strategies that allow history teachers to drive learning...
    On-demand webinar: Teaching the whole class

  • On-demand webinar: Teaching substantive knowledge directly

      Webinar series: Direct history teaching
    Webinar series: Direct history teaching Session 2: Teaching substantive knowledge directly In this second session, Jacob and Mike will share how history teachers can teach substantive knowledge (what we know about the past) in more direct ways – whilst still challenging and engaging pupils. They will share ideas about using lean...
    On-demand webinar: Teaching substantive knowledge directly

  • On-demand webinar: Why teach history directly?

      Webinar series: Direct history teaching
    Webinar series: Direct history teaching Session 1: Why teach history directly? In this opening session, Jacob and Mike will outline what they mean by direct history teaching. They will explain how this differs from some methods that have become common in history teaching – and why a more direct approach can be...
    On-demand webinar: Why teach history directly?

  • What Have Historians Been Arguing About... the long-term impact of the Black Death on English towns

      A Polychronicon of the Past
    In the summer of 1348, the Chronicle of the Grey Friars at Lynn described how sailors had arrived in Melcombe (now Weymouth) bringing from Gascony ‘the seeds of the terrible pestilence’. The Black Death spread rapidly throughout England, killing approximately half the population. While the cause of the disease, the...
    What Have Historians Been Arguing About... the long-term impact of the Black Death on English towns

  • What Have Historians Been Arguing About... Stalin’s final years

      Teaching History feature
    Stalinism overshadows Soviet history. Few historical subjects are more controversial.  Historians have read the years before 1928 as Stalin’s long rise to power, those after 1953 as an extended reckoning with the Stalinist dictatorship. Definitions of Stalinism fix the features, policies, and practices that constituted Stalin’s personal dictatorship between 1928...
    What Have Historians Been Arguing About... Stalin’s final years