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Found 2,165 results matching 'scheme of work' within Secondary   (Clear filter)

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  • Careers in History Pack Year 8

      Teachers' Notes
    Year 8 Careers in History Pack
    Careers in History Pack Year 8

  • Careers In History Pack Year 7

      Teachers' Notes
    Year 7 Careers in History Pack
    Careers In History Pack Year 7

  • Building and assessing historical knowledge on three scales

      Teaching History article
    The knowledge that ‘flavours' a claim: towards building and assessing historical knowledge on three scales While marking some Year 11 essays, Kate Hammond found her interest caught by significant differences between one kind of strong analysis and another. Some scored high marks but were less convincing. The achievement in these...
    Building and assessing historical knowledge on three scales

  • Working with sources: scepticism or cynicism? Putting the story back together again

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Many history teachers will remember the feature on Jamie Byrom's teaching in Times Educational Supplement of July 1996 where he attacked the recent fashion of history textbooks for encouraging only short (and usually formulaic) responses...
    Working with sources: scepticism or cynicism? Putting the story back together again

  • The use of sources in school history 1910-1998: a critical perspective

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. The arrival of sources of evidence into secondary school history classrooms amounted to a small revolution. What began as a radical development is now establishment orthodoxy, with both GCSE and now National Curriculum in England...
    The use of sources in school history 1910-1998: a critical perspective

  • Dickens...Hardy...Jarvis?! A novel take on the Industrial Revolution

      Teaching History article
    ‘Empathy with edge' was the editorial description given eight years ago to the kind of historical fiction that Dave Martin and Beth Brooke first argued history students should be writing (TH 108). The winning entries from the annual ‘Write Your Own Historical Story Competition' to which their work gave rise...
    Dickens...Hardy...Jarvis?! A novel take on the Industrial Revolution

  • Building memory and meaning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Sarah Gadd attempted to re-think her department's usual approach to the two-year Key Stage 3. Concerned that a thematic approach might not be securing the overview perspective it was designed to achieve, she decided instead...
    Building memory and meaning

  • Film: Interpretations at GCSE

      Film: Secondary History Workshop Annual Conference 2019
    This secondary workshop took place at at the Historical Association Annual Conference, Chester, May 2019. To teach successfully at GCSE, should you focus your work on practice exam questions? Is boosting grades about re-writing mark-schemes in pupil-friendly language and showing model answers? Success at GCSE involves teaching interpretations properly, not just...
    Film: Interpretations at GCSE

  • Confronting otherness: developing scrutiny and inference skills through drawing

      Teaching History article
    There are two main reasons why it is important for history teachers to make sense of the art teacher's processes, aims and perspectives: first, if we are concerned to improve pupils' historical knowledge and understanding then we will want to know about how learning in other subjects impacts upon it...
    Confronting otherness: developing scrutiny and inference skills through drawing

  • Holistic assessment through speaking and listening

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Giles Fullard and Kate Dacey wanted to enrich their department's planning for progression across Key Stage 3 with a strong sequence of activities fostering argument. They wanted an opportunity for students to draw together their...
    Holistic assessment through speaking and listening

  • Historical scholarship and feedback

      Teaching History article
    In her introduction to this piece, Carolyn Massey describes history teachers as professionals who pride themselves on ‘a sophisticated understanding of change and continuity’. How often, though, do we bemoan change when it comes, as it so often has recently? Massey’s article provides an example of how to embrace change,...
    Historical scholarship and feedback

  • 'Assessing Pupil Progress'

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. England's Qualification and Curriculum Development Authority (QCDA) has been working on a new way of trying to support teachers in handling interim assessment during Key Stage 3. It is called Assessing Pupil Progress (APP). Jerome...
    'Assessing Pupil Progress'

  • Experienced Teacher Programme (ETP)

      Immersive online course for experienced history teachers
    Spring 2026 Cohort Start date: Wednesday 11 March, 5.15pm–6.30pm Book Now What is the Experienced Teacher Programme? This six-week online course is designed to energise your teaching and help you engage with the history education community. In this programme you will access rich, subject-specific professional development designed specifically for experienced teachers: an...
    Experienced Teacher Programme (ETP)

  • The use and abuse of a history researcher in residence

      Article
    The Researcher in Residence scheme, funded through the Arts and Humanities Research Council (AHRC), brings together researchers and teachers by getting doctoral students into schools. Will Pettigrew, an expert on the Atlantic Slave trade and DPhil student at Lincoln College, Oxford worked with students and staff from the History Department...
    The use and abuse of a history researcher in residence

  • Making learning drive assessment: Joan of Arc - saint, witch or warrior?

      Teaching History article
    Andrew Wrenn describes his work with Barry Williams and the teachers of the history department at Ailwyn School (11-14 comprehensive), Ramsey in Cambridgeshire. Devoting equal attention to the ‘what’ and the ‘how’ of history assessment, he shows how this group of teachers developed a fresh approach to assessment out of...
    Making learning drive assessment: Joan of Arc - saint, witch or warrior?

  • English Heritage and Historical Association Local Heritage Project

      Article
    One year ago (2011), the south eastern branch of English Heritage and the Historical Association came together to see what we could do better in partnership. The outcome was the Local Heritage Partnership Project. The vision was to work together to provide access to and inspiration to carry out local...
    English Heritage and Historical Association Local Heritage Project

  • Kilpeck Church: a window on medieval 'mentalite'

      Historian article
    In the village of Kilpeck, about eight miles south-west of Hereford, may be found the small parish church of St Mary and St David, justifiably described by Pevsner as ‘one of the most perfect Norman village churches in England’ (Pevsner 1963, 201). Seemingly remote today, in the twelfth century the...
    Kilpeck Church: a window on medieval 'mentalite'

  • GCSE Controlled Assessment

      Briefing Pack
    Context: Following a great deal of adverse publicity about coursework, the then-QCA carried out a study into cheating and plagiarism. It released this in 2005 and found that about 4000 students a year were being caught for breaching the rules.  The blame was laid at the internet especially custom-made essays...
    GCSE Controlled Assessment

  • Assessment of students' uses of evidence

      Teaching History article
    Drawing on her research into students' evidential reasoning, Elisabeth Pickles explores the possibilities for how such reasoning might be assessed. Existing exam mark schemes focus too heavily on generic processes involved in the analysis of source material and insufficiently on the historical validity of reasoning and conclusions produced. Approaching the...
    Assessment of students' uses of evidence

  • Who wants to fight? Who wants to flee? Teaching history from a 'thinking skills' perspective

      Teaching History article
    Whatever shape the National Curriculum of the 21st century takes, history will have to show its relevance to major curricular areas and themes such as literacy, citizenship education and thinking skills. This ought to be easy: the critical, informed decision-making required by the modern citizen is practised in virtually every...
    Who wants to fight? Who wants to flee? Teaching history from a 'thinking skills' perspective

  • Move Me On 193: struggling with essential management issues

      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 193: struggling with essential management issues

  • Making substantive concepts (do the) work

      Teaching History article
    Several years back, Alistair Dickins and Tommy-James Alexander realised they wanted to incorporate explicit consideration of substantive concepts into their Key Stage 3 teaching, to enable students to make sense of and order information about the past and to offer students a usable language that would support their historical reasoning. In reality,...
    Making substantive concepts (do the) work

  • The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to Key Stage 3

      Teaching History article
    Jenny Parsons' work in primary-secondary liaison in history is nationally acclaimed. She is often asked to share her department's practice at courses and conferences. Readers of Teaching History are already familiar with her work in another area: in the ‘Triumphs Show' of Teaching History 93 (the ICT edition in November...
    The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to Key Stage 3

  • Key Stage 2 – Key Stage 3: Transition

      Primary History article
    Often, primary schools and secondary schools are seen as separate entities. But why? At primary, is it our responsibility to nurture our children and to encourage them only until they finish their primary education after the Year 6 SATs? Do we then just wave goodbye as they embark on their...
    Key Stage 2 – Key Stage 3: Transition

  • So, what exactly does an AST do?

      Teaching History article
    Professional development lies at the heart of any thriving, forward-thinking profession. In teaching, however, despite the government’s recent drive to ‘modernise’ the profession, it can still be a bit hit and miss. What are the opportunities for ambitious and successful teachers of history to widen their horizons and engage in...
    So, what exactly does an AST do?