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Found 2,500 results matching 'romans scheme of work'

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  • Primary Teacher Fellowship Programme: Local history

      Teacher Fellowship Programme 2021-22
    At the heart of this Teacher Fellowship programme in partnership with the British Association for Local History was the concept of integrating local history into the classroom through the stories of the people and places which make the history of your school's community exciting and unique. Through the lens of local history...
    Primary Teacher Fellowship Programme: Local history

  • The 2007 Medlicott Medal Lecture What kind of history should school history be?

      Historian article
    I need to start by introducing myself. Most of the previous winners of the distinguished Norton Medlicott Medal have been household names, historians who have moved beyond the library shelves to reach wider audiences through the popularity of their books or television programmes. If you looked through the Radio Times...
    The 2007 Medlicott Medal Lecture What kind of history should school history be?

  • Move Me On 125: Lack of conceptual clarity

      Teaching History feature
    This Issue's Problem: Steve Cloye is over half way through his first main teaching placement and has been struggling with the PGCE. His degree was in American Studies, and although this included American history he lacks confidence in his subject knowledge, and particularly in his understanding of the nature of the...
    Move Me On 125: Lack of conceptual clarity

  • "Is it the Tuarts and then the Studors or the other way round?" The importance of developing a usable big picture of the past

      Teaching History article
    What should pupils know and understand as a result of their historical studies? This question is much in the news currently and too often quickly posed and glibly answered. In this article, Jonathan Howson poses this problem in the light of an ongoing research tradition that has sought complex answers...
    "Is it the Tuarts and then the Studors or the other way round?" The importance of developing a usable big picture of the past

  • Year 9 use sources to explore contemporary meanings and understandings of appeasement

      Teaching History article
    After reflecting on the difference between his study of source extracts at university and how he was using source extracts in the classroom, Jonathan Sellin went in search of a new way to help his pupils to situate sources in context. Finding inspiration in the work of intellectual historian Quentin...
    Year 9 use sources to explore contemporary meanings and understandings of appeasement

  • Teaching History 175: Out now

      24th June 2019
    The effort to discern hidden voices is intrinsic to the integrity of historical practice. The professional historian poring over primary sources strives to establish who can be heard in any text or artefact, which voices are being inadvertently favoured or what light further voices might shed on the question in...
    Teaching History 175: Out now

  • On-demand webinar: Assessing pupils’ answers to enquiry questions

      Meaningful and useable assessment in the secondary history classroom
    Webinar series: Meaningful and useable assessment in the secondary history classroom Session 3: Assessing pupils’ answers to enquiry questions  This session will consider how history teachers can go about ‘marking’ pupils’ answers to enquiry questions in a way that values the pupils’ own voice and independent thinking, and avoids restricting...
    On-demand webinar: Assessing pupils’ answers to enquiry questions

  • Virtual Branch Recording: Magna Carta

      Article
    This month at the Virtual Branch, renowned medieval historian David Carpenter will delve into the enduring legacy of Magna Carta. Drawing on his recent work uncovering and authenticating a Magna Carta document in the United States, Carpenter will explore why both the dating and the content of this foundational charter...
    Virtual Branch Recording: Magna Carta

  • Teaching Year 9 about historical theories and methods

      Teaching History article
    Kate Hammond sets out a rationale for linking the National Curriculum requirement to study interpretations of history with her pupils’ own evidence handling skills. She makes connections with history-teacher-led debates and innovations in both areas, but particularly the work of Howells (2005). She describes and evaluates a learning sequence that...
    Teaching Year 9 about historical theories and methods

  • Recorded webinar: The Cult of the Duce: Mussolini and the Italians at the time of Fascism

      Article
    The Italian Fascist leader Benito Mussolini understood more than other leaders of his generation the power of images and used them to great effect in building his personality cult which was central to Italian Fascism. In this illustrated webinar, Professor Giuliana Pieri will explore the evolution of the iconography of...
    Recorded webinar: The Cult of the Duce: Mussolini and the Italians at the time of Fascism

  • No more ‘doing’ diversity

      Teaching History feature
    Catherine Priggs and her history department colleagues were increasingly concerned that their curriculum was too narrow. They feared that major areas of history were being left out and that many of their own pupils were not seeing themselves, in their various ethnic, cultural and world identities, in the past. Priggs...
    No more ‘doing’ diversity

  • The British Communist Party 1920-1945

      Article
    With the collapse of communism in Russia and Eastern Europe, archival material is becoming available not only on these regimes but also on communist parties in the West. Matthew Worley surveys the latest writing on the Communist Party of Great Britain. Since the collapse of Communism, a number of books...
    The British Communist Party 1920-1945

  • A medieval credit crunch

      Historian article
    The project: A three-year research project started in December 2007 with the aim of investigating the credit arrangements of a succession of English monarchs with a number of Italian merchant societies. The study, based at the ICMA Centre, University of Reading, is funded by the Economic and Social Research Council (ESRC)....
    A medieval credit crunch

  • Hidden in plain sight: the history of people with disabilities

      Teaching History journal article
    Recognising the duty placed on all teachers by the 2010 Equality Act to nurture the development of a society in which equality and human rights are deeply rooted, Helen Snelson and Ruth Lingard were prompted to ask whether their history curricula really reflected the diverse pasts of all people in...
    Hidden in plain sight: the history of people with disabilities

  • Managing the scope of study

      Teaching History article
    Anna Dickson and her department sought a solution to the challenges posed to their pupils by the expanded curricular scope of the new GCSE. In particular, they wanted to address the difficulties their pupils experienced in understanding the Cold War. Dickson outlines here how she drew on the work of...
    Managing the scope of study

  • Move Me On 94: Struggling to find questioning style to develop pupils' thinking

      The problem page for history mentors
    This Issue's Problem: William Cuffay, PGCE student, is struggling to find a questioning style which will develop pupils' thinking. Problem: William Cuffay is half way through the second term of his PGCE course and is showing considerable promise. He is thorough in his lesson preparation, and has a clear sense...
    Move Me On 94: Struggling to find questioning style to develop pupils' thinking

  • Defying the ‘constrictive grip of typologies’

      Journal article
    History teachers have frequently made recourse to character cards as a device to help young people, each assigned specific roles, to understand how different kinds of people responded in different ways to particular situations in the past. Edward FitzGerald builds on this tradition, demonstrating the value of using rich historical...
    Defying the ‘constrictive grip of typologies’

  • Telling difficult stories about the creation of Bangladesh

      Teaching History article
    Nathanael Davies recognised that previous efforts to diversify the history taught at his school by weaving new stories into the curriculum had made little impression on his students’ assumptions about what really counted as history. Planning a new enquiry on the creation of Bangladesh was intended both to bridge a...
    Telling difficult stories about the creation of Bangladesh

  • Allowing A-level students to choose their own coursework focus

      Teaching History article
    Faced with the introduction of the new A-levels in 2015 and with a move to a new school, Eleanor Thomas took the opportunity to embrace yet another challenge: giving her students a complete free choice about the focus of their non-examined  assessment (NEA). This article presents the rationale for her...
    Allowing A-level students to choose their own coursework focus

  • Absence and myopia in A-level coursework

      Teaching History article
    It is a charge commonly laid at history teachers that we, myopically, teach only the same-old same-old. Steven Driver has taken extreme steps to avoid this by focusing on a particular neglected event – the American occupation of Nicaragua in the early twentieth century – as part of his preparation...
    Absence and myopia in A-level coursework

  • Decolonising sources: helping Year 9 pupils critically evaluate colonial sources

      Teaching History article
    Danielle Donaldson’s history department was already working within a professional culture that sought opportunities for making the history curriculum diverse and representative. Responding to wider debates within and beyond the history education community, however, the department began to ask fresh questions about what it meant to decolonise a curriculum. Donaldson...
    Decolonising sources: helping Year 9 pupils critically evaluate colonial sources

  • Acquainted or intimate? Background knowledge and subsequent learning

      Teaching History journal article
    Heather Fearn was intrigued by the factors that might have led her higher-performing students to talk in historically mature ways about unseen sources without any prior knowledge of the topic in hand. She began to wonder if what she was hearing was not best accounted for by a content-free disciplinary...
    Acquainted or intimate? Background knowledge and subsequent learning

  • On-demand webinar: Avoiding confusion with significance in primary history

      Avoiding confusion and challenging misconceptions in primary history
    Avoiding confusion and challenging misconceptions in primary history Session 4: Avoiding confusion with significance in primary history This practical webinar will identify what confuses pupils in the teaching of the disciplinary concept of historical significance and will show how such confusion and misconceptions can be avoided and challenged. Examples of...
    On-demand webinar: Avoiding confusion with significance in primary history

  • Dealing with the consequences

      Teaching History journal article
    Do GCSE and A-level questions that purport to be about consequences actually reward reasoning about historical consequences at all? Molly-Ann Navey concluded that they do not and that they fail to encourage the kind of argument that academic historians engage in when reaching judgements about consequences. Navey decided that it...
    Dealing with the consequences

  • Trampolines and Springboards

      Teaching History article
    Frustrated by his pupils’ tendency to compartmentalise source analysis into two discrete parts of ‘source’ and ‘own knowledge’, Jonathan Sellin reflected that his use of scaffolds might be to blame. Inspired by recent work by teacher-researchers Hammond and King on the importance of secure substantive knowledge in the area of...
    Trampolines and Springboards