See the sites: how to get more of the historic environment into your classroom.
Thanks to Hugh Richards, Head of History at Huntington School in York and member of Secondary Committee for this blogpost! What do I mean by the ‘Historic Environment?’ At Huntington, we do the OCR B (SHP) GCSE. This includes our choice of historic environment, known as History Around Us, for which we teach a sequence of enquiries that totals about 20 lessons. This has … Continue reading See the sites: how to get more of the historic environment into your classroom.
New year narrative of ‘strengthening’ not ‘catching up’ and ‘building back better’ not ‘lockdown gaps’!
Thanks to Alex Fairlamb @lamb_heart_tea for this new academic year OBHD blogpost. Alex is an Assistant Headteacher (T&L), Historical Association Secondary Committee Member and National Coordinator of TMHistoryIcons. As schools start to go back this week and next, I think it’s perhaps useful to write again about reframing the narrative of ‘catch up’ and ‘lockdown gaps’. Nationally, teachers have worked hard to ensure that students … Continue reading New year narrative of ‘strengthening’ not ‘catching up’ and ‘building back better’ not ‘lockdown gaps’!
Please help! Mapping History Questionnaire
We know you are crazy busy, but it you could possibly fill in this very short questionnaire to help Professor Musson at Historic Royal Palaces that would be amazing! He says… Teachers and pupils are encouraged to fill out a brief anonymous online survey intended to find out how we can make history and heritage sites more accessible for learning by schools. It is being … Continue reading Please help! Mapping History Questionnaire
What do we know? How do we know? What do they say? Knowledge for history teachers and students!
The name Richard Brown is probably unfamiliar to many people reading this blogpost. But Richard taught for many years, was an editor of Teaching History and is a Fellow of both the HA and the RHS. He has been creating websites for many years and the purpose of this blogpost is to make more history teachers aware of them. They are very much worth exploring … Continue reading What do we know? How do we know? What do they say? Knowledge for history teachers and students!
Help! Could you trial some resources for the Cambridge SESC project?
Please find below a message from Dr Annie Thwaite of the SESC project… Secondary Education and Social Change in the United Kingdom Since 1945 is a research project based at the Faculty of History, University of Cambridge. We have also created a series of high-quality, multi-media Key Stage 3 History School Resource Packs on secondary education and social change in the UK since 1945, with … Continue reading Help! Could you trial some resources for the Cambridge SESC project?
Using the new normal to better support new teachers
Thank you to Tom Pattison (Director of the Humanities Faculty at Greensward Academy, Hockley, Essex) for this new blogpost about supporting beginning teachers. In the toughest of years it offers a model for building community for new colleagues in a way that is professionally supportive for the new and old(-er!) alike. If you would like to build a similar community then look out for these … Continue reading Using the new normal to better support new teachers
Looking forward to spring and the 2021 HA Conference!
As everyone prepares for the holidays after the strangest spring term in living memory, we have news of something to look forward to! HA Conference 2021 will be online again and will build on the great success of the 2020 conference. The programme is ready, bookings will open soon and we wanted to share news of this to give everyone something to look forward to … Continue reading Looking forward to spring and the 2021 HA Conference!
3-Dimensional history teaching for inclusion and diversity
Here, Anne Hudson and Gabrielle Reddington, who have taught pupils and trained teachers for decades, continue their reflections on teaching history well. In the first part of our blog, we shared our conversation about the importance of a rich diversity to our history curriculum. We have continued talking and, in this blog will share some of our conclusions based on our work as, with and … Continue reading 3-Dimensional history teaching for inclusion and diversity
How can we foster students’ understanding of the Industrial Revolution, the British Empire and the Transatlantic Slave Trade as interconnected?
Thanks to Sian Ayling (@MsAylingHist), history teacher at Blackfen School for Girls in Sidcup for this blogpost. Sian has wrestled with the need to enable students to see the inter-connection between Britain’s industrial revolution, Empire and transatlantic slave trade. She describes the way that she has planned and developed this work in a way that will be very helpful to colleagues planning the same journey. … Continue reading How can we foster students’ understanding of the Industrial Revolution, the British Empire and the Transatlantic Slave Trade as interconnected?
Decolonising the curriculum one step at a time: lessons on race in the early British Empire
In this blogpost, Jen Thornton (@jen_a_thornton), Head of History at Loreto Grammar School, shares her recent work to improve the history curriculum. Jen started by listening to students, she has gone back to the scholarship to gain the knowledge she needs, she has consulted and worked with colleagues, and she is clear that this is work in progress. Her description of this work and her … Continue reading Decolonising the curriculum one step at a time: lessons on race in the early British Empire
