Think like a historian!

This week we're sharing a lovely resource, with thanks to Hugh Richards and the Huntington School York History Department. They are sharing with us the resources they give their students to explain thinking historically. This is the product of engrossing and lengthy discussions over several months, within and beyond their department. They enable clear classsroom... Continue Reading →

Quite literally making links!

Our students need to gain and retain a lot of knowledge if they are going to make progress in History. They need to be able to deploy that knowledge in an organised way. We have probably all taught students who have lots of factual knowledge, but who really struggle to organise that knowledge to use... Continue Reading →

Knowledge to use sources as evidence

Recently we’ve been trying to shake up how we use sources in our History lessons. We decided that our Key Stage 3 students might be getting the impression that sources are just something History teachers use to get them curious about an enquiry question. There’s nothing at all wrong with using a fascinating picture, artefact... Continue Reading →

I don’t do dates!

‘I don’t do dates’ is a frequent excuse used by my GCSE students and it shows in their written answers, which often lack specific subject knowledge. For the last two years’ our department has experimented with frequent, low stakes, testing of chronological knowledge. As suggested by Michael Fordham in his blogs on: Assessment Beyond Levels A... Continue Reading →

Tell the artist why they are wrong!

As Helen wrote in her previous blog interpretations are a tricksy concept for students to understand, but due to the more rigorous demands of GCSE and A-Level one that we cannot ignore as we might have done in the past. At both GCSE and A-Level, the exams want our students to unpick interpretations using their contextual... Continue Reading →

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