History teachers have pulled off incredible feats since the start of 2021 and are pulling together to get better at helping pupils to get better at history despite the ongoing pandemic disruption. #disthist has been useful for gathering ideas into one place in the twittersphere, the @histassoc remote learning hubs are available and @TMHistoryIcons held a really well-timed distance learning day that was so supportive. … Continue reading Enriching history in a time of Covid
Thanks to Gemma Hargraves (@History_Girls) for writing here about here takeaways from the HA Conference. The conference sessions will be online until 4th January 2021, so there is still time to catch-up on other sessions once the rush of term is ended. Now is actually a great time to learn We’re all tired, busy adapting to blended learning, and facing various COVID related challenges… but … Continue reading Reflections on the HA Conference 2020
Helen Snelson, Chair of HA Secondary Committee and PGCE History Tutor at the University of York, writes about the HA’s upcoming webinar for beginning teachers and support to teach the disiciplinary concepts. David Ingledew, Head of Secondary ITE at the University of Hertfordshire, and myself have recorded a short intro to disciplinary concepts in the history classroom for beginning teachers. You can find it here. … Continue reading Teaching History for beginners… Disciplinary Concepts
Thanks to Dan Nuttall, who teaches history at Holy Cross College in Bury, for this blogpost. Dan continues our series where colleagues share how past Teaching History articles have made them think and encourage us to revisit them for ourselves. Recently, I noticed that a decades-old debate between history educators had resurfaced on Twitter. The debate concerned whether it was appropriate or not to ask … Continue reading Inspiration about the most controversial of concepts: Empathy
Thanks to Heather Sherman of York College for this blogpost. Heather teaches in an FE College and every year she meets new students from many schools as they embark on their two years of A Level study. Heather writes supportively as to how teachers of students at Key Stage 4 can help with the transition to Key Stage 5. Despite the pressures of the exam … Continue reading Supporting the development of students’ schema: a wish list for students arriving for their first year of A Levels
In this blogpost a very experienced history teacher shares with us how her department are reshaping KS3 in the light of the first 1-9 GCSE results. Once we had completed the mammoth two-year task of planning and teaching for the new History GCSE we awaited the results with nervous apprehension. Had we understood the spec? Had we used teaching techniques that had helped our students … Continue reading Lessons learned: how are we changing our teaching in light of the first cohort of GCSE results?
This week a post to help teach tricky concepts at GCSE… Left-wing and right-wing are not easy concepts for GCSE students. Every year I make my students laugh by pacing from side-to-side of my classroom being the political positions on an imaginary political line from left to right. I am not good at impersonations, but I try to put politicians on the line in a … Continue reading Substantive concepts: ‘Left-wing? Right-wing? Do you mean like in hockey, miss?’
The Historical Association has regional twilight meetings for teachers. Inspired by hearing Ian Dawson at the Northern History Forum, Huntington History Department has created this beautiful display and is happy to share it with everyone: Process of History Display Why not go to one of the up and coming HA events? Click here to find out more about CPD that is low cost and high impact. As well … Continue reading The Process of History display
It was my TA that did it. Whilst working on a series of revision sessions for a small intervention group that I did not personally teach, and juggling a number of absences, I got into the habit of sending her what I had planned a day in advance. She would look things over and generally agree that what I had planned would be suitable, and … Continue reading Misconception, misconception, misconception!
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 conversations about what it means to think like a historian. … Continue reading Think like a historian!