Tag: concepts

beginning teacher, GCSE and A level, teaching and learning ideas

Lessons learned: how are we changing our teaching in light of the first cohort of GCSE results?

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?

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GCSE and A level, KS3, substantive knowledge, teaching and learning ideas

Substantive concepts: ‘Left-wing? Right-wing? Do you mean like in hockey, miss?’

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?’

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display materials, teaching and learning resources

The Process of History display

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

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substantive knowledge, teaching and learning ideas

Misconception, misconception, misconception!

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!

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display materials, teaching and learning ideas, teaching and learning resources

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 conversations about what it means to think like a historian. … Continue reading Think like a historian!

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substantive knowledge, teaching and learning ideas

Signposting change in Edward the Confessor’s Life

Here’s a good idea for helping your students by adapting a great idea for change and continuity to really engage with the course of a key character’s life. Teaching the Normans at GCSE has given me more time to spend on the rather interesting character of Edward the Confessor. I wanted students to know something of his life story but I didn’t want to get … Continue reading Signposting change in Edward the Confessor’s Life

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GCSE and A level, historical interpretations, KS3, teaching and learning ideas

Interpretations: 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 knowledge of the period. In essence they want students to … Continue reading Interpretations: Tell the artist why they are wrong!

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historical interpretations, KS3, teaching and learning ideas

Interpretations: ‘And then she waved a tea towel at us!’

The conceptual thinking required to understand historical interpretations is challenging for many of students. It is a multi-facetted concept and we take an incremental approach to developing our students’ ability to understand and work with it. A tourist tea towel is an interpretation. We use one to get across the idea that an interpretation is a selection to present a particular perspective that is made … Continue reading Interpretations: ‘And then she waved a tea towel at us!’

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