This blogpost is focused on beginning teachers. It starts with a focus on the specifics of training during lockdown. It then draws your attention to resources for beginning teachers that you might not be aware of and shares news of upcoming resources to look out for next term. Training to be a history teacher is different this year, but it is not a deficit model. … Continue reading Beginning teaching in lockdown and beyond!
Ruth Lingard (@YorkClio), a member of Secondary Committee and Head of History at Millthorpe School in York, gives us a refreshingly honest view on curriculum development. It can be easy to get the impression on social media that everything those who post do is marvellous. Ruth takes the long view and thinks about why her department lost track of a coherent curriculum and, at the … Continue reading An honest view of the curriculum planning process
When the Historical Association invited me and several other teachers to design new schemes of work for the website, we had two new resources upon which to draw. The first was the new and exciting scholarship that had emerged to coincide with the centenary, including works like Jane Robinson’s Hearts and Minds and Fern Riddell’s Death in Ten Minutes; the second a database designed by … Continue reading Women’s Suffrage: history and citizenship resources for schools
Thanks to Louisa Dunn, Head of History, Westcliff High School for Girls, for writing this blogpost. She’s at @LouisaKDee (and says… “not that I am very active, but I am happy for people to contact me with questions etc.”) A new Historical Association Teacher Fellowship has just been announced on the Korean War and applications are open now . I was lucky enough to be part … Continue reading How undertaking a Teacher Fellowship could change your life – in teaching, at least!
Jen Thornton, Head of History at Loreto Grammar School, shares her solution to teaching ‘the big picture’. She describes her approach and then shares her scripts with us so everyone can use them. Onebighistorydepartment! As an NQT back in 2006, I was blessed to work with a brilliant History department, and there is one thing I took away from that year which is still a … Continue reading Acting out the BIG PICTURE: using geeky scripted role plays at GCSE and A Level
The Historical Association Secondary Committee have put together this HA_Historical_Fiction_listlist for people to use with their students. It is designed to help history teachers to inspire students of all ages in secondary school to read historical fiction for pleasure and also to get better at doing history. Please share it! Historical fiction works very powerfully to help some people do even better at history, including … Continue reading FREE – Historical Fiction list from the HA
Many superb colleagues have grafted to make life easier for us all by creating lists and indices of many useful resources. This work on behalf of the community saves so much time and is so helpful to newer colleague less ‘au fait’ with the sources old hands use for subject knowledge and also ‘how to teach’ updating. This blogpost is updated regularly and is an … Continue reading Lists and indices of sources of substantive and disciplinary knowledge
We all face a challenge to help our students understand change over time and to make judgements about the most important factors contributing to change. I use Living Graphs a lot, especially with my A-level historians. Living graphs are a visual way to assess the relative importance of events or actions. Students create a line graph showing change over time in relation to specific criteria. … Continue reading Using Living Graphs to support making supported judgements
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?’
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!