Andy Stone reflects upon his involvement with the Experienced Teacher Programme. He draws upon recent scholarship to address the development of environmental issues and decolonising the curriculum within his own teaching. I found the course to be very engaging and rewarding. I’ve been teaching for 20 years, and the last 15 of them in the same 6th form college within a small, consistently-staffed department that … Continue reading Experienced Teacher Programme
This article written by Gemma Hargraves, Deputy Head – Safeguarding, Inclusion & Wellbeing at the Crypt School looks at Black History and integrating it into history curriculums. Reading Reframing Blackness by Alayo Akinkugbe during the summer break forced me to reconsider what I see in galleries and public art spaces, and what is not seen. Akinkugbe questions the way that Blackness has been written into … Continue reading Reframing Black Art History in Gloucestershire
S-J Bee who teaches at Little Heath School wrote this post following their work on the Historical Association’s Henry VIII Teacher’s Fellowship Programme. It is an extraordinary reflection of the impact the course has had on their journey as a teacher. Teacher Fellows are submitting their resources, so keep an eye out for them in the spring I have been part of a successful history … Continue reading A Rejuvenating Experience
Pete Jackson from Ryedale School in North Yorkshire and Ben Bassett from Villiers School in London have been working on writing historical stories to support the GCSE Curriculum. Here is their findings and examples of their work The thinking behind the project Inspired by the growing momentum around historical storytelling in the classroom, we’ve spent the past year crafting narrative-rich resources to support the OCR … Continue reading Historical Stories to support GCSE History
Written by Fergus, a Year 11 student from a grammar school in Gloucestershire The symptoms started immediately. I felt sick; alarm bells bonged in my head. I also experienced what can only be described as extreme writer’s block. I would not set pen to paper – or rather, fingers to keyboard – until an excruciating hour and a half later. Thankfully this was a mock … Continue reading GCSEs, Neurodiversity and what exam boards can do to help
An account of how students from two different schools prepared and delivered their speech for this year’s challenge. Written by students from The Crypt School, Gloucester and Carre’s Grammar School, Lincolnshire. Sapphire and Sanj worked as a team to write and research the speech. This is their experience… Being involved with the Great Debate enabled us to develop a passion for parts of History outside … Continue reading Reflections on the Great Debate
Thanks to Sally Burnham for this blogpost. Sally is a history teacher at Carres Grammar School, history tutor at the University of Nottingham and incoming chair of the HA Secondary Committee. Here she shares her depth of experience of supporting A Level students to successfully complete the NEA. I love the History NEA! To me, the NEA is the part of the A Level course … Continue reading Helping Y12 tackle the NEA
As we near the end of the long autumn term, subject leaders may be starting to think about preparation for INSET time at the start of January. The HA is here to help with a range of CPD guides that SLs can use to structure learning together as a department. You can find the currently available guides here. The most recent guide focuses on literacy … Continue reading Literacy and Oracy in History – a new HA CPD guide
Thanks to Anne Hooper of Secondary Committee for delving back into those Teaching History archives again. Here she learns more about the very topical matter of reading in the history curriculum from the history teaching past. In a recent ResearchEd talk Clare Sealy talked passionately about the importance of reading in the curriculum. In recent years we have seen a renaissance regarding the importance of … Continue reading The importance of reading
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