Practical ways to include Scholarship in your Classes
In this practical article, Simon gives you a handful of different ways that you can use historical scholarship with your students.
Category: Articles
Five tips on improving student essay writing
Dr Dave Brown provides excellent advice and tips on how to help students improve their essay writing skills. Dave teaches A level students but his advice is useful to all of us! We really should spend more time thinking how to help students write better essays.
Where in History: The Romantic Era
In this excellent ‘Where in History’ Dr Alison Morgan explains how she would love to go back to The Romantic Era. This is a must read.
How to improve student answers in the Thematic Study
An inside view on how teachers could help pupils improve their answers in the Thematic Study. We need to focus more on the meaning of those factors highlighted in the spec. This is a really thoughtful and insightful short article and is a must read for all who want to see an improvement in student exam responses.
Eight top tips for using visual sources in the classroom
Associate Professor Tom Haward encourages us to use visual historical sources critically. They can offer unique ways of seeing the past in their own right, rather than being relegated to illustrating text.
Free Resources for Teaching Social Change in Britain Since 1945
Find out how a research project involving historians and history teachers can help you teach social change in the post-war period. And there’s some free resources to use too.
Exam paper: Friend or Foe?
The Secret Examiner discusses how teachers should test their students on the structure of the exam paper why it’s a good thing to do.
Student Voice in the History Classroom: Talking about the Tudors, not the Toilets
Why should you bother listening to your students? Neil Bates and Robbie Bowry describe how their students helped to guide and shape some of the department’s lessons and historical enquiries.
Six reasons why PEED might be holding your students back
How the structure that many history teachers use to support their students written responses, could actually be hindering them. John Hough outlines the issues and offers some clever, practical solutions.
A Journey from Fractured Knowledge to a Hinterland of Contextual Understanding
Colleagues Tom Cox and Jake Watts discuss how they tried to use the written work of historians to help deepen their students’ contextual knowledge. The results of their study are most revealing.
