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.
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.
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.
Another in our series in which we ask teachers and educationalists to choose the historical place, time or event that they would have liked to have witnessed.
Tim Jenner, Ofsted’s National Lead for History summarises the recently published Research Review and provides you with 10 key findings.
In an era of fake news and conspiracy theories, how can history teachers ensure the importance of truth and integrity are fully understood by pupils?
Elena Stevens dives into the scholarship surrounding teacher questioning before providing some thought-provoking tips to help improve your own repertoire.
Including archaeology in your curriculum may first appear daunting. However, Neil Bates explains that it is easier than you think. It engages pupils and helps them understand what the historical process actually is.
Martin Ryan explains how historians don’t just use long written texts as interpretations. Using his background as a historian, he explains how he helped his pupils look beyond books towards broader scholarship.
Lou Cash provides a compelling argument as to why it’s important to make the most of the historic environment. Lou offers loads of practical ideas to use on any visit, but focuses on one of the country’s most historic buildings.
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