Where in History – Stourbridge
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.
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.
Simon Beale explains how he formed his rationale for his history departmental vision. This provides you with stimulus to think about your own.
When planning a KS3 curriculum we really should look at the whole of the UK, rather than just English history. History teacher Emmy Quinn gives some ideas on how to rectify the problem of an English-focused history curriculum.
In our popular Where in History series, The Historical Association’s Secondary Chair, Helen Snelson, explains where she would most like to go back in time and visit.