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.
Tim Jenner, Ofsted’s National Lead for History summarises the recently published Research Review and provides you with 10 key findings.
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.
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.
How Peter Frankopan’s The Silk Road inspired a new scheme of work for an Essex comprehensive. Director of Humanities Tom Pattison, discusses the whole process.
In this fascinating article, Elena Stevens explains how to plan a scheme of work on African History C1000 – 1900 using alternative sources. Elena explores a traditionally under taught curriculum area. She provides you with lots of food for thought.