Claire Hollis on making the A level curriculum more representative. Claire explains the barriers she faced and offers clear solutions to help you to provide a more representative curriculum .
From Diversification to Decolonisation: A realistic guide to decolonising your Key Stage 3 History curriculum
In this illuminating piece, Molly Navey and Ellie Obsorne from Priory School in Lewes explain why and how they have worked hard to decolonise their KS3 curriculum. They provide an excellent rationale and free downloadable resources too.
Neil Bates, persuades us that local history features in our Key Stage 3 curriculum. Not only does Neil provide a strong argument, he also gives some thoughtful and practical tips on how you could go about planning your own local history enquiry.
In this practical article, Simon gives you a handful of different ways that you can use historical scholarship with your students.
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.
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.