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.
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.
Ideas to make your history lessons more practical from Ian Dawson. By positioning pupils at different places in the classroom you can really help them understand some tricky concepts.
History teacher, Rosie Culkin-Smith, espouses the joys of the visualiser. She explains how it can be an effective tool to help raise attainment.
Liam Hall, Head of History and member of the senior leadership team at a large comprehensive school in the West Midlands, writes the second of two posts about the power of teacher talk.
Dale Banham explains how historical puzzles and in-depth stories can grab a student’s attention and fire their enthusiasm for the subject.