Putting the history back into lesson observation and professional development
Practical suggestions for how mentors can forefront historical learning in their observations to put the history back into beginning teachers’ professional development.
Tag: Historical scholarship
Ofsted’s History subject report: Key findings
Tim Jenner, Ofsted’s lead for history, shares some of the key findings from Ofsted’s recent report into history in schools
Adjusting the lenses: Introducing a truly diverse curriculum at Key Stage 3
Many agree with the need to diversify the curriculum but how should it be done? Elena Stevens introduces you to her ground-breaking new approach.
The power of substantive concepts in creating rich mental representations of the past
Sarah Jackson Buckley explains how to embed substantive concepts across your curriculum. Sarah also provides loads of examples for you to use.
Disrupting the specification: representation at Key Stage 4 and 5
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.
Practical ways to include Scholarship in your Classes
In this practical article, Simon gives you a handful of different ways that you can use historical scholarship with your students.
Student Voice in the History Classroom: Talking about the Tudors, not the Toilets
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.
Six reasons why PEED might be holding your students back
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.
A Journey from Fractured Knowledge to a Hinterland of Contextual Understanding
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.
