If you were to analyse the frequency of words used in the proposed Ofsted inspection handbook (first use for January 2020), what do you think the three most frequent words would be? ‘Teaching’? ‘Learning‘? Maybe ‘Pupils‘? You probably wouldn’t be surprised to find that ‘school’ is the most common which appears[…]
What strategies work best to boost learning? This is the million dollar question that teachers and students need to answer to so they can be successful at school/university/ in life. Here at HRC we believe that the knowledge required to do well in history – the substantive ‘stuff” and disciplinary[…]
Clearly, curriculum planning and implementation are rightly going to be a hot agenda item for any school/subject leader over the coming few years. This has to be a good thing. It is just depressing that in our accountability mad system, we have to wait for the lever/threat of Ofsted inspections[…]
So, how do you go about planning a broad and balanced history curriculum? Or to put it another way, how do you create a coherent curriculum plan? Well this has been on our agenda for years now. We have blogged about it before. Curriculum planning is going to be of[…]
As I said in my previous post, there has been lots of interest in history curriculum planning again. This can only be a good thing. Recently, Ofsted has viewed many of the schools they inspect as exam factories where pupils are taught to pass the test at the cost of[…]
Praise be! In the last few months, there has been lots of interest in curriculum planning again. Recently, Ofsted has viewed many of the schools they inspect as exam factories where pupils are taught to pass the test at the cost of a high-quality education. There is much talk of[…]
So there seems to be some blather recently around the question: how do we decide what to teach in a curriculum? Ofsted This has inevitably be fuelled by talk of Ofsted changing its inspection framework over the coming months to focusing more on the quality of the curriculum and less[…]
I often meet teachers who have this (to me) weird compulsion to get a job, do three years, move on to a new school, three years, move…and repeat. In the interests of full disclosure, I am not one of these people. I got a job in the mid-90s and[…]
With exams looming, these activities and techniques can help history teachers ensure their students are geared up and ready to perform under pressure.
HistoryHomework.com has been designed to help you raise standards in your GCSE classes, dramatically cut your workload and provide you with crucial information about your individual students’ progress. Much thought and planning have gone into creating an assessment for learning tool that works for the GCSE history teacher. Unlike some[…]
www.historyhomework.com is live and ready for you to access. You can use it to help your students revise all of the content and many of the skills required for the most popular Edexcel 9-1 GCSE courses. AQA will be launching in September. To find out which topics are covered[…]
I am often late to the party. Fact. Sometimes I don’t even turn up. The curse of the socially awkward and the residue of an inferiority complex perhaps? I know I am very late to one particularly party but why change the habits of a life time? The party I[…]
Encouraging pupils to read is hugely important. Getting students reading historical fiction is a great idea as Marc blogged about a wee while back. It will help them develop their sense of period and will allow them to build their knowledge of key events in history. More importantly, though, if[…]
Raising standards in history at Key Stages 3 and 4: A pedagogic master class from Dale Banham and Ian Luff Need inspiration and ideas to raise motivation levels and standards in your KS3 and KS4 history classrooms? This free event is a must for all history teachers and leaders. We are[…]
Bookmarks. By the end of your GCSE course it is helpful that your students know exactly what is required of them when it comes to answering different question types. As you may know, teaching students just to pass the test is not why we entered the teaching profession. We want[…]
There has been some debate recently about whether or not we should use textbooks to teach history in secondary school. And, if we should use such books, which one should be the ‘core’ text, the one that might provide the backbone of a school’s KS3 history course. Let me start[…]
The debate whimpers on. Knowledge and direct instruction against progress teaching ideas. This debate has been going on since the arguments over the birth of GCSE and before. Historical knowledge is crucially important – lets not forget it. But so is the ability to use this knowledge well. We have[…]
As stated in a previous blog, the teaching of historical interpretations is a crucial element of developing your student’s historical thinking. If you want to play the game where your teaching is solely about getting kids to ‘pass the test’, to do well in the 9-1 GCSEs then this is[…]
Are interventions worth it? How much time do you spend on ‘interventions’? How busy are you with year 11/12/13 weekly intervention, after school revision sessions, easter catch up, lunch time drop ins, emails home for those who haven’t and probably won’t ever attend, logging this attendance on SIMs… All of[…]
We are all told how important feedback is. Written feedback especially. The research. The Education Endowment Foundation (EEF) research states “feedback studies tend to show very high effects on learning”. We know feedback is important. SLTs love looking for this feedback as they can make it part of their accountability[…]
The progress of pupil premium students has been a hot topic over the last few years, even for the humble history teacher. Arms length control The government have spent millions on this vulnerable group of students and want to see bang for their buck. This pressure has been passed down[…]
Recently I arranged for Michael Riley to come and work with my initial teacher trainees and their mentors at Sussex University. What a privilege. After all, it was Michael alongside Jamie Byrom who inspired me to teach history the way that I have been for the last 18 years. A[…]
The debate roles on. How important is knowledge in history? What type of knowledge should we be teaching. Substantive? Disciplinary? And, which is more important? Well, we think that both are crucial. We not only want our students to love history and know lots, we also want them to really see how[…]
Why I had to move 1920s America to Year 9: So, we all had to adjust to the changes brought by the new GCSEs and in some ways, this was a good thing. I for one, have found that my teaching has been reinvigorated by getting to teach new units.[…]
I’m sure many of you who’ve taught a module on female suffrage have had many a tittering class over Isabella Beeton’s advice from 1861, that a wife should rise before her husband, “and having given due attention to the bath, and made a careful toilet…” in order to be what Lord[…]
Yesterday I saw a tweet about marking which definitely made me happy. It cited Ofsted’s school Inspection Update Issue 8 and was written by National Director of Education, Sean Harford. He referred to the Teacher Workload Review Group on Marking (March 2016) and the Education Endowment Foundation (April 2016) which both[…]
With the 9-1 GCSE there is more content to remember than there was with the older GCSE. Fact! We all need to develop short sharp ideas, or ‘tricks’ to make learning stick.
A Traveller’s guide to planning for success in the 9-1 GCSE: I have recently become fascinated by the history of the American West. There are so many great personalities and stories when you start to look. Visiting a number of these sites in the summer really made this history resonate[…]
Struggling to answer Edexcel’s new narrative account analysing question? Here’s how one teacher tried to make the abstract concrete in her students’ brains.
I think I might be out of fashion. Come to think of it, on a sartorial level I have never been in fashion. But that is a digression. You see I have always been an advocate of enquiry based history. I gardened in Michael Riley’s enquiry garden way back in[…]
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