Jim Carroll on interpretations at y13. His work is based on the NEA, which requires students to do independent research of at least 5 academic historians’ arguments, explaining why they reached different interps and their relative persuasiveness. Jim’s questions focus … Continue reading
Paula Lobo speaking about sources, who have been thinking about the challenge that we have to bring people to life in words. We discuss this briefly. When students are making inferences from sources, it is really tricky to judge what … Continue reading
Elizabeth Carr talking on planting perennials in the history garden: extending KS3 into GCSE. A year 7 starter activity to start! And one on toilets… Concerns about the new GCSE have encouraged Presdales history department to think about their KS3 … Continue reading
If I ever thought that history teacher Twitter was a bubble, history teacher Facebook reconfirms it every day. These groups are exceptionally helpful for sharing ideas, tips, resources and advice given by exam boards, but I must admit that I … Continue reading
Last year, one of my favourite year 11s approached me at the end of the lesson and asked me if I’d ever heard of Emma of Normandy. Her gran has asked for a reading recommendation, she explained. I had not, … Continue reading
Lisa Jane Ashes asks, why are we still here? She is a self-confessed geek, but spent a year away from school as a child because nobody could tell her the point of going. After spending her first year as an … Continue reading
Owen Carter and Mike Slavinsky on knowing your impact. Some context: The Brilliant Club. PhD researchers are recruited to go to work with small groups of high potential students through the Scholars Programme; its twin, Researchers in Schools, places PhD … Continue reading
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