The Schools History Project is delighted to present a free online CPD workshop on teaching interpretations of the Transatlantic slave trade by Corinne Goullée (@corinnegoullee}, Head of History at Cottenham Village College. “So, historians follow the crowd, Miss?”: Helping Year 9 get to grips with historiography This workshop will focus on how Corinne transformed an existing enquiry on...
Read More »For all teachers, their training year is hugely important – the training you get is often one of the biggest influences on your career, your outlook and you attitude as a teacher. So, if this is your training year and COVID-19 has interrupted some of those precious moments to learn, reflect, experiment and develop, why not have a look at SHP’s Corona CPD Challenges? This collection of ...
Read More »We are very proud to be supporting the brilliant Dig School, a project created by Carenza Lewis of the University of Lincoln which is also supported by the Council for British Archaeology, the Historical Association and Historic England. The project is designed to help teachers with students still in schools, as well as students being home-schooled at the moment to participate in meaningful, rigor...
Read More »UPDATE Schools History Project Essay Competition in association with Professor Peter Frankopan, No More Marking and Hodder Education UPDATE *** In response to questions that have been asked about the scope of the question, the deadline, prizes, sixth-form eligibility, independent schools and home-schooled students, this post has been updated *** These are strange...
Read More »At this summer’s conference, Jamie Byrom spoke on the topic, ‘Floating their boat – helping low-attainers in history’. He drew on his considerable experience in the classroom and as History adviser in Devon to share strategies grouped into three categories – using enquiry questions, long-term planning and day-to-day planning. We’re delighted to be able to share his pr...
Read More »This workshop was based on a collaboration with the historian Yasmin Khan. The substantive focus was a comparative study of the British and Indian Home fronts during the second world war. However, we were also keen to give access to the ways historians construct their historical claims. The 12-minute film was made to allow Yasmin Khan to talk directly to students about her methods, her issues with...
Read More »In this final post in our series on using sources in the classroom, Rich Kennett, Head of Humanities at Redland Green School, Bristol, writes on the topic of strong arming your students into using knowledge in their answers to source questions. At my current school the cohort is above national average attainment and many students are very able. Two years ago, however, we noticed that, by and large...
Read More »Sally Thorne, Head of History at Colston’s Girls’ School in Bristol, shares her simple idea for demonstrating the importance of contextual knowledge when assessing a source. My focus for the year was thinking about how to assist students to start recognising sources as evidence, rather than just pillaging them for their information. Struggling to explain the year 8 how important it was...
Read More »In this post, Phil Arkinstall, Head of History at Hardenhuish School, Chippenham, explains his use of verbal rehearsals and a spruced-up inference diagram to help students build stronger arguments. The Verbal Rehearsal My aim was to improve the essay writing of Year 8. The issue was that in previous years students had struggled to write a decent ‘causes of the English Civil War’ essay; they were,...
Read More »In this post, Kate Smee, Head of Humanities at Chipping Sodbury School, asks, can Colin the Centipede help students to understand what the point of using sources is? Rationale: As we come under ever greater pressure to achieve higher grades, the push has been to make source work simpler. We have used the familiar strategies such as writing frames, formulae, deconstructing techniques, mnemonics…etc...
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