The infamous saying “tax shouldn’t be taxing” is something that I feel rings true for its synonym, to assess. Assessment is a key element of teaching and learning, both in its summative and formative forms, and enables for a review of progress. Assessment is most valuable when it translates into effective feedback which supports bespoke, personalised future-learning, both empowering students to take ownership for development and equipping teachers with the ability to facilitate this. However, with full teaching timetables, a growth in the amount of assessments set within schools, and the melting pot of other duties, it has become even more pertinent to find ways to make assessment and feedback not only effective, but also efficient.
When it comes to traditional subjects - the ones that have been taught and used effectively for centuries without the use of technology - the co-existence of old and selective use of the new seems to be the best way to innovate the curriculum. As we get to grips with the ‘new’ GCSEs and learn more about the workings of the mind and memory, check tests, dual coding, factual recall and retrieval practise are all making a comeback.
Coming to a classroom near you… Virtual Reality (or simply VR), the immersive learning experience that enables students to see, feel, and smell the past! Sound a bit futuristic? Well, VR is here to stay. Various incarnations have been used in films, medicine, science, art, leisure, and now it’s making its way into schools.
Having taught now since 2008, and having been a subject lead since 2010, I have seen through a fair share of changes to the History curriculum. When I first arrived, my school was teaching a traditional KS3 system (think Romans, 1066 and all that, Medieval life in Year 7) before a GCSE and A-Level that bore no link or pathway to the GCSE. Since then, “what sort of curriculum?” has become a key part of the historical debate.
A century on from the First World War, today’s students are increasingly distanced from the lives and experiences of those who fought in the conflict. There are fewer and fewer people who can talk to grandparents and great grandparents about the war, and how it affected people living at the time, from soldiers to women and children on the Home Front.
The only time black history is celebrated is in October. This connotes a separatism between stories in history, which creates an implicit understanding of ‘our’ history and ‘their’ history. I do not agree with treating the black experience as a separate entity. The black experience should be interweaved throughout the curriculum when possible.
Despite all the educational changes that have happened since I started teaching History just under a decade ago, one thing has remained a constant. Source analysis is the hardest component for students to understand. This is part of my ‘why’ in that I do not remember any lesson in Secondary, A-level or degree that asked me to develop my ability to use sources. This may be me being incredibly disingenuous, and I am sure that any ability I have is not divined or been bestowed by anything other than practice. It may just have not been made as obvious to me it is now. Nevertheless I have constantly looked for ways to make source analysis more engaging, purposeful and develop the skills for students to engage in a real critique of sources.
Two weeks ago we shared five key dates, from September to January, that schools can use to deliver lessons that offer something different. Here, we cover February to July.
Historic Royal Palaces (HRP) is bringing history to life through its schools’ programme, designed to excite and inspire teachers and pupils through high quality learning experiences. HRP look after six major palaces in the UK, including the Tower of London, Hampton Court Palace and Kensington Palace. The schools’ programme welcomes school visits from all over the world, helping students to explore the story of how monarchs and people have shaped society, in some of the greatest palaces ever built.
Working in an inner city school, History is often seen to be very irrelevant to students and therefore boring. I remember my first ever A level lesson with my Year 12s in 2015, I asked them individually ‘Why have you chosen to study History?’ The common answer was “to study Civil Rights”. The problem was that Civil Rights was part of the A2 course, which meant that they would had to wait a whole year to be taught that particular module. Therefore teaching the Tudors to a class that just wanted to learn only about black history was hard. As a result I had to ask myself: ‘How can I engage them in a topic that seems boring and irrelevant to their lives?’