History Assessment at Tallis across the Key Stages
Beyond Levels...Progression at KS3 Blog
Tallis Department Resources
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History pedagogy links
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History and New Technologies in the classroom at Tallis
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Thinking about New Technologies in Historical Research
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AO1. Recall, select and communicate knowledge and understanding of history.How can we help pupils make sense of the history that they learn so that the whole adds up to more than the sum of its parts? How can we help pupils develop and sophisticate their understanding of historical time and of the changing relationships between the past, present and future? |
Thinking about accumulating historical knowledge and understanding.
HA on Diversity http://www.history.org.uk/resources/secondary_resource_2596_61.html Citizenship http://www.history.org.uk/resources/secondary_resource_2508_61.html |
AO2. Explain and analyse Change and Continuity, Cause and Consequence, and SignificanceThe ESRC-funded Project Chata has collected evidence of children's ideas about the discipline of history and attempted to see if there is any progression in those ideas. Here, Peter Lee describes how Chata has tried to map children's ideas about historical accounts. History teachers (and tutors and managers of history teachers) who are trying to extend and explore the bases of their professional knowledge will find this clear and lively account an invaluable starting point for considering the role of the Chata project, its methods and findings. |
Thinking about developing understanding of historical concepts
HA on Change
http://www.history.org.uk/resources/secondary_resource_2594_61.html Causation http://www.history.org.uk/resources/secondary_resource_2569_61.html Gifted and Talented. Teachers TV Significance http://www.history.org.uk/resources/secondary_resource_2474_61.html |
AO3 Explain, analyse and evaluate a range of source material in Historical EnquiryThe arrival of sources of evidence into secondary school history classrooms amounted to a small revolution. What began as a radical development is now establishment orthodoxy, with both GCSE and now National Curriculum in England and Wales enshrining its principles. Tony McAleavy pays tribute to some of the thinkers and key lines of thought that made this revolution so enduring. By placing it in a broader historical context he also offers a critical perspective.
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Thinking about developing skills in explaining and analysing evidence as a process
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AO4 Explain, analyse and evaluate how different event have been InterpretedHistory teachers are increasingly used to the idea that helping pupils reflect on and understand identities is one of the central purposes of history education. In this article Jamie Byrom and Michael Riley reflect on what thinking about identity historically might mean; by considering the history of encounters between the West and Islam in their full complexity, they suggest that history can ‘shake up' simplistic and singular notions of identity and help pupils think in plural and complex ways.
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Thinking about developing skills in explaining and analysing interpretations as a process
HA on Interpretations
http://www.history.org.uk/resources/secondary_resource_2589_61.html Interpretation Teachers TV Interpretation in Action Teachers TV |