The release of Kathryn Bigelow’s movie Detroit in August 2017, which tells the story of major race riots in 1967 in USA, has recently re-awakened my own memories of the turmoil of the struggle for American civil rights which I was privileged to observe at first hand. I lived in the United States for a […]
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For the first few years of my teaching career, I would set revision lessons without much expectation. If you were going to do a test, you should at least give some chance of success by providing the lesson before for ‘revision’. I would often provide a list of suggested activities that students could pick from: […]
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This month marks one-hundred years since The Representation of the Peoples Act was passed which, for the first time, gave some women the right to vote. To celebrate we have created this interactive timeline which shows some of the key dates and events which contributed to women gaining the right to vote in Britain. Taken […]
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In the AQA GCSE History specification, the Historic Environment element is integrated with the British Depth Study. This means that as students develop an in-depth knowledge of a British period, their understanding of that period would in turn help them to understand the historic site. It is useful to approach the study of a historic […]
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Teachers are telling us they are most concerned about getting to grips with KS3 Assessment in light of the new GCSE specifications, so you might like to watch Aaron Wilkes and Steve Day’s expert webinar on KS3 Assessment. In the webinar, Aaron and Steve share best practice about KS3 History assessment, and discuss what OUP’s […]
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The Reformation is of great significance in British and European history and is a topic that students will likely come across multiple times during their study of History. This year marks 500 years since the start of the Reformation with the publication of Martin Luther’s ‘95 Theses’ in 1517. Martin Luther’s attack on the Church […]
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Assessing progress at KS3 It’s the issue in KS3 that won’t seem to go away – how do we accurately (and simply) assess what students know and can do at KS3, and what does ‘progression’ look like in History? I know for a fact that teachers have tirelessly grappled with these questions, and probably tried […]
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