“Let’s talk of graves, of worms, and epitaphs”
It has not escaped my notice that I have not yet had chance to return to my series of blogs on medium-term planning. Fear not! I intend to do so soon. I have decided, [...]
Knowledge and curriculum
A curriculum sets out what pupils ought to learn, and there is thus a fundamental connection between knowledge and curriculum. Most of my posts on this blog have focused on the nature of academic knowledge, why this is central to school curricula, and how this knowledge might be structured within a curriculum model.
Why should pupils learn dates?
I doubt I invented the supermarket checkout date game, but I do not mind if someone wants to say I did. If you buy something for less than twenty pounds, then see if you can [...]
Medium-Term Planning 3: ‘Introductions and Conclusions’, not ‘Starters and Plenaries’
The way in which lessons begin and end is very important in medium-term planning, though sadly I think careful reflection on this was rather swamped in the rhetoric of the [...]
Medium-Term Planning Part 2: getting the question right
A brief browse through the pages of Teaching History from the last decade will show that one of the things that troubles history teachers most is ‘what is the right [...]
Medium-Term Planning 1: thinking through the process
This is going to be the first in a series of blog posts that looks at medium-term planning for history teachers. I write this with a number of aims in mind. With a new school [...]
It’s time to make knowledge more complicated
I read with some interest this week Andrew Old’s blog on the sloppy use of the word ‘skills’. His analysis is very much in the right direction: the term skills has [...]
In defence of the current history curriculum
In my previous post I reviewed Daisy Christodoulou’s book and promised to respond specifically to her critique of the current History National Curriculum. She argued [...]
Clio et cetera 