Will you be starting a new role as a subject leader in September? It’s not too late to book onto the summer cohort of our ever popular Subject Leader Development Programme! @hughrichards.bsky.social @catherinepriggs.bsky.social @egcarr.bsky.social
www.history.org.uk/secondary/ca...
What an excellent day at #Soane26 So much food for thought from @sam-jones.bsky.social @paulalobo.bsky.social and @heatherbellaf.bsky.social as well as Sit Richard Evans. Wonderful to catch up with history teaching colleagues. Thank you so much @michaeldoron.bsky.social and team for organising.
Flooded landscape from a train window
Poster for Ark Soane History Conference 2026 on the theme of Knowing More.
Title slide for a presentation entitled Assessment as a curricular question.
Early morning train through a flooded landscape heading for #Soane26 Looking forward to presenting on assessment and the curriculum, sharing an approach from my department, and to the other amazing sessions on offer.
Anyone explicitly teach continuity explicitly? We do so as part of change but I’m interested in what continuity could look like for history teachers. Thank you so far to L (not on here), @egcarr.bsky.social and @alistairdickins.bsky.social
Thanks to @egcarr.bsky.social, @counsellc.bsky.social and all the other editors of Teaching History who put in so many hours to put together this amazing journal. For this edition, I really enjoyed writing up my thinking process for an enquiry on Toussaint L'Ouverture.
Year 10 are finding them so helpful - we are teaching OCRB Elizabethans at the moment. We will work them into KS3 too, I'm sure - so helpful!
Teaching History 201 from @histassoc.bsky.social is online.
Brilliant authors sharing their varied approaches to teaching about interpretations.
Great CPD for history teachers and subject leads!
@sehartsmith.bsky.social @historysuperfan.bsky.social @benarscott.bsky.social and others
This is a brilliant piece. I had the privilege of a pre-publication preview and have adopted Sarah and Jessie's analogies in my teaching with Year 10. Do read it!
I talked recently to our SLT about some of the stuff we want our curric to do. I reckon MFL does some things on my list more than almost any other subject, and we lose a hell of a lot if we focus only on the instrumentalist angle and let langs become even more of a (wealthy) minority pursuit.
After the publication of the Curriculum and Assessment Review a few weeks ago I expressed concern about the future of languages in schools, particularly at KS4. The DfE’s response and Progress 8 proposals have only made me more worried. Here’s a quick thread to explain why. bsky.app/profile/mrmo...
Having taken a look at the Curriculum and Assessment Review, I’m feeling more reassured than I was with the titbits leaked in advance to the press. I haven’t read every bit of it yet, but here are a few things I’m pleased about and a few things that worry me (definitely not comprehensive)…
Subjects:
- Threat to MFL from removal of EBacc. This is very precarious and needs strong protection.
- Will offer of Triple Science for all actually lead to greater equity or just mean lower grades for some?
It was a pleasure to host @catherinepriggs.bsky.social at Avanti Grange and a great opportunity to showcase our curriculum, drawing so much on the brilliant #ChangingHistoriesKS3
Excited to be leading a two-part webinar series with @haringeyeduc.bsky.social on leading secondary history - helping subject leaders turn vision into practice.
Perfect current and aspiring history leads & SLT wanting to strengthen subject leadership in their schools.
Links below 👇
This was always going to be the direction given how little illegal immigration there is. This is going to do us all damage for years to come.
Thrilled to say I'm a judge for the first ever Inspiring History Teaching Awards, in association with Historic Royal Palaces. Do you know a great history teacher in the UK who deserves to go down in history? Nominate them here bit.ly/42yhGZP
Soviet history teachers, my reading on the Khrushchev/Brezhnev era doesn’t match what I’ve read on 1917-53 or Gorbachev and end of USSR. I’m keen to level up. What should I read (other than general overviews of the whole Soviet period, which I’ve done)? @alistairdickins.bsky.social can you help?
A conversation with some colleagues this morning has reminded me of this (amongst other things!):
uonhistoryteachertraining.school.blog/2024/06/11/e...
Delighted to share this new blog on teaching People’s Health Industrial using the fabulous work of @manchesterhistory.uk and the story of Angel Meadow. I’ve loved working on this. Thanks Dean for your incredible book.
#historyteacher
open.substack.com/pub/petejack...
Diamine would be my recommendation too.
If you've found this book helpful, could you send me a few words about via DM or below. I'm hoping to put together a collection of positive comments for the author who's having medical treatment at the moment. Many thanks.
Such a good book! Made teaching this at A-level a joy, and inspiration for teaching at GCSE and KS3 too. One of my top favourite textbooks and always especially loved the diagrams.
www.instagram.com/reel/DPcAFoh... This short film features my mother, daughter of a Holocaust survivor, and now an activist against the war in Gaza. Please share widely
Surely a correlation between those who learned one or both and confidence in spelling - @teachertapp.bsky.social will you be testing this?
I was so lucky to have had the chance to learn both Latin and Greek at school - so few young people get that chance now. I would love to see that trend reversed. Ancient languages in primary, supporting MFL in secondary @classicsforall.bsky.social ?
I enjoyed today's @teachertapp.bsky.social blog from @theeef.bsky.social about knowledge of Latin and Greek supporting spelling. educationendowmentfoundation.org.uk/news/eef-blo...
A joy to see this. Feedback from pupils and parents shows #ChangingHistoriesKS3 is changing the game for KS3 history
Rich story, deep scholarly connections, rigorous enquiry questions and enquiry journeys all need to be embedded and integrated, not bolted on as extra texts.
Yes, they are loving it and so are we!
... When you think about it, migrants have done so much for this country!' His partner responds 'Yeah! The trouble is most people don't know this. They all need to do GCSE History!' Thank you #OCRBHistory @1972shp.bsky.social @historyrichk.bsky.social
Fascinating conversation with Year 10 students yesterday, studying Huguenot refugees in early modern Britain. One student remarked on the impact and legacy of the Huguenots in relation to establishing the Bank of England - 'so they were French but they created the English national bank! ...