This section of the site has been designed to bring greater variety to learning and to work towards making pupils more independent learners. As we all know, we are not there yet. OFSTED’s most recent survey of secondary history teaching, History in the Balance (July 2007) is clear enough. The most common criticism is the predominance of direct input by teachers, with pupils having little to do beyond sitting and listening. There is a place for good exposition by teachers, but too often pupils are not given enough opportunity to ask questions, identify evidence and work out the story for themselves. This is often exacerbated by classroom layouts that do not lend themselves to pupils being active learners, working independently or in groups
We all know that the learning experience for students at Key Stage 4 could be more varied in some schools. Students have told us that, time and again. The lessons are effective but not exciting, they say. Given the spectre of exam results, value...
Learning in Key Stage 4 history lessons is nearly always good but rarely is it outstanding. Because we are so aware of the examination requirements and the need to induct history students into the black art of exam technique, we tend to do too...
This part of the site offers an initial short list of the best twenty products I have seen in the last couple of years. There are loads more which will be uploaded periodically over the next five years. Wherever possible the brief description cross-references...
