I’m really glad that I read this after reading Lee and Shemilt. Lee and Shemilt’s arguments that NCAT are flawed because of their lack of relation to how pupils learn, their over reliance on arbitrary “once attained” targets like “evaluate” and connecting certain targets with certain ages are to an extent anticipated by McAlevy....
Read more →I’m going to use this model, from “A teacher’s guide to Classroom Research” by David Hopkins. I’m going to use this because I like it! It’s not as harsh as some of the other models, by which I mean it fits the way that I see research in a real classroom really working. Just...
Read more →Just finished reading a review of Husbands, Kitson and Pendry’s “Understanding History Teaching” and Rob Phillip’s “Reflective Teaching of History” in This quarter’s Teaching History. Nicholas Kinloch, the reviewer, makes the point that we can’t understand how we teach history, unless we understand the history of teaching history. Perhaps there could be room for...
Read more →My title is Action Research and Intervention Study to research the progress of Year 13 students’ understanding of Historical Interpretations. I’ve done a fair amount of reading on progression and understand that there seem to be several different points of view: NCAT style – ladders of progress, in which pupils obtain progressively harder skills,...
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