- Resource
11.1.3 »
Extract from Counsell, C. and the Historical Association
Secondary Education Committee (1997) The Twentieth Century World:
Planning Study Unit 4 of the National Curriculum for History,
Historical Association
- Resource
11.2.1 »
Research-based models of progression
- Resource
11.2.2 »
Lee, P. and Shemilt, D. (2003) ‘A scaffold not
a cage: progression and progression models in history’, Teaching
History 113, Creating Progress Edition, Historical Association.
- Resource
11.2.3 »
National assessment structures
- Resource
11.2.4 »
Extract from Vermeulen, E. (2000) ‘What is progress
in history?’ Teaching History 98, Defining Progression
Edition, Historical Association
- Resource
11.2.5 »
From Scott, J. (ed) (1990) Teaching History Research
Group, Understanding Cause and Effect: Learning and Teaching
about causation and consequence in History, Harlow:
Longman.
- Resource
11.2.6 »
A training activity for a subject session designed for the final
months of the course.
- Resource
11.2.7 »
Extract from University of Cambridge History PGCE handbook,
specifying work to be done between a Tuesday and a Friday subject
session (Wednesdays and Thursdays are spent in school)
- Resource
11.2.8 »
The National Curriculum Attainment Target
- Resource
11.3.1 »
To understand existing models requires sustained engagement
with a technical language in the context of reflection on experience.
- Resource
11.3.2 »
Extract from Woodcock, J. (2005) ‘Does the linguistic release
the conceptual? Helping Year 10 to improve their causal reasoning’, Teaching
History 119, Language Edition, Historical Association.
- Resource
11.3.3 »
This is an example of a “Move Me On” problem taken
from Teaching History, 103, Puzzling History Edition,
pp 42 to 45. It is a problem page for history mentors
- Resource
11.3.4 »
The following is an extract from a research study examining trainee thinking
as manifested in their written assignments and evaluations. It is based
on a study of assignments completed by trainees on the PGCE run by the University
of Cambridge Faculty of Education and was carried out by their subject tutor,
Christine Counsell. It contains an extract from an extended evaluation
(the final, long assignment of the course based on action research) written
by a trainee.
- Resource
11.3.5 »
A mentor training activity used in the University of Cambridge
Faculty of Education Partnership
- Resource
11.4.1 »
Some sample moments where trainees focus on causation and consider
related progression issues.
- Resource
11.4.2 »
Sheet used to conclude and summarise the sessions on causation in
the plan shown in Resource 11.4.1
- Resource
11.4.3 »
Sheet used to conclude and summarise the sessions on causation
in the plan shown in Resource 11.4.1
- Resource
11.4.4 »
Edited transcript of a discussion in a mentor meeting between
mentor and trainee taking place in May.
- Resource
11.4.5 »
Extract from Shemilt, D. (1980) History 13-16 Evaluation
Study, Edinburgh: Holmes McDougall
- Resource
11.5.1 »
A figure taken from from Brown, G. and Burnham S. (2004) ‘Assessment
without Level Descriptions’, Teaching History, 115,
Assessment Without Levels Edition, Historical Association.
- Resource
11.5.2 »
A figure taken from Counsell, C. (2003) ‘The forgotten
games kit: putting historical thinking first in long-, medium-
and short-term planning’ in Haydn, T. and Counsell, C.
(eds) History, ICT and Learning in the Secondary School,, London:
Routledge Falmer.
- Resource
11.5.3 »
This planning grid is taken from a resource for teachers produced
in the United States: National Research Council (2005) How
Students Learn History in the Classroom, Washington: The
National Academies Press.
 |
|