As an A Level French Rev teacher, I’ve enjoyed this a huge amount so far!

I led some cross trust training for the first time today. Delightful to share what ‘excellence’ means for us in @camacademytrust.bsky.social. Presentations from colleagues and from @uclholocaust.bsky.social shaped discussions Our children are lucky to have invested, motivated and curious teachers

Calling AQA #historyteachers. For the HE in depth study, how much are we to rely on the resource pack? Comparing packs for Pevensey from a few years ago and now they are v different. Do we lean in to that? And should we hold off planning BoH historic environment lessons until the pack is out?

A standard early-in-term correction. How many times more will I wade through economical causes of revolution in this batch of marking I wonder.

This part of the school year contains so much I enjoy teaching - Pompeii, Charles I, Franz Ferdinand’s assassination, Korean War. Harold Godwinson’s crazy 1066. The calling of the estates general. We really give the kids here the *best* bits. It’s a delight to teach!

Lots of this rings true. As a PGCE mentor I’d like ITTs to know that the department/ mentors don’t receive payment and the time for mentoring isn’t enough so it spills into our own free time. So being helpful and considerate member of a department matters a great deal to keep goodwill flowing

Amazing thread.

Second day off timetable treating KS3 to some history treasures. Billy Joel and historical significance, Trafalgar v Waterloo, Horrible Histories games and a wonderful visit from @cromwellmuseum.bsky.social considering the local history of witch trails.

As part of our enrichment offer for all pupils, I took a group of keen KS3 historians to Cambridge today and had a smashing time in the sun. Visits to the Mueum of Classical Archeology, Fitzwilliam Museum and a lovely time at my old college @corpuscambridge.bsky.social

Squeezing in a treat. Cafe and senior staff-student book club book. I have such precious memories of being a 6th former and talking books with teachers. Looking forward to replicating with our students in a few weeks.

If I wanted to read/ watch/ listen to something on pastoral leadership at KS5 specifically, any ideas? #edusky #teaching #sixthform

Predictions yes. But also pupils viewing ‘how to do questions’ videos where they’d be better revising content, revising using generic sites like Seneca which don’t cover our exact syllabus but sound plausible, study skills YouTubers… surprised this year how much kids want to rely on online not me

History teacher nightmare spotted on an English teacher’s board.

Time well spent. Goodbye and good luck postcards for Y11.

Come work in my school! Cambourne Village College (Outstanding, expanding 6th form, lovely colleagues, excellent work-life balance, nice kids!) is looking for a new RPE teacher #teaching #edujobs Do circulate if you can.

It was super fun to be involved in this!

There are currently generic challenges facing all schools and subjects 1. Recruitment/retention 2. Funding. We have no photocopying, books, CPD time etc 3. Post Covid mental health challenges / anxious students 4. A desire to ‘pass the test’ rather than take risks 2/

I was invited to speak at an event for @camhistory.bsky.social today, an informal workshop on the subject of ‘teaching history now’ mixing teachers and academics Together with the lovely Prof Alexandra Walsham, I spoke of the current challenges in teaching history. I suggested two themes… 1/

This makes me sad. Those parents also are not the product of the all the things people criticise about school now www.theguardian.com/books/2025/a...

I LOVE gain time. Already have lots of plans including an online CPD course with Chartered College and plenty of personal/historians reading. I fully intend to use those Y11 double lessons for meaningful stuff, not let all that time slip away in long coffee breaks in the staff room…

Teaching Y7 Black Death this year and every group pupils have made COVID references. Got me thinking about how to harness that/ disabuse simplification especially around the fear and rumour element. As we move to lessons about grasping, desperate cures I’m sure that more parallels can be drawn

Back to school after 2 weeks. I’ve done absolutely no work and it feels wonderful that I work in a school/environment which makes that possible.

Nice to see that some of my ideas about retrieval practice/ quizzing are not drawn from the ether or out on a limb, but similar to other research in this area. As we approach GCSEs I can see a huge impact from our QR code quizzing. Blogged about here onebighistorydepartment.com/2025/03/05/u...

#historyteachers I’ve just reread TH183 what’s the wisdom on extended reading. But I’m looking for something else I think - something about extended reading at KS4 in particular. Probably about reading outside the classroom, extension activities, homeworks etc Any other recommendations?

Terrifying and fascinating to read in detail. www.whitehouse.gov/presidential...

Definitely need to work on conveying a sense of the medieval world just being fewer people. The intimacy of a village. Other big thing I’m increasingly aware students lack is an understanding of premodern farming - starvation in bad harvest, the precariousness of work #historyteacher #edusky

Intriguing blog. We look at medieval towns/villages at GCSE and it blows their minds how small everything was in terms to population. My students live in a mini new town of no importance. Yet it has a population of the biggest medieval city.

My gorgeous school had Ofsted visit this week. Who knows the conclusion but we showed our best - colleagues lifting up colleagues, teaching our socks off, buzzing with passion for our subject and our pupils #historyteacher

I had a chat with a trainee #historyteacher today about how AI is superficially a useful tool for creation of resources. But if it fundamentally does the opposite to the work of historians who have painstakingly researched and nuanced claims with transparent citing of sources, well…

My first ever blog post, contributed to the One Big History Department blog. I’ll admit, I’m quite excited to see some (sketchy) thoughts in print. Do have a read if iPads/ quizzing/ knowledge recall is your thing. onebighistorydepartment.com/2025/03/05/u...

Our trust, school, department and my ECT have ‘reading’ as a CPD priority right now. So I’m devoting some waiting-in-the-car dead time to reading this. My ECT and I have chosen to read it together and we are particularly interested in vocab learning in a post 16 setting.

New blog! ‘The Teachers’ knowledge that has no name’. What should we call this knowledge? heatherfblog.wordpress.com/2025/02/23/t... With special thanks to @michaelfordham.bsky.social

We have a *brilliant* initiative at our new 6th form. Teachers take turns to give mini 10 minute lectures on their history specialist subject for 6th form at lunch time. Runs every two weeks so not onerous at all for staff. Minimal prep, all topics that students will never have encountered. 1/

I was caught out using a catchphrase I didn’t know I had today. Greeting Y9 at the door ‘Quick year 9 I want to start quickly - this is one of my FAVOURITE things to teach’ Y9 pupil: you always say that! True. I think I do. Because most of it is amazing. #historyteacher

Parents’ eve for Y12. Such a fun evening for sharing stories of how well students have made the jump from GCSE. And plenty of reminders that everyone needs to be reading around the subject! Now I’m a parent myself I see how important parents’ eve is for sharing positivity and praise.

I’ve used this blog both with my PGCE student and ECT this past week. A thought-provoking, quick read with practical ideas. We tied it into work on extended reading and the importance for kids (even at secondary school) hearing an adult read aloud so they access that ‘incidental’ vocab learning

Just listened to and enjoyed this from @mroscott.bsky.social Thought provoking on how to prioritise narratives that students produce. Great caveats at the end - how do we avoid students regurgitating narratives that WE see? How can students see big changes in 1st order concepts for themselves?

Brilliant day. No kids in school and the whole day given to departments for curriculum planning We had the perfect blend of some CPD videos watched as team history, priorities discussed for shared planning, workload divided up and plenty of peace and quiet for reading, planning, resourcing lessons.

My friend @jessangell.bsky.social was a fab line manager for me and is now looking for a new colleague in her job.

#historyteachers #edusky My wonderful friend is researching retellings of classical myths and their use by teachers and students. Think Women of Troy, Circe etc. She has a super quick survey for teachers who have come across retellings of Greek and Roman myths: forms.office.com/e/APbQt2B028

It’s such fun being a history teacher. Today we moved the tables and did a reenactment of the Battle of Hastings (Y7), told Y12 the story of Robespierre’s grisly arrest and execution and worked with Y8 describing the EIC. The sheer variety of what we do still astonishes. #historyteacher

We have a brand new 6th form and little money to stock a new library. What have other schools done to square this? We do French Rev, 20th century Britain and American rights.

New term, same focus. Reading. Any #historyteacher ideas on promoting (insisting on?) extended reading at A level?

I have a display in my room of ‘history in the news’ where I display stories *directly* related to things we study. This is heading straight there. I hope the display goes someway to dispel ‘when will I ever use this?!’ Well, pretty much every time you read the news, have a job, interact…

Across the Y7 curriculum we build deep knowledge of medieval Christianity, Christian symbolism, the Reformation, the Renaissance, the political situation in Europe in the later Middle Ages, trade links across the Old World, the New World and more.

We look at the Ambassadors with Y7 later in the year. Super interesting thread here. I love it when we get the kids looking at art! It’s definitely one of those cultural capital things. A little knowledge is hugely powerful for unlocking national art treasure like this….

A tricky customer in Y11 asked me why I was a teacher, when I could earn lots more money. I told him all the MANY joys - history is cool, I get to read for a living, the pay is fine, flexibility, holidays, kids are FUN. Even kids like him on a good day. That got a wry smile. #historyteacher

Chat GPT may yet have its uses, but, speaking as a historian interested in how young people learn about the past, it utterly terrifies me. It is a bespoke garbage howitzer

We popped @counsellc.bsky.social and @paulalobo.bsky.social on the big screen to better watch and discuss as a dept. Thought provoking stuff. We definitely had plenty to say in our room!

And if there are any #historians out there who would like to come and give the next HistoricAll lecture at a totally fab state secondary near Cambridge do say! We have space in the Spring term.