Wrapped up our India enquiry by answering the enquiry questions ‘What was India’s experience of British rule?’ Tried to avoid the positive/negative debate with students using their own adjectives to describe events they have studied ✍️🇮🇳

Focus on Holocaust Historiography with Year 9 to finish our SOW, looking at the debate between intentionalist and functionalist historians and the challenges historians face studying the Holocaust ✍️📖

Continuing with our historiography focus in Year 8 we compared traditionalist and revisionist historians views on the British Raj. Lots of prep this time discussing the extracts and then questions which built in complexity to scaffold their responses ✍️

Year 9 students reading an extract from Ian Kershaw 🙌 Still loving the guided reading template to encourage students to read like a historian 📖

My Year 9 students keep getting a couple of key terms/events mixed up so I created this grid to try and tackle misconceptions head on! I decided to give them one definition of each to help them hut next time will leave some completely blank ✍️

This time next week you could be enjoying the company of this motley crew! I can't think of a better way to spend a Saturday #historyteacher #historyeducation. Just a few days left to get your ticket though so don't miss out on this fantastic CPD for primary and secondary history teachers ...

Thank you to everyone who watched my @TTRHistory presentation on teaching degrees of change in History. I loved putting it together and being 10% braver 🙌 A fantastic morning of CPD! PPT-https://docs.google.com/presentation/d/1VsqdNtvP35vplEROiiJqW2ALWpPkKF7o/mobilepresent?slide=id.p1

This week we explored historiography surrounding the Indian rebellion of 1857 as part of our new India depth study and students really rose to the challenge! 🙌 Initially we recapped what happened in the rebellion from the previous lesson🧵/1

A classics retrieval starter with Year 8! The last lesson section was crucial as it hinged on the lesson so we went through those questions verbally and then students marked their chosen questions from the board 🤔💭🧠

Still working on trying to make note taking at KS4 a bit more interesting. Today we did Earl of Essex storyboards as we read through his dramatic tale then linked his story to their wider knowledge on patronage, privy council and Elizabeth’s power 🎨✍️

Attempting to bring a bit more fun into GCSE note taking with comic strips- the latest creation - the colony of Roanoke 😅🎨🖌️

End of unit lesson with Year 10 this week for the first GCSE unit- knowledge audit, exam skills overview, exam question planning, example paragraph writing and students writing paragraphs independently 🙌

Introduced a new exam question style to Year 10 through good, better, best paragraphs. Students had to identify the key features of the paragraph and then explain which one was the best and why, before writing the next paragraph for the question independently/ withscaffolds ✍️

Last week Year 7 learnt about the Celts and used artefacts to consider what they might reveal about Celtic lifestyles 🪙 #historyteacher #historicalartefacts #artefactsinhistory

Introducing exam questions via I do, we do, you do in the first GCSE Lesson with Year 10 🙌 Hugely inspired by @petejackson.bsky.social blog that he shared

Time for a re-introduction: I’m Rachel, a 0.6 History Teacher based in Leeds, Chartered Teacher and former Head of History. I’ve recently joined my school’s teaching and learning team and I’m passionate about educational research and sharing adaptable resources 👋 I will not look this glam tomorrow 😅

A great read for anyone teaching History OCR B GCSE 🙌

Catching up on @innerdrive.bsky.social Spotlight ahead of the new academic year 🙌 It will be tricky to pick a study for our teaching and learning reading group!

Site Study visit with a toddling one year old- more or less stressful than taking 60 Year 10s? 😂 📍Temple Newsam House, Leeds