New, Novice & Nervous
The regular ‘New, Novice and Nervous’ feature in Teaching History is intended to help new teachers or those new to history to locate key articles written about essential aspects of teaching and learning. Every problem that new teachers are wrestling with is a problem that other teachers have wrestled with too. This regular series tackles each of those problems in turn. While it deliberately does not promise a ‘quick-fix’, it provides a quick guide to the ways in which other teachers have explored, debated and tackled the same issue over time.
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New, Novice or Nervous? 174: Building students' historical talk
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New, Novice or Nervous? 173: including BME history in the curriculum
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New, Novice or Nervous? 172: Curriculum planning
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New, Novice or Nervous? 171: Teaching Medieval History
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New, Novice or Nervous? 170: Building students’ historical argument
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New, Novice or Nervous? 169: Developing a sense of place
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New, Novice or Nervous? 168: Local history
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New, Novice or Nervous? 167: Confidence with substantive knowledge
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New, Novice or Nervous? 165: Enabling progress - students who need more support
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New, Novice or Nervous? 164: Constructing narrative
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New, Novice or Nervous? 163: Historical significance
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New, Novice or Nervous? 162: GCSE Thematic Study
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New, Novice or Nervous? 161: Teaching substantive concepts
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New, Novice or Nervous? 160: Progression in evidential understanding
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New, Novice or Nervous? 159: Writing history essays
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New, Novice or Nervous? 157: Teaching Overview
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New, Novice or Nervous? 156: Analysing interpretations
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New, Novice or Nervous? 155: Similarity & Difference
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New, Novice or Nervous? 154: Using historical scholarship in the classroom
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New, Novice or Nervous? 153: Good Enquiry Questions
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