Knowledge & Concepts

‘Move Me On’ is a ‘problem page’ for those involved in training or mentoring new history teachers. Each one includes a description of a difficulty experienced by a trainee teacher and detailed advice from two experienced mentors or teacher educators about how to respond.  Read more

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  • Move Me On 165: Capturing student interest vs. sense of period

    Article

    This issue’s problem: In her concern to capture students’ interest Jennet Preston tends to present people in the past as weird and wonderful aliens... Jennet Preston has come into teaching as a second career, following a break to look after her young children. She is enthusiastic and full of ideas for...

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  • Move Me On 167: Frames of reference

    Article

    This feature is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. This issue’s problem: Eleanor Franks doesn’t really understand her students’ frames of reference and the difficulties that many of them have in making sense of the particular historical phenomena she is teaching them about. Eleanor Franks,...

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  • Move Me On 170: adapting to a second school

    Article

    This feature of Teaching History is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an...

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  • Move Me On 172: Not just relying on the textbook

    Article

    This feature of Teaching History is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an...

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  • Move Me On 175: paying attention to why topics have been included in schemes of work

    Article

    This issue's problem: Martha Partington doesn't pay enough attention to the reasons why particular topics or approaches to them have been included with her department’s schemes of work...

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  • Move Me On 182: thinks that substantive knowledge is all that matters

    Article

    Lina Power has interpreted an emphasis on knowledge organisers and factual knowledge tests to mean that substantive knowledge is all that matters. Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical...

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  • Move Me On 91: work with historical sources lacks focus

    Article

    Problem: Mike Jones, student history teacher, is half-way through his PGCE year. He is making unusually good progress in his knowledge, understanding and practice with regard to the use of sources in history. He also appears to have no difficulty with classroom management and relationships with pupils. He easily creates...

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  • Move Me On 92: Having problems teaching causation

    Article

    This Issue's Problem: Melville Miles, student history teacher, is in Term 3 of his PGCE year. Melville has taught a number of excellent lessons in which he enabled pupils to reach high levels of historical understanding. His diagnostic assessment of pupils' work is unusually sophisticated for a PGCE student. Melville's...

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