Making knowledge secure

While much has been written about balancing and blending types of substantive content, much less has been written about ways of ensuring that pupils do actually gain the knowledge that such planning intended them to have. On the other hand, this issue can surface indirectly in articles on planning, especially where the focus is on how one layer of knowledge can be used to accelerate assimilation of another.  For example, articles on drama are often efforts to embed a story or make it memorable.  Articles arguing that it’s a good idea to ‘teach this kind of thing before that kind of thing’ are effectively showing how one kind of knowledge manifests itself in another context. So there is always more on making knowledge secure than meets the eye! Also, articles why secure knowledge matters (e.g. its effects on wider historical learning) often overlap with articles how to make that knowledge secure in the first place. So if you are looking for what has been written about one, you are also likely to find it in the other. Read more

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  • Building and assessing a frame of reference in the Netherlands

    Article

    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Concerns about our ability to equip young people with a frame of reference that they can actually use to orient themselves in time are widespread. The challenges were extensively debated within the last issue of...

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  • Building and assessing historical knowledge on three scales

    Article

    The knowledge that ‘flavours' a claim: towards building and assessing historical knowledge on three scales While marking some Year 11 essays, Kate Hammond found her interest caught by significant differences between one kind of strong analysis and another. Some scored high marks but were less convincing. The achievement in these...

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  • Building memory and meaning

    Article

    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Sarah Gadd attempted to re-think her department's usual approach to the two-year Key Stage 3. Concerned that a thematic approach might not be securing the overview perspective it was designed to achieve, she decided instead...

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  • Counterfactual Reasoning: Comparing British and French History

    Article

    Year 8 use counterfactual reasoning to explore place and social upheaval in eighteenth-century France and Britain Two linked motivations inspired Ellen Buxton's research study: she wanted pupils to make connections between British and French history and she wanted to explore the potential of counter-factual reasoning within a causation enquiry. It...

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  • Cunning Plan 161: Magna Carta's legacy

    Article

    Both Dawson and Hayes have recently written Cunning Plans that show how exciting Magna Carta is. So why not stop there? Bring the barons to life with a flare of Dawson and send Magna Carta flying across the continent with just a hint of Hayes. Hey, from the same edition,...

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  • Cunning Plan 166: developing an enquiry on the First Crusade

    Article

    "What shall I say next? We were all indeed huddled together like sheep in a fold, trembling and frightened, surrounded on all sides by enemies so that we could not turn in any direction. It was clear to us that this had happened because of our sins. A great clamour rose to the sky, not...

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  • Cunning Plan 179: using TV producers’ techniques to make the most effective use of retrieval practice

    Article

    Last year I was working with colleagues on a project examining Rosenshine’s principle of beginning lessons with a short review of previous learning.1 At the same time I was working with a history trainee who had been using recall quizzes as a starter with GCSE students. Following a lesson observation,...

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  • Deepening Year 9’s knowledge for better causation arguments

    Article

    Frustrated by her students’ glib use of catch-all terms such as ‘militarism’ in addressing causation, Alexia Michalaki wanted her Year 9 students to produce mature causal explanations of World War I. To encourage this to happen she went back into decades of pedagogical writing and research, teasing out the ways...

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  • Developing transferable knowledge at A-level

    Article

    From a compartmentalised to a complicated past: developing transferable knowledge at A-level Students find it difficult to join up the different things they study into a complex account of the past. Examination specifications do not necessarily help with this because of the way in which history is divided up into...

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  • Dialogue, engagement and generative interaction in the history classroom

    Article

    Michael Bird has a long-standing interest in the power of classroom dialogue, not only as a means of elicting students’ prior knowledge or checking their understanding of new ideas and information, but also as a powerful tool for generating new knowledge through a collective process of meaning-making. In this article, he...

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  • Enabling Year 7 to write essays on Magna Carta

    Article

    Setting out to teach Magna Carta to the full attainment range in Year 7, Mark King decided to choose a question that reflected real scholarly debates and also to ensure that pupils held enough knowledge in long-term memory to be able to think about that question meaningfully. As he gradually prepared his pupils to produce their own causation arguments in response to that question, King was startled by...

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  • Engaging Year 9 students in party politics

    Article

    Sarah Black wanted to remedy Year 9's lack of knowledge about nineteenth-century politics. With just five lessons to work with, she decided to devise a sequence on Gladstone and Disraeli, shaping the sequence with an enquiry question that invited argument about change and continuity. Black analyses the status and function of different layers of knowledge within her sequence, evaluates the interaction...

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  • Finding the place of substantive knowledge in history

    Article

    ‘What exactly is parliament?' finding the place of substantive knowledge in history The relationship between knowledge and literacy is a central concern for all teachers. In his teaching, Palek noted that his students were struggling to understand complex substantive concepts such as ‘parliament' and decided to explore the relationship between students'...

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  • From road map to thought map: helping students theorise the nature of change

    Article

    Warren Valentine was dissatisfied with his Year 7 students’ accounts of change across the Tudor period. Fixated with Henry VIII’s wives, they failed to reflect on or analyse the bigger picture of the whole Tudor narrative. In order to overcome this problem, his department created a ‘thought-map’ exercise in which...

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  • Knowledge and the Draft NC

    Article

    Silk purse from a sow's ear? Why knowledge matters and why the draft History NC will not improve it Katie Hall and Christine Counsell attempt to construct a Key Stage 3 scheme of work out of the draft National Curriculum for history that was released for consultation in England in...

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  • Low-stakes testing

    Article

    The emphasis on the power of secure substantive knowledge reflected in recent curriculum reforms has prompted considerable interest in strategies to help students retain and deploy such knowledge effectively. One strategy that has been strongly endorsed by some cognitive psychologists is regular testing; an idea that Nick Dennis set out...

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  • Move Me On 157: Getting knowledge across

    Article

    This issue's problem: Rose Valognes feels she hasn't got enough ways of getting knowledge across to the students before they can do something with it. After a positive start to her training year, Rose Valognes seems to have got stuck in a rut in her thinking, with her lessons falling...

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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 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 186: trainee provides little scope for students to use their knowledge in analysis/argument

    Article

    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 help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon...

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