Using enquiry questions
Many history departments use enquiry questions as an essential device for structuring their planning. Enquiries – built on the basis of genuine, worthwhile historical questions that the students are ultimately required to answer – often form the basic units within schemes of work, with each enquiry lasting several lessons/weeks. A good question will make clear not only the substantive focus of the enquiry but also the particular second-order or disciplinary concept that the students are dealing with. This approach allows teachers to plan effectively across key stages, clearly identifying where and when they are focusing on particular concepts, making it easier to plan for progression; ensuring, for example, that a Year 9 enquiry question about similarity and difference across the British Empire builds on and extends the analytical framework used to explore similarity and difference in a Year 8 enquiry about the Mughal Empire. The materials in this section include detailed examples of individual schemes of work built around different kinds of enquiry questions, along with examples of larger curriculum plans conceived of in terms of a series of well-designed enquiry questions. Read more
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Broadening Year 7’s British history horizons with Welsh medieval sources
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How representing women can convey a more complex narrative of the Russian Revolution to Year 9
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Creating a progression model for teaching historical perspectives in Key Stage 3
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Why does anyone do anything? Attempts to improve agentive explanations with Year 12
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Film: What's the wisdom on... Enquiry questions (Part 2)
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Film: What's the wisdom on... Enquiry questions (Part 1)
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What’s the wisdom on… enquiry questions
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Historical scholarship, archaeology and evidence in Year 7
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Anatomy of enquiry: deconstructing an approach to history curriculum planning
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Modelling the discipline
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Making rigour a departmental reality
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Shaping the debate: why historians matter more than ever at GCSE
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Developing independent learning with Year 7
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Interpreting Agincourt: KS3 Scheme of Work
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Exploring big overviews through local depth
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Developing transferable knowledge at A-level
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Assessment after levels
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New, Novice or Nervous? 153: Good Enquiry Questions
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Knowledge and the Draft NC
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'...trying to count the stars': using the story of Bergen-Belsen to teach the Holocaust
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