Long-term knowledge plans
While the retention of historical knowledge is obviously important for students who face public examinations at the end of two or three year courses, the retention of different kinds of historical knowledge matters at all stages of young people’s education. Specific details that lend colour and interest to particular topics (and often play a vital role in explaining why events played out as they did) may well be forgotten; but teachers need to think carefully about the kind of ‘residue’ that they want to remain. What broader contextual knowledge will support the next specific study on which students are going to embark? What kind of summaries or essential reference points will help to anchor the over-arching framework that they are constructing? The materials in this section deal with ways in which teachers can plan in the longer-term, across whole key stages and across the whole-school curriculum, to support the retention, retrieval, re-use and refinement of students’ knowledge over time.
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Anything but brief: Year 8 students encounter the longue durée
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Managing the scope of study
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New, Novice or Nervous? 167: Confidence with substantive knowledge
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Move Me On 167: Frames of reference
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Of the many significant things that have ever happened, what should we teach?
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New, Novice or Nervous? 162: GCSE Thematic Study
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Cunning Plan 162: Transferring knowledge from Key Stage 3 to 4
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Adventures in assessment
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New, Novice or Nervous? 161: Teaching substantive concepts
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Cunning Plan 159: Putting the people into Magna Carta
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Developing transferable knowledge at A-level
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Building and assessing historical knowledge on three scales
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Assessment after levels
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New, Novice or Nervous? 157: Teaching Overview
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Year 9 face up to historical difference
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Year 9 - Connecting past, present and future
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Knowledge and the Draft NC
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Historical reasoning in the classroom
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Time and chronology: conjoined twins or distant cousins?
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How my interest in what I don't teach has informed my teaching and enriched my students' learning
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