Move Me On
‘Move Me On’ – the problem page for history mentors – is designed to offer practical help to all those involved in training new history teachers. Each one presents a specific problem or challenging situation related to a history trainee’s development. Two responses outlining possible ways forward are suggested for each problem – each written by different school-based history mentor or other experienced teacher educator. A new problem is presented in each issue of Teaching History. Here they are grouped by theme, depending on the kind of difficulty that they address.
Knowledge & Concepts
- Move Me On 182: thinks that substantive knowledge is all that matters
- History teacher subject knowledge reading list
- Move Me On 175: paying attention to why topics have been included in schemes of work
- Move Me On 172: Not just relying on the textbook
- Move Me On 170: adapting to a second school
- Move Me On 167: Frames of reference
Exams & Policies
- Move Me On 166: getting the right pitch for GCSE teaching
- Move Me On 144: Defines GCSE teaching in terms of a diet of practice exam questions
- Move Me On 141: Teaching the Holocaust
- Move Me On 138: Uncertain about his Year 7 teaching in a competency based curriculum
- Move Me On 136: Struggling to teach elite politics/international relations
- Move Me On 134: Getting enough A-level experience
Planning
- Move Me On 182: thinks that substantive knowledge is all that matters
- Move Me On 173: teaching the GCSE thematic study
- Move Me On 171: Using existing lesson plans
- Move Me On 169: Planning a local history enquiry
- Move Me On 166: getting the right pitch for GCSE teaching
- Move Me On 161: Knowledge & Understanding
Progression & Assessment
- Move Me On 178: trainee sees all observation as assessment
- Move Me On 166: getting the right pitch for GCSE teaching
- Move Me On 161: Knowledge & Understanding
- Move Me On 156: Assessment for Learning
- Move Me On 148: Using 'Bloom's taxonomy'
- Move Me On 128: Assessment without Levels
Differentiation, inclusion & EAL
- Move Me On 167: Frames of reference
- Move Me On 162: Reading
- Move Me On 160: getting caught up in interesting digressions and complexity
- Move Me On 158: Modelling tasks
- Move Me On 154: Mixed Ability Groups
- Move Me On 149: how to provide appropriate support for particular students
Literacies
- Move Me On 159: Writing Frames
- Move Me On 158: Modelling tasks
- Move Me On 148: Using 'Bloom's taxonomy'
- Move Me On 133: Relying too much on teacher talk and alienating students
- Move Me On 130: How to generate class discussion
- Move Me On 127: Using PowerPoint as anything more than glorified chalk and talk
History, Citizenship & Teaching Emotive History
- Move Me On 163: Ahistorical thinking
- Move Me On 153: Teaching about genocide
- Move Me On 147: Making Analogies Meaningful
- Move Me On 135: Not sure where to draw boundaries when handling sensitive issues
- Move Me On 129: Feels out of his depth teaching controversial issues
- Move Me On 120: Teaching Citizenship
Learning to Teach
- Move Me On 182: thinks that substantive knowledge is all that matters
- Move Me On 181: navigating the challenges of learning to teach history with visual impairment
- Move Me On 180: feeling unprepared to start as NQT because of Covid-19
- Move Me On 178: trainee sees all observation as assessment
- Move Me on 177: using questioning effectively
- Move Me On 176: worried about how to deal with his own dyslexia in the classroom