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The article explores on the debate about the character of teacher training, teacher education and professional development. It highlights the importance of curriculum planning for the educational training of the history teachers. It also cites the changes in the General Certificate of Secondary Education (GCSE) to improve the historical knowledge of the history teachers.

The article focuses on history teaching and history teachers. Topics discussed include lesson plan for teaching about Black Death to students, students' learning and subject knowledge. In addition, other topics which includes mentoring of teachers and lesson planning by teachers are also discussed.

The article discusses a collaborative teaching project by British Council among schools in Bradford, Great Britain and Peshawar, Pakistan. Topics discussed include history students, history teachers and historical research. Other topics which includes history curriculum and study and teaching of English language are also discussed.

The article discusses preparing history school students for studying history in their higher education by history teachers. Topics discussed include studying history at Oxbridge university, history admissions assessment (HAA) by the Cambridge university and history aptitude test by the Oxford university.

The article discusses issues faced by history teachers in teaching history. Topics discussed include similarity, difference and teaching about British Empire to history students. In addition, other topics which includes development of conceptual knowledge in students and teacher trainees are also discussed.

The author talks about hi experiences as a history teacher dealing with literacy issues, principles of historical discourse, and duelism. [ABSTRACT FROM AUTHOR]

Several letters to the editor are presented in response to an article in a previous issue on training and understanding of student history teachers.

The article discusses charter agreement Magna Carta, which was signed by King John and the nobles of England and teaching history. Topics discussed include historical timelines, scholarly analysis and classroom discussions. Other topics which includes General Certificate of Secondary Education (GCSE) and history teachers are also discussed.

The article presents a situation in initial teacher education/training with an emphasis on helping students with poor levels of literacy within a mainstream history class. Topics discussed include a lesson plan for Year 9 students, the department head's critique of the lesson plan for Year 9 students, and some strategies to wean students off the use of writing frames.

The article discusses the freedom given to history teachers in Great Britain regarding the assessment of students' knowledge. Topics mentioned include the improvements made by the Department for Education in England in 2014, the uncertainty of schools regarding the system they would adopt to replace the National Curriculum level descriptions, and keys and advice for teachers.

The article reports that Great Britain's Office for Standards in Education (Ofsted) has recruited subject leads for history. It mentions need to share useful knowledge and insights and the history teachers, school leaders and teacher trainers that work so hard to ensure every child is able to access a high-quality history education. It also mentions inspecting schools encourages inspectors to look at the quality of education in a school.

The article reports that Historical Association (HA) has launched a pilot Chartered Teacher programme with the goal of supporting teachers with their professional development. It mentions scheme has continued to expand with multiple cohorts of teachers now having gone through the process and been awarded the status of Charted Teacher of History (CTHist). It also mentions application process is very rigorous, with a clear expectation that able to provide evidence of independent development.

The article focuses on updates from Historical Association (HA) and offered ideas and challenges that history teachers, departments and schools might want to consider. It mentions students from the local university have worked with local community groups to create resources the way teachers can use to illustrate the characters and places behind. It also mentions history teachers are super busy and not always right up to date with the latest debates in the subject areas.

The article discusses how teaching of the First World War fully represents the diversity of the people caught up in the conflict and the varied experiences they had. Topics discussed include publication of the Royal Historical Society's (RHS) report highlighting racial and ethnic inequalities in the teaching and practice of history in Great Britain; challenges faced by history teachers; and re-planning the school curriculum.

The article describes how Texas history teacher Cathy Cluck uses remote learning as an opportunity to share historic sites. Topics discussed include her goal to make 2020 as fun and less stressful, her choice of locations that connected with what she would teach her for U.S. history classes during the year, and safety precautions she made during her travel.

The article focuses on Historical Association (HA) home-learning support resources and initiative will also continue Continuing Professional Development (CPD) and asynchronous learning has helped manage workload. It mentions perspectives on health through time which challenge teaching and challenging the constraints of curriculum across key stages. It also mentions HA is also working with other organisations to provide a clear, firm and authoritative voice about changing exam specification.

In this article, the author how mothers trying to help the Assistant Head in charge of learning and teaching to come up with a definition of learning and teaching which includes both of those elements. It mentions teachers will get together to try to address a particular issue of student learning in lessons and lessons are where teachers' professional learning can take place. It also mentions happening more and more in history, led by researchers such as Dominic Palek.

The article focuses on Historical Association (HA) and Jason Todd from the University of Oxford talk about his research into the teaching of the First World War and his sharing of the teaching materials. It mentions HA Update in Teaching History 168 has questions that can help and so does the One Big History Department (OBHD) blogpost ‘Questions to help review KS3 curriculum. It also mentions evidence to support curricular conversations.

The article talks about a single thing that can be done by a history teacher to connect with historical scholarship. Suggestions provided include reading books that will shape their teaching of history, some books include "Sugar: The World Corrupted, From Slavery to Obesity" by James Walvin, setting up a department or local teacher book group network, and signing up for historians sessions.

The article offers information on the Governor General's History Awards and Forum on Engaging Authentic Indigenous Histories organized by "Canada's History" magazine in Ottawa, Ontario in November 2016. Topics discussed include honoring history teachers and the 150th anniversary of Canadian Confederation.

The article presents tips to history teachers to teach history to low-attaining General Certificate of Secondary Education (GCSE) history students. Topics discussed include historical scholarship, encyclopedia entry for historical events or person and class discussion. Other topics which includes studying about Normandy landings are also discussed.

The article discusses history teaching and mentions problems faced by history teachers while teaching. Topics discussed include General Certificate of Secondary Education (GCSE) history students, teaching about World War I and Holocaust and knowledge tests for students. Other topics such as students' vocabulary are also discussed.

The author discusses the application of single-gender teaching groups to narrow the attainment gap between boys and girls in Great Britain. He reflects on his experience of working with an assistant head teacher who divided his history classes by gender so that boys were taught separately to girls. He discusses his concern over equality and the rationale behind the teacher's decision.

The article discusses how teaching of the First World War fully represents the diversity of the people caught up in the conflict and the varied experiences they had. Topics discussed include publication of the Royal Historical Society's (RHS) report highlighting racial and ethnic inequalities in the teaching and practice of history in Great Britain; challenges faced by history teachers; and re-planning the school curriculum.

The article focuses on revisions to the National Curriculum (NC) and General Certificate of Secondary Education (GCSE) have spurred history departments to reflect on their long-term curriculum planning. It mentions models draw upon a rich tradition of practical theorising by history teachers and history education researchers. It also mentions principles underpinning curricular decision-making and how these can be enacted in curriculum planning.

The article discusses how to commemorate the 400th anniversary of the Bard's passing with colorful lessons on grammar, poetry, and history. Leanne Shirtliffe, a high school English teacher at Webber Academy in Calgary, Alberta helped the class dissect the grammar. Once they determined that the insult included a pronoun, two adjectives, and a noun, they used the Insult Kit from Folger Shakespeare Library to generate their own slights.

The author mentions history teacher Keith Perry from Saint Paul School in west London which he considers as one great teacher he had for being aproachable and kind, who helped him correct his impressions with teachers into friends rather than scary authoritarians which led him love history.

The article talks about challenges faced in designing lessons for Year 7 history students devoted to historical argument. Topics discussed include teaching students argument being both a core historical skill and the enabler for an activity such as an essay, and published writings of history teachers on history education.

The article focuses on the need for history teachers to consider engaging historical films in the classroom. It states that contrasting views of similar event permit history teachers explore why the stories the filmmakers are attempting to tell need different presentations of similar words. It mentions that history teachers should consider film in teaching history is that modern dramas are not just the sources of historical narrative that might be selling them a fable.

The article presents answers to questions regarding history teachers, studying history and boxer Nicola Adams.

An introduction is presented in which topics within the issue are discussed which include teaching history, history teachers and international collaboration in teaching.

The article discusses the analysis of historical significance, part of Great Britain's National Curriculum and part of the History NC 'Aims'. It presents writings by history teachers that discuss the importance of teaching historical significance and its link to other types of historical analysis. The article talks about starting points in Teaching History and understanding historical significance using popular music, GCSE course progression, and student ideas on historical significance.

The article discusses Peter Frankopan's 2015 book titled "The Silk Roads: A New History of the World", a corrective to the western-focused histories of the world that focuses beyond civilization studies of the U.S., Egypt, Greece, Rome, and the British Empire. It indicates the importance of teaching the history of other parts of the Asian continent. The article also discusses the challenges of curriculum for Great Britain's history teachers.