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History · KS3 to A Level · £6.99

The Historian’s Craft,
Confident Schools

Secondary history department handbook — KS3 to A Level

One book for the whole department: the head of history defending curriculum time and the teacher taking a Year 9 class through a source they have never seen. What historical thinking actually is, how it is built from Year 7 to Year 13, and what separates a student who knows a great deal from one who can argue with it.

£6.99The whole playbook, 77 pages

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One purchase covers the school that buys it. Print it, copy it, hand it round your department. Not for passing to other schools or uploading anywhere.

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Read before publication by serving senior leaders, in school.

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Schools that have bought from Empower Educators include Nottingham High School, Northampton High School GDST and Sutton Valence School.

Everything else this site has for History: History teaching resources

  1. 1Chronology
  2. 2Knowledge
  3. 3Concepts
  4. 4Evidence
  5. 5Argument
Cover of The Historian’s Craft, Confident Schools

History is the subject most often taught as content and examined as reasoning. No question on any board’s paper asks a student to reproduce what happened; every one asks what they make of it. A curriculum built as a tour of topics prepares students for a paper nobody sets.

This booklet is written for the whole department at once. A head of history can read it as a curriculum and quality-assurance document; a teacher can open it at the page they need on a Tuesday. The specifications were read from the current documents rather than from summaries, and where the boards differ the difference is stated rather than blended.

Written to
Eight GCSE and A Level history specifications, read in full
Intended for
department CPD, planning and curriculum review
Extent
77 pages · 73 sections

Look inside

Real pages, straight from the PDF

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Contents

All 73 sections

Taken from the book’s own contents page, so the page numbers are the real ones.

The Frame

1The Five Daily Non-Negotiablesp5
2The Five Pillars of Historical Capabilityp6
3The Five Pillars Are Not an Inventionp7
4The Words the Subject Usesp8
5What Is Fixed, and What Boards Decidep9
6What Ofsted Found When It Looked at Historyp10
7What Is Changing, and Whenp11

Chronology

8The Frame Nothing Else Hangs Onp12
9The Framework Students Are Assumed to Havep13
10Building a Mental Map Across Five Yearsp14

The Other Four Pillars

11There Is No Such Thing as a Skills Questionp15
12The Difference Between Describing and Explainingp16
13Causation Is Not the Word ‘Because’p17
14Change Is a Measurement, Not an Observationp18
15Significance Is Argued, Never Inherentp19
16A Source Is Not a Text to Be Comprehendedp20
17The Same Source, Four Analysesp21
18Why Historians Disagree, and Why That Is Not a Flawp22
19Writing Is Where History Becomes Visiblep23

Key Stage 3

20Three Years, Not a Run-Up to GCSEp24
21What Progression Actually Looks Likep25
22What the National Curriculum Actually Requiresp26
23The Aims Are the Curriculump27
24Breadth, Depth, and the Overview Problemp28
25Whose History? Diversity Without Tokenismp29
26Assessing Without Levels, and Without Pretendingp30

GCSE

27Four Objectives, Four Very Different Papersp31
28Five Specifications, Side by Sidep32
29Where a Board Puts Its Objectivesp33
30The Source Question, Board by Boardp34
31What a Source Answer Looks Like at Four Levelsp35
32The Interpretation Questionp36
33“How Convincing?” at Four Levelsp37
34The Extended Essay, and the Sentence That Defines Itp38
35The Factor Essay at Four Levelsp39
36Exam Technique That Is Actually Historyp40
37Revision That Is Not Just Re-Readingp41

A Level

38The Renumbering Nobody Warns Them Aboutp42
39Three Boards, and a Fifth of the Grade Off the Paperp43
40The Non-Examined Assessment, Start to Finishp44
41Artificial Intelligence and the Coursework Declarationp45
42What JCQ Requires, and Where the Line Fallsp46
43The Year 11 to Year 12 Bridgep47

The History Lesson

44What a History Lesson Is Actually Forp48
45Reading in History, and Why It Is Not Readingp49
46Talk, and the Discipline of Disagreeing Wellp50
47Knowledge Organisers, and Their Limitsp51
48Homework That Is Actually Historyp52

Leadership

49The Leadership Lensp53
50What an Inspector Actually Asks a Head of Historyp54
51Requirement, Recommendation, and the Differencep55
52The Sentences That Must Never Be Saidp56
53The Department Self-Auditp57

The New Teacher

54Your First Term as a History Teacherp58
55Teaching History When It Is Not Your Subjectp59

The Toolkit

56Twelve Questions for a Head of Historyp60
57A Forty-Five Minute Departmental INSETp61
58The Enquiry Question Plannerp62
59The Source Frame (student-facing)p63
60The Interpretation Frame (student-facing)p64
61The Factor Essay Plannerp65
62The Chronology Baseline Testp66
63The Unit Sequencing Checkp67
64The Four-Answer Moderation Setp68
65The Non-Specialist Briefing Sheetp69
66The Knowledge Organiser Checkp70
67The Year 11 to Year 12 Bridging Planp71
68The NEA Supervision Recordp72
69The Board Comparison Sheetp73
70The Department Claim Auditp74
71The History Lesson Observation Promptsp75
72The Options Evening Scriptp76
73Sources, and How Every Claim Was Checkedp77
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