Teacher of History; Key Stage 3 History Coordinator

Joseph Turing

I want scaffolds that help pupils access a source at different reading levels while keeping the question and historical method intact.

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A little about me

I teach History from Key Stage 3 to GCSE and coordinate the younger years’ curriculum. Our Year 9 local study examines post-war population change in the city, giving pupils a historical question rooted in place and evidence.

Document analysis is central to that work, but reading demands vary. I want scaffolds that help pupils access a source at different reading levels while keeping the question and historical method intact. The source should remain something to interrogate, not just a passage to extract a fact from.

After mock papers, feedback also has to be returned across many classes. I look for ways to make it timely and useful, so pupils can see the next step in their answer rather than receive a general judgement. Curriculum planning and assessment meet when the feedback points back to the reasoning History asks them to do.

How I approach a lesson

Use local sources to investigate post-war population change as a historical question.
Vary reading support while keeping document analysis rigorous.
Make mock feedback point to a specific next step in historical reasoning.

Templates I'd use with my class

Explore these templates and decide what fits your own setting.

History and social studies

Analytical essay planner: causes of the First World War

Develop a historical argument that answers the question, supports claims with identifiable evidence and weighs an alternative cause before reaching a judgement.

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History and social studies

Picture dictionary and vocabulary reference

Explain selected medieval England vocabulary, match historical terms with their meanings and use at least three terms in a short evidence-focused paragraph.

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History and social studies