A powerful and authoritative thread from Christine Counsell about the hazards of mandated lesson structures in subjects like history and English.

Our primary schools have achieved outstanding results this year ✨✨ Key highlights: - KS1 Phonics Screening - 92% - MTC Average Score - 21.1 - KS2 RWM% - 70.4% A huge THANK YOU to our dedicated teachers and staff for making this possible. #StrongerTogether #Proud

1. This is a good place to start but it won't work if we keep thinking of children with send and without it as distinct groups. The mechanisms for identification aren't consistent enough to give the term "SEND" meaning.

Thank you to Josephine Collingwood for a fascinating evening on the formation and geology of Dartmoor, involving continental plates, hydro-thermal fluids, magma, minerals and the resulting Tors. #dartmoor #dartmoortors #dartmoorgeology #devongeology #devonrocks #ivybridge

Sharing for all my history teacher friends!

Likewise with teaching school history. Anticipating pupils' imaginative efforts & narrative sense-making shapes lesson/lesson sequence flow. It's a key reason recent ITT reforms are so damaging. Practising sensitivity to a subject's mode of accounting is basic to a teacher's art.

📣 Funding Opportunity! We have launched History in the Making, a new grant scheme to help young people to uncover and celebrate hidden histories in their local area. Find out more ➡️ bit.ly/HITM

King Offa of Mercia died #OnThisDay 796. According to Bishop Asser, writing a century later, Offa 'terrified all the neighbouring kings and provinces around him, and had a great dyke built between Wales and Mercia, from sea to sea'.

Litdrive UK Lots of them here, but I realise that many of these examples are not the lived reality of parents, women and especially women who are both parents and teachers:

The History team will be there and are looking forward to speaking to anyone interested in studying history University of Plymouth

Looks like a great job for someone in #TeamRE #REjobs

A few years back I created curriculum packages for science, history and geography for a school I worked in. The school were happy for me to share them online for *free*, and you can find them in tweets below. Let me describe what the curriculum packages contain... 🧵🪡

‘History consists of a corpus of ascertained facts. The facts are available to the historian … like fish on the fishmonger’s slab. The historian collects them, takes them home and cooks and serves them in whatever style appeals to him.’ E.H Carr, 1961

Take a look at my new site... aperio.org.uk I hope to travel as I work, so no school too far! I will also be publishing new resources for #TeamRE including core key stage 4 resources especially useful for teachers with other specialisms.

🚨The award-nominated Historical Assoc Subject Leader Development Programme is back! 💁Open to aspiring, new & in-post SLs 📢RTs & referrals to colleagues **much appreciated.** 📆Starts 12th September, so book soon!

After our head of humanities referenced Christine Counsell in our curriculum conversation below I had to listen to her researchED. I recommend all T&L leads listen to her talk to give them a better understanding of how knowledge looks different in different subjects. #rED24

Steve Mastin closing the day with some enthralling storytelling from #OpeningWorlds and an explanation of stories’ power & efficiency in knowledge-building, and their distinctive roles in different subjects. #rED24

And now we’re learning *how* to train teachers to tell stories so as to bring out their power for heightening pupils’ attention, through their “gaps, spaces and silences” (Iser). #rED24 #OpeningWorlds