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I am a secondary school teacher of history and I have taught in both state and independent settings. I currently have responsibility for the co-ordination of history at Key Stage 3 level. I am also a classroom Lead Practitioner. In 2016 I set up my school’s Journal Club.
For the academic year of 2019-2020, I am a University Lecturer on the History PGCE course at the University of Bristol.
I am an associate editor for the journal Teaching History, in which I have written several full-length articles. I have also penned various features for the journal such as the ‘New, Novice or Nervous’ guides to subjects such as progression in evidential understanding and addressing controversial issues in the classroom.
I have also been a supervisor for the Master of Education ‘Researching Practice’ and ‘Advanced Subject Teaching’ programmes at the University of Cambridge, where I trained to be a teacher.
I recently set up a pilot ‘Raising Aspirations’ project, designed to provide an introduction to historiography for state school pupils who are interested in applying to Russell Group or Oxbridge universities.
I occasionally dress up for lessons (I make a very good John Ball, but I need to work on my Queen Elizabeth), and I like baking. I am the mother of two young children, whose arrival has changed everything.
Email me: email@example.com
Worth, P. (2011) ‘Which women were executed for witchcraft? And which pupils cared? Low-attaining Year 8 use fiction to tackle three demons: extended reading, diversity and causation’ in Teaching History, 144: History for All Edition.
Worth, P. (2012) ‘Competition and counterfactuals without confusion: Year 10 play a game about the fall of the Tsarist empire to improve their causal reasoning’ in Teaching History, 149: In Search Of The Question Edition.
Worth, P. (2014) ‘Combating a Cook-centric past through co-curricular learning: Year 9 dig out maps and rulers to challenge generalisations about the Age of Discovery’ in Teaching History, 154: A Sense of History Edition.
Worth, P. (2014) ‘Cunning Plan: Different interpretations of the significance of historical events in the First World War’ in Teaching History, 155: First World War Edition.
Worth, P. (2014) ‘‘English king Frederick I won at Arsuf, then took Acre, then they all went home’: exploring the challenges involved in reading and writing historical narrative’ in Teaching History, 156: Chronology Edition, pp.8-19.
Worth, P. (2016) ”My initial concern is to get a hearing’: exploring what makes an effective essay introduction’ in Teaching History, 164: Feedback Edition.
Worth, P. (2016) ‘Evidential Thinking: Language as Liberator and Gaoler’ in Counsell, C., Burn, K. and Chapman, A. (Ed.s) Masterclass in History Education: Transforming Teaching and Learning (London: Bloomsbury).
Worth, P. (2018) ‘‘This extract is no good, Miss!’ Helping post-16 students to make judgements about an historian’s construction of argument’ in Teaching History, 170: Historians Edition, pp.16-21.
Worth, P. (2018) ‘Here ends the lesson: shaping lesson conclusions as an iterative process in improving historical enquiries’ in Teaching History, 173: Opening Doors Edition.