My Attempt to Tame the Past Paper Pile

Pedagogy

Let’s be honest, my Downloads folder was a mess. In the frantic rush of the school year, it had become a digital cupboard where every IGCSE History 0470 past paper went to get lost. I knew the valuable revision tools were in there, but finding a specific question on the Spanish Civil War or the Cuban Missile Crisis felt like an archaeological dig. I needed a system, for my own sanity as much as for my students.

I’m sure more polished versions of this exist somewhere in the ether. This is not a revolutionary product, but a teacher’s homemade solution—I’m basing my aggregation off of a long-ago Instagram post by venerable Miss Stout’s History Class over in Ireland. So, I built a thing. A resource born equally from a desire to streamline my own teaching and to give my students a clearer path through the thicket of exam preparation.

The goal was simple: to slice and dice the past papers into a searchable, sortable format. For me, it has been a quiet lifesaver. I can now, in the minutes before a class, instantly pull a ‘Describe’ question from 2018 on the Potsdam Conference for a quick do-now task. I can build a focused mock exam on the Cold War in Europe without an evening of cross-referencing. It gives me back the one thing teachers never have enough of: time.

Its real success, though, is measured in the classroom. There’s a palpable drop in anxiety when a student looks at a past paper and recognises the structure, when they can say, “I’ve practiced ten of these ‘Type b’ questions.” It breaks down the monstrous exam into manageable, familiar chunks.

I will admit, the process of creating it was its own education. The Paper 2 breakdown, in particular, was a meticulous labour that required more than one pot of matcha. It’s far from perfect. I’m already looking at my own topic categories for Paper 1 and seeing the seams. History, in its glorious complexity, doesn’t always fit into the neat boxes I designed, and I’m sure the next iteration will be better.

But a work-in-progress is better than no progress at all. So, I’m putting this one out into the world. If you are a fellow educator grappling with the same paper pile, or a learner looking for a structured way to revise, you are welcome to it.

I’ve uploaded it here for anyone to use, free of charge. It’s my small contribution to the teaching community that has given me so much. If you do get a chance to use it, please let me know. I’d love to hear how it works for you, and what I can do to make it better. After all, the best resources, like the best lessons, are always a collaborative work in progress.

Cold days and warm insights: Another term of teaching done

Education, History, Pedagogy

It’s 9°C in Hong Kong at the moment—veritably freezing for this little isle on the South China Sea—and the CNY holiday has gifted me with some respite to reflect on what might be my most satisfactory period of work to date.

Two years ago today, I was sitting in my considerably chillier Montréal apartment, working from home as a historical researcher, desperately trying to conquer the voices of the void. I loved the research, but I dearly missed teaching. There is something unquantifiably exciting about engaging with young students who are grappling with new ideas for the first time; collaborating with fellow educators who are passionate about the value they bring to a community; contributing to building a more positive microcosm of the school; and embracing the never-ending novelty of learning something every day.

January marks the end of the first term of my second year teaching at an international school in Hong Kong. Due to some career changes, a global pandemic, and some family matters, it’s actually the longest I’ve worked anywhere. This academic year is for other firsts as well: first time teaching humanities and first time serving as a Head of Year.

I had anticipated some challenges prior to taking on these new roles. Would I be able to keep up with all the new content knowledge required of my IGCSE and A-Level courses? (The answer was yes—I actually struggled more with economics within KS3 Social Studies.) Would I be able to prove that I deserved a leadership position in pastoral amongst the many more-experienced teachers at my school? (I hope so—this one I still struggle answering with critical self-empathy.) Could I do this on top of expanding the scope and success of the Yearbook Committee? (TBD—the full publication and distribution should be completed by June 2025.) Would I be able to juggle everything while also completing an assignment-heavy PGCE? (Yes—although I cannot say I did so happily.) Looking back, these challenges appear easily overcome.

Being able to combine my love of teaching with my love for history has been a large tenet of why this first term has been so successful. An astute IGCSE History student, H.N., has asked more than once “why does it seem like you don’t miss being an English teacher?” There’s nothing wrong with the subject of course—I love language and literature, and an aspect I miss more than others is how reading my students’ written work allowed me to know them a little more deeply. More than once, I responded to H.N.’s inquiry by making a joke about how I no longer know how to speak English.

But if I were to answer honestly, I would probably say… I have loved the study of the past since I took four separate history electives in my suburban Ontario high school. Or perhaps even earlier, when my dad brought me to Unionville Public Library during summer break, and I borrowed out my pre-teen weight’s worth of historical fiction. It could be further back still, when my wee brother and I sat with our feet dangling from the dining room table, listening to stories of our family’s diasporic paths. Being able to plan and deliver lessons for a subject I am so passionate about makes every workday a joyful one. Being able to geek out with fellow history enthusiasts brings out the child in me. Being able to inspire students who initially dislike the subject to change their minds is incredibly motivating!

This blog started as an exercise to prove to myself that I can still write without AI, but it seems that I have waffled for long enough. I’ve soliloquised for so long it is now 17°C and I can go enjoy the last of my break with a trip to the beach. Here’s hoping for another good term.

A Yearbook to Remember

Education, Pedagogy

My First Year as Coordinator at an International School

When I was entrusted with the role of yearbook coordinator at an International School in Hong Kong, I knew it would be a rewarding challenge. While the team embarked on a journey to craft a vivid, 200-page memento that would capture the essence of our primary, springboard, and secondary school communities, I also started to develop a robust and lasting extra-curricular for our students.

Prior to this year, the school had not had a dedicated yearbook club or production process driven by students. It was up to me and my team to establish a foundation for what would become an annual tradition. From the outset, our small but passionate group tackled every aspect of the yearbook’s production with meticulous care and creativity.

We meticulously organised school photographs, class pages and student interviews, weaving together a tapestry of experiences that would resonate with our readers. The design process was a true collaborative effort, as we thoughtfully curated the layout and content of each page to bring our vision to life.

Watching the yearbook take shape was a profoundly fulfilling experience. With each new section and spread, we poured our hearts into preserving the unique spirit of our international school. The vibrant class pages, featured articles, and eye-catching advertisements all came together to create a glossy, hardcover keepsake that exceeded our wildest expectations.

The true reward, however, came when we distributed the finished yearbooks to our students and their families. The joy and pride on their faces as they thumbed through the pages was a testament to the power of our collective efforts. This tangible memento had become a lasting symbol of the community we had worked so hard to capture. I can’t begin to express how I appreciated seeing students hugging their yearbooks as they walked from class to class, asking peers and teachers to sign the covers.

As I look ahead to next year’s yearbook, I’m filled with excitement and a renewed sense of purpose. In my second year as coordinator, I’m eager to build upon the foundation we’ve laid, with a focus on increasing student involvement and establishing a lasting structure of leadership and mentorship. By empowering more of our talented students to take an active role in the yearbook’s production, I’m confident we can create an even more impressive and meaningful keepsake that truly captures the vibrant spirit of our international school community.