Initial Teacher Trainers

Primary trainee teachers receive a variable amount of time to learn how to teach history during their training and the job of the trainer is knowing how best to support them. This section is aimed at the teacher trainer and includes articles, units (including HITT) and resources to help the...

International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017 ISSN: 14472-9474 Abstract Narrative forms of history may have a controversial status amongst professional historians, but the evidence for using narrative approaches in primary history is principally based on educational psychology and research into pedagogy....

As a primary trainee or NQT, you might be faced with a situation in which you are expected to teach history having received little or no subject specific training. Our new guide Survive and Thrive as a Primary History Trainee and NQT has been written by trainee and early career...

Introduction I would like to share some Cumbria University Year 4 primary history specialist student's written work with you. These students who are in their final year have just completed their last assignment (on the Ancient Greeks) and after the cheers and tears I have actually really enjoyed marking their...

Introduction As a teacher trainer I am very conscious that many prospective primary teachers' formal history education stops at the age of 14. As a consequence their knowledge and understanding of history and sense of chronology can be relatively limited. Trainees need to be reminded of, or introduced to ways...

The study As we await the announcement of what the future holds for history within the new primary curriculum, the next generation of teachers based at Leeds Trinity University College are keen to have a voice: they want to represent their views about the current situation and suggest some changes....

HISTORY IN INITIAL TEACHER TRAINING (HITT) is aimed at those preparing trainee teachers.   Its principal purpose is to identify the key issues affecting the teaching of history in primary schools and suggest ways in which those teaching the subject across the primary age range may address the issues covered in...

Teachers face many challenges in tackling the issue of inclusive history teaching. Many teachers may not have formally studied History for many years, and modes of history teaching they experienced might be outdated. However such are the imperatives to teach history in an inclusive way (in response to the increasing...

N.B. This unit was produced before the new curriculum and therefore while much of the advice is still useful, there may be some out of date references or links. Why story telling is important in primary history  Story is the most wonderful way of engaging children with history. At the heart of...

This unit is concerned with the way that primary age pupils can make use of their own personal, family and local history to make sense of the world in which they live.   Such areas have always been seen as more directly to the children's experience but they can still present...

This unit is concerned with the way that children's learning takes place in history.  Without understanding the progression, it becomes impossible to plan effective teaching and learning and to assess progression in a pupil's historical competence.N.B. This unit was produced before the new curriculum and therefore while much of the...

Primary history does not just happen.  It needs to be planned for, resourced, delivered and monitored.  Most schools ask a colleague to act as co-ordinator or subject leader for history.  In reality, most teachers will be required to take on some form of subject leadership role and many of those...

Learning about the complex concept of chronology is often considered very challenging for young children, yet this understanding underpins children's developing sense of period, as well as key concepts such as change and causation. It is a challenging concept to teach because of its abstract nature and children's many misconceptions...

Much has been written about the benefits of teaching history in the primary school.  A sense of history provides identity. Understanding history improves our decision-making and judgment. History shows us models of good and responsible citizenship and ways in which to recognize change and societal development. However, for the youngest...

This unit is concerned with some of the most recent initiatives and how the knowledge management aspect might best be addressed.  It recognises that change in the children's agenda is constant.   N.B. This unit was produced before the new curriculum and therefore while much of the advice is still useful,...

The UNIT provides guidance and help for teachers and support staff to embed the combined teaching of History and Citizenship - History & Citizenship teaching - in their teaching of Historical, Geographical and Social Understanding, the Creative and Performing Arts and related subjects and topics.   The UNIT treats school History as...

History education needs to be placed in a wider pattern of curriculum development. Part I of this paper looks at general issues linking History with citizenship education and the early years. Part 2 will explore these issues in more detail in the next edition of Primary History whose theme is...

The European history network, Euroclio drew history educators from different European countries to its annual conference in the beautiful city of Tallinn, capital of Estonia. Tallinn is a world heritage site with a wealth of medieval buildings encircled by city walls, including the oldest town hall in northern Europe and...