Struck by the dullness of some of her students’ essay introductions, Paula Worth reflected on the fact that she had never focused specifically on introductions. After surveying existing work by history teachers on essay structure in general and introductions in particular, she turns to the work of historians. Drawing on...

Setting out to teach Magna Carta to the full attainment range in Year 7, Mark King decided to choose a question that reflected real scholarly debates and also to ensure that pupils held enough knowledge in long-term memory to be able to think about that question meaningfully. As he gradually prepared his pupils to produce their own causation arguments in response to that question, King was startled by...

Sarah Black wanted to remedy Year 9's lack of knowledge about nineteenth-century politics. With just five lessons to work with, she decided to devise a sequence on Gladstone and Disraeli, shaping the sequence with an enquiry question that invited argument about change and continuity. Black analyses the status and function of different layers of knowledge within her sequence, evaluates the interaction...

Exploring big overviews through local depth Rachel Foster and Kath Goudie's search for a more rigorous and interesting way of teaching Year 7 the Norman Conquest was initially driven by a desire to incorporate local history in a more meaningful way in their Key Stage 3 schemes of work. This...

Teaching in Greece, a country with extensive recent experience of immigration, Maria Vlachaki and Georgia Kouseri were interested to examine how they might use family history as a means of exploring the historical dimensions of this potentially sensitive topic. They hoped that encouraging pupils to explore their relatives’ stories would...

‘What exactly is parliament?' finding the place of substantive knowledge in history The relationship between knowledge and literacy is a central concern for all teachers. In his teaching, Palek noted that his students were struggling to understand complex substantive concepts such as ‘parliament' and decided to explore the relationship between students'...

History teachers are increasingly good at designing exercises which develop skill in evidence analysis. The ubiquitous ‘source' is invariably analysed for utility and reliability. But how do pupils integrate such understandings with extended written work? How can they be helped to use these understandings in the creation of written argument?...

International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017ISSN: 14472-9474 Abstract Through studying cases of genocide and mass atrocities, students can come to realize that: democratic institutions and values are not automatically sustained but need to be appreciated, nurtured, and protected; silence and indifference to the...

The disapplication of level descriptions in the 2014 National Curriculum has spurred many history departments to rethink their approach not only to assessment but to their models of progression. In this article Rachael Cook builds on the recent work of history teachers such as Ford (TH157), Hawkey et al (TH161),...

Warren Valentine was dissatisfied with his Year 7 students’ accounts of change across the Tudor period. Fixated with Henry VIII’s wives, they failed to reflect on or analyse the bigger picture of the whole Tudor narrative. In order to overcome this problem, his department created a ‘thought-map’ exercise in which...

Taking new historical research into the classroom: getting medieval (and global) at Key Stage 3 Although history teachers frequently work with academic historical writing, direct face-to-face encounters with academic historians are rare in secondary history classrooms. This article reports a collaboration between an academic historian and a history teacher that...

Dale Banham’s Grand Prix race has helped many history teachers in Suffolk to think freshly about metaphors and images that will inspire and enable pupils (especially underachieving boys) to write analytically and at length. In this article he explores the reasons for the race’s success. His first theme is the...

Connecting the dots: helping Year 9 to debate the purposes of Holocaust and genocide education Why do we teach about the Holocaust and about other genocides? The Holocaust has been a compulsory part of the English National Curriculum since 1991; however, curriculum documents say little about why pupils should learn...

‘It made my brain hurt, but in a good way': helping Year 9 learn to make and to evaluate explanations for the Holocaust Why genocides occur is a perplexing and complex question. Leanne Judson reports a strategy designed to help students think about perpetration and evaluate and propose explanations for...

The raising of Henry VIII’s warship, the Mary Rose, from the sea bed set in train an extraordinary programme of interdisciplinary research, relentlessly pursuing the clues to Tudor life and death provided by the remains of the ship, its cargo and crew. In this article Clare Barnes offers fascinating insights...

Although perhaps unfamiliar to the majority of our readers, concept cartoons are not a new educational tool. Christoph Kühberger here lays out his rationale for using this technique, borrowed from science education, in history teaching. Concept cartoons provide a means for pupils to express such difficult historical concepts as the...

In her introduction to this piece, Carolyn Massey describes history teachers as professionals who pride themselves on ‘a sophisticated understanding of change and continuity’. How often, though, do we bemoan change when it comes, as it so often has recently? Massey’s article provides an example of how to embrace change,...

What do our students make of the history that we teach them? As part of an introductory module on historiography, Marcus Collins asked his undergraduate students to analyse the history that they had been taught at school and college using historiographic concepts. The results make for interesting reading. What do...

Disappointed that the use of the ‘PEEL’ writing scaffold had led her Year 11 students to write some rather dreary essays, Claire Simmonds reflected that a lack of specific trainingon historical writing might be to blame. Drawing on genre theory and the work of the history teaching community, Simmonds attempted...

While preparing her Year 12 students for an International Baccalaureate paper on early Islam, Kirstie Murray became concerned that students' weaknesses in making claims would be particularly exposed by the challenging complexity of this topic's source record and its contested historiography. Drawing on the practice of other history teachers, especially...