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  • Amphibious Warfare in British History

      Classic Pamphlet
    The term "Amphibious Warfare" was adopted a few years ago to indicate a form of a strategy of which the characteristic was the descent of the sea-borne armies upon the coasts and ports of an enemy. It is not a method peculiar to Great Britain, for all maritime nations from...
    Amphibious Warfare in British History

  • The return of King John: using depth to strengthen overview in the teaching of political change

      Teaching History article
    Dale Banham's article in Teaching History 92, ‘Getting ready for the Grand Prix: learning to build a substantiated argument in Year 7' has influenced much debate about extended writing. It has been influential way beyond the history education community. It also raised new questions about the management of historical content....
    The return of King John: using depth to strengthen overview in the teaching of political change

  • Passive receivers or constructive readers?

      Teaching History article
    Rachel Foster reports here on research that she conducted into how students engage with academic texts. Unhappy with the usual range of texts that students encounter, often truncated and ‘simplified' in the name of accessibility, she designed a scheme of work which sought to find out how her students responded...
    Passive receivers or constructive readers?

  • Mini Scaffolds: Charts, Concept webs, Diagrams, Mini-Frames

      Primary History article
    The language of History develops subject content knowledge and associated vocabulary & phraseology, p. 30. Pupils can record, extend and develop their historical language through using a range of mini-scaffolds or frameworks that they flesh out with teacher guidance and support. A class can build upon basic historical vocabulary through questioning,...
    Mini Scaffolds: Charts, Concept webs, Diagrams, Mini-Frames

  • Tackling A-level students’ misconceptions about historical interpretations and the historiography of Scottish witchcraft

      Teaching History article
    Maya Stiasny was troubled by a stubbornly persistent flaw in her A-level students’ conception of historical interpretations. Students were seeing historians’ arguments as snapshots in time, emerging magically and unproblematically out of personal views, rather than crafted as a process. Stiasny wanted her students to understand that process as an academically rigorous...
    Tackling A-level students’ misconceptions about historical interpretations and the historiography of Scottish witchcraft

  • Developing sixth-form students' thinking about historical interpretation

      Teaching History article
    Understanding historical interpretation involves understanding how historical knowledge is constructed. How do sixth formers model historical epistemology? In this article Arthur Chapman examines a small sample of data relating to sixth form students' ideas about why historians construct differing interpretations of the past. He argues that understanding interpretation requires students to...
    Developing sixth-form students' thinking about historical interpretation

  • Dealing with the consequences

      Teaching History journal article
    Do GCSE and A-level questions that purport to be about consequences actually reward reasoning about historical consequences at all? Molly-Ann Navey concluded that they do not and that they fail to encourage the kind of argument that academic historians engage in when reaching judgements about consequences. Navey decided that it...
    Dealing with the consequences

  • Where are we and where are we going?

      Teaching History article
    Richard Harris draws on their own and others’ research to take stock of where the history teaching community is in terms of curriculum thinking. Harris argues that despite a number of positive developments in recent years, certain issues continue to have undesirable effects on curriculum design. Such issues include inertia...
    Where are we and where are we going?

  • Building a better past: plans to reform the curriculum

      Teaching History article
    David Nicholls summarises some of the problems facing history education and offers a commentary on various cases for reform. He argues that we need to look at provision holistically from 5 to 21 and urges collaboration across phases and sectors. By working more closely together, the history community as a...
    Building a better past: plans to reform the curriculum

  • Our Iron Age challenge

      Developing historical understanding through building an iron age house
    The University of Chichester’s three-year BA (Hons) Degree for Primary Education and Teaching involves learning how to provide rigorous and creative educational opportunities for children. The course involves one creativity module each year. The final one involves the development of skills and confidence in creating problem-solving. Four of us were...
    Our Iron Age challenge

  • Using an anthology of substantial sources at GCSE

      Teaching History article
    Struck by his GCSE students’ bewildered expressions when studying source extracts, Liam McDonnell decided to adopt a new approach to source analysis. Inspired by the work of other history teachers, McDonnell decided to use an anthology of substantial sources when studying nineteenth-century Whitechapel in London. By revisiting the sources at...
    Using an anthology of substantial sources at GCSE

  • Polychronicon 118: interpretations of Henry VII

      Teaching History feature
    Polychronicon was a fourteenth-century chronicle that brought together much of the knowledge of its own age. Our Polychronicon in Teaching History is a regular feature helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretation. This edition of 'Polychronicon' explores the historical...
    Polychronicon 118: interpretations of Henry VII

  • Polychronicon 117: interpretations of Douglas Haig

      Teaching History feature
    Polychronicon was a fourteenth-century chronicle that brought together much of the knowledge of its own age. Our Polychronicon in Teaching History is a regular feature helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretation. This edition of 'Polychronicon' considers the historical...
    Polychronicon 117: interpretations of Douglas Haig

  • The Historian 11

      The magazine of the Historical Association
    3 Feature: Sultan Süleyman's Marred Magnificence, John D. Norton  10 Prospect: History of Education at the Crossroads, Richard Aldrich 14 Personalia: Martin Booth and Keith Robbins  16 Reports: History at the Universities Defence Group and History at the Polytechnics 17 Portfolio Piece: John Hancock and the Declaration of Independence, John...
    The Historian 11

  • Creating a progression model for teaching historical perspectives in Key Stage 3

      Teaching History article
    Jacob Olivey set out to design enquiries which would enable his pupils to reconstruct, using evidence, the perspectives of people in the past. In this article he shares in detail the planning and outcomes of two enquiries: one for Year 7 and one for Year 8. Olivey offers a example...
    Creating a progression model for teaching historical perspectives in Key Stage 3

  • Knowledge and the Draft NC

      Teaching History article
    Silk purse from a sow's ear? Why knowledge matters and why the draft History NC will not improve it Katie Hall and Christine Counsell attempt to construct a Key Stage 3 scheme of work out of the draft National Curriculum for history that was released for consultation in England in...
    Knowledge and the Draft NC

  • The International Journal Volume 1 Number 1

      Journal
    Editorial  Old Wine, New Bottles : National Identity, Citizenship and the History Curriculum for the 21st Century   Articles Penelope Harnett - History in the Primary School: Re-Shaping Our Pasts. The Influence of Primary School Teachers' Knowledge and Understanding of History on Curriculum Planning and Implementation.     Laura Capita,...
    The International Journal Volume 1 Number 1

  • Content restricted and maturation retarded? Problems with the post-16 history curriculum

      Teaching History article
    Mike Tillbrook examines the impact of the new AS and A2 courses, raising several serious concerns. He explores problems for effective and rigorous assessment as well as implications of the new course structure for the quality and range of historical learning. Critical of new restrictions in content, he suggests that...
    Content restricted and maturation retarded? Problems with the post-16 history curriculum

  • Making reading routine

      Teaching History article
    Inspired by the growing number of history teachers who have sought to introduce younger pupils to academic historical scholarship in the classroom, Tim Jenner wanted to bring about his own reading revolution at Key Stage 3. But rather than simply develop one-off lessons or enquiries based on scholarship his goal...
    Making reading routine

  • Why did you write it like a story rather than just saying the information?

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Six-year-old Rebecca asked me this question when I visited her classroom to share a book which I had written with her and her classmates. It seemed to me at the time that Rebecca was identifying a...
    Why did you write it like a story rather than just saying the information?

  • What’s in a narrative? Unpicking Year 9 narratives of change in Stalin’s Russia

      Teaching History article
    Is it structure or the selection of knowledge that makes writing historical narrative so difficult? Where does a conceptual focus on change, or causation, come in? James Ellis set out to explore the challenges his Year 9 pupils faced in writing historical narratives about change. Inspired by the work of...
    What’s in a narrative? Unpicking Year 9 narratives of change in Stalin’s Russia

  • Polychronicon 164: The End of the Cold War

      Teaching History feature
    A quarter-century on from 1989-91, with a large amount of archive and media material available, these epic years are ripe for historical analysis. Yet their proximity to our time also throws up challenging questions about the practice of ‘contemporary history’, and the complexity of events raises larger issues about how...
    Polychronicon 164: The End of the Cold War

  • Teaching History 17

      Journal
    About the journal, 2 The Editors, 2 Islam in history, 3 Resources - Islam in history, 5 African history in the classroom, 7 History in Central Africa, 10 Review article - recently published books on African history, 13 The historian's method - a course for the 'A' level student, 15...
    Teaching History 17

  • Teaching History 18

      Journal
    Editorial, 2 The contributors, 2 Geffrye Museum: People's Museum, 3 Report: Staffordshire Courses, July 1976, 5A Renaissance in history 'A' level, 6 Exploring a Community's Past, 11 Comment, 14 Making the best use of textbooks, 16 Detective exercises are not quite enough, 22 Review article - imagination and the historian,...
    Teaching History 18

  • Teaching History 19

      Journal
    Editorial, 2 The Contributors, 2 The Genesis of the History Teaching Film - B. J. Elliott, 3 Film and the History Teacher - J. Duckworth, 8 A Select List of Feature Films of use in the Teaching of History - T. Gwynn, 11 New Approaches to the Study and Teaching...
    Teaching History 19