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  • Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13

      Teaching History article
    Thinking skills’ is a term that has been substantially over-used. It often seems to be rather a lazy shorthand for justifying the teaching of history by suddenly bolting on some ‘thinking’ - as if history is not all about thought in the first place. Arthur Chapman suggests using techniques from...
    Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13

  • Helping students put shape on the past; systematic use of analogies to accelerate understanding

      Teaching History article
    One of the challenges facing pupils in the history classroom is conceptual understanding. Pupils also find it difficult to recognise themes or patterns across different parts of time and space. Ian Myson has recognised the importance of analogy as a way to facilitate pupils’ understanding. He is quick to recognise,...
    Helping students put shape on the past; systematic use of analogies to accelerate understanding

  • More than just the Henries: Britishness and British history at Key Stage 3

      Teaching History article
    Please note: this article pre-dates the current national curriculum With the first teaching of a revised history curriculum due in September 2008 the debate over content and order is well under way. Robert Guyver, involved in the design of the curriculum development experiment that evolved into the 1991 version of...
    More than just the Henries: Britishness and British history at Key Stage 3

  • Questions you have always wanted to ask about...Using historical maps in the primary classroom

      Primary History article
    Anna Disney and Peter Hammond answer questions about historical maps.
    Questions you have always wanted to ask about...Using historical maps in the primary classroom

  • Less time, more thought: coping with the challenges of two-year Key Stage 3

      Teaching History article
    Nathan Cole and Denise Thompson have really thought about Key Stage 3. They have been forced to; they now teach it in only two years. The switch to a two-year Key Stage 3 has made them re-evaluate their entire programme of study, and their rationale for teaching history. The result...
    Less time, more thought: coping with the challenges of two-year Key Stage 3

  • The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to Key Stage 3

      Teaching History article
    Jenny Parsons' work in primary-secondary liaison in history is nationally acclaimed. She is often asked to share her department's practice at courses and conferences. Readers of Teaching History are already familiar with her work in another area: in the ‘Triumphs Show' of Teaching History 93 (the ICT edition in November...
    The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to Key Stage 3

  • Worlds in collision: university tutor and student perspectives on the transition to degree level history

      Teaching History article
    What does it mean to be good at history? At certain times during their formal education students seem to be required to adjust their understanding of what studying history entails. Alan Booth writes from the viewpoint of a university tutor. He has collated ‘student voice’ on the experience of studying...
    Worlds in collision: university tutor and student perspectives on the transition to degree level history

  • Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?

      Teaching History article
    Ben Walsh presents a structured practical activity for teaching pupils about Northern Ireland through the use of murals. The activity can be carried out in Year 9 as part of a study on the twentieth-century world, or as part of a GCSE course. He stresses the importance of an informed...
    Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?

  • Evidential understanding, period knowledge and the development of literacy: a practical approach to 'layers of inference' for Key Stage 3

      Teaching History article
    Claire Riley explains how she developed and improved the ‘layers of inference' diagram-already a popular device since Hilary Cooper's work-as a way of getting pupils fascinated by challenging texts and pictures. Working with the whole ability range in Year 9 she analyses her successes and failures, offering many practical suggestions...
    Evidential understanding, period knowledge and the development of literacy: a practical approach to 'layers of inference' for Key Stage 3

  • Mentioning the War: does studying World War Two make any difference to pupils' sense of British achievement and identity?

      Teaching History article
    All of this edition is based on the assumption that the teaching of history can have a significant impact upon the values, views and attitudes of our pupils. But how much impact does it have and of what type? And do we ever examine that impact in order to rethink...
    Mentioning the War: does studying World War Two make any difference to pupils' sense of British achievement and identity?

  • Uncovering the hidden histories: black and Asian people in the two world wars

      Teaching History Article
    The stories we tell in history are often stories about ourselves. This can lead to tremendous distortion. Rupert Gaze was shocked when a young black student told him that there was no point in his studying the Second World War because it had nothing to do with him or his...
    Uncovering the hidden histories: black and Asian people in the two world wars

  • ‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the classroom

      Teaching History article
    In this article, Alison Kitson and Alan McCully discuss the findings of their research into history teaching in the most divided part of the United Kingdom: Northern Ireland. Drawing on interviews with students and teachers, they consider what history teaching might contribute to an understanding of the current situation and...
    ‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the classroom

  • Mussolini's marriage and a game in the playground: using analogy to help pupils understand the past

      Teaching History article
    Diana Laffin and Maggie Wilson want their pupils to connect with people in the past and to experience some of their emotions. The emotional factor is a difficult one in history, both for pupils and professional historians. When studying Eden’s actions at Suez, for example, what we lack is a...
    Mussolini's marriage and a game in the playground: using analogy to help pupils understand the past

  • Research the history of the fire service in the local community

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Jayne Pascoe, third year BEd trainee teacher describes the use of the fire service in her assignment on 'exploring an aspect of local history'.
    Research the history of the fire service in the local community

  • The Spice of Life? Ensuring variety when teaching about the Treaty of Versailles

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Much has been said and written about different learning styles in recent years. Some people have responded with evangelical enthusiasm, others exercise a more cautious approach, whilst a few disregard it completely. Certainly, there are...
    The Spice of Life? Ensuring variety when teaching about the Treaty of Versailles

  • To what extent was the failure of denazification in Germany 1945-48 a result of the apathy of the allies?

      Historian article
    To blame the failure of the denazification process in postwar Germany entirely on a vague and generalised concept such as apathy is simplistic and does not stand up to serious scrutiny. Denazification was one of the most ambitious attempts ever at provoking an artificial revolution; it is reasonable to assume...
    To what extent was the failure of denazification in Germany 1945-48 a result of the apathy of the allies?

  • Does the linguistic release the conceptual? Helping Year 10 to improve their casual reasoning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Does new vocabulary help students to express existing ideas for which they do not yet have words or does it actually give them new ideas which they did not previously hold? James Woodcock asks whether...
    Does the linguistic release the conceptual? Helping Year 10 to improve their casual reasoning

  • Subject exemplification of the Initial Teacher Training National Curriculum for ICT: how the history examples were developed

      Article
    David Linsell describes how the Teacher Training Agency's history working group provided history-specific examples for the new ICT initial teacher training National Curriculum. He stresses the group's ‘history first' thinking. The aim was to provide realistic examples of ICT use, through which trainee teachers might develop and ultimately demonstrate their...
    Subject exemplification of the Initial Teacher Training National Curriculum for ICT: how the history examples were developed

  • Monitoring, evaluating and planning the History National Curriculum: the role of the QCA

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum. The role of the History Team at QCA includes keeping under review the curriculum, assessment and qualifications. We have been involved in consulting on and providing advice to the DfES on the revisions to the National Curriculum, we have worked with the...
    Monitoring, evaluating and planning the History National Curriculum: the role of the QCA

  • ‘No one else knows this’: Scottish primary schools using ICT to investigate local history

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum. John W Robertson explains how computer databases can be used by primary school children to investigate local history.
    ‘No one else knows this’: Scottish primary schools using ICT to investigate local history

  • Do we have to read all of this?' Encouraging students to read for understanding

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. What’s the hardest part of history? Heads of Year 9 at options time seem depressingly clear - ‘Don’t do history, there’s too much writing.’ David Hellier and Helen Richards show that at The Green School...
    Do we have to read all of this?' Encouraging students to read for understanding

  • Seeing, hearing and doing the Renaissance (Part 1): Let's have a Renaissance party!

      Teaching History article
    In two, linked articles, appearing in this and the next edition, Maria Osowiecki shares an account of a five-lesson enquiry, based on the concept of historical significance (National Curriculum Key Element 2e) for mixed ability Year 8. She wanted to experiment with an array of creative teaching techniques that would...
    Seeing, hearing and doing the Renaissance (Part 1): Let's have a Renaissance party!

  • Triumphs Show 117: Helping Year 9 to think and feel their way through the origins of the Holocaust

      Teaching History feature
    Dave Woodcraft is passionate about engaging students and making them care about the past. He is unrepentant about wanting his lessons to have an emotional impact and a relevant, immediate appeal. To this end, he frequently uses modern parallels in his classroom to make the point that issues in the...
    Triumphs Show 117: Helping Year 9 to think and feel their way through the origins of the Holocaust

  • Plotting maps and mapping minds: what can maps tell us about the people who made them

      Teaching History article
    As historians, we know that ‘factual’ information should never be uncritically accepted. And yet, too often, that is exactly what we do with the maps we use to locate ourselves and our students. Evelyn Sweerts and Marie-Claire Cavanagh, who now work in a European School in Brussels but until recently...
    Plotting maps and mapping minds: what can maps tell us about the people who made them

  • Picturing place: what you get may be more than what you see

      Teaching History article
    Pictures abound in history classrooms and teachers use them in many different ways. They add - often literally - some colour to the past, helping us to imagine what different worlds were like. Pictures can be used quite legitimately in this way to fire imagination and stimulate interest. But we...
    Picturing place: what you get may be more than what you see