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Teaching History 94: Raising the Standard
The HA's journal for secondary history teachers
Raising the Standard of History education. WW2 cemetries and twenty years of curriculum change, Ordinary pupils, extraordinary results: a structured approach to raising attainment at GCSE, Talk to your inspector: making the most of your history inspection, Stretching the very able student in the mixed ability classroom, Year 11 and...
Teaching History 94: Raising the Standard
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Teaching History 96: Citizenship and Identity
The HA's journal for secondary history teachers
Build it in, don’t bolt it on: history’s opportunity to support critical citizenship - Andrew Wrenn (Read article)
Weighing a century with a website: teaching Year 9 to be critical - Lindsey Rayner (Read article)
Democracy is not boring - Sean Lang (Read article)
Doomed Youth: Using theatre to support...
Teaching History 96: Citizenship and Identity
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Teaching History 100: Thinking and Feeling
The HA's journal for secondary history teachers
Exploring Values Through History, Rethinking roleplay, Gladstone spritual of Gladstone material? A rationale for using documents at AS and A2, Telling and suggesting in the Conwy Valley, NQT's, Confronting otherness: developing scrutiny and inference skills through drawing and much more...
‘I’ve been in the Reichstag’: rethinking roleplay - Ian Luff...
Teaching History 100: Thinking and Feeling
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Teaching History 104: Teaching the Holocaust
The HA's journal for secondary history teachers
Special 64 page themed edition of Teaching History including: Uniqueness, redemption and the Shoah, Teaching pupils to reflect on significance, Teaching the Holocaust: the experience of Yad Vashem, Working as a team to teach the Holocaust: a langauge centred approach, Moral dilemmas, Challenging sterotypes and avoiding the superficial, Armenia and...
Teaching History 104: Teaching the Holocaust
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Teaching History 120: Diversity and Divisions
The HA's journal for secondary history teachers
05’Why can’t they just live together happily, Miss?’ Unravelling the complexities of the Arab-Israeli conflict at GCSE – Alison Stephen (Read article)
11 Breaking the 20 year rule: very modern history at GCSE – Chris Culpin (Read article)
15 Cunning Plan: Why was Berlin such a significant theatre of conflict after...
Teaching History 120: Diversity and Divisions
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Teaching History 127: Sense and Sensitivity
The HA's journal for secondary history teachers
04 Music, blood and terror: making emotive and controversial history matter – Andrew Wrenn and Tim Lomas (Read article)
11 Nutshell
13 Teaching controversial issues… where controversial issues really matter – Keith Barton and Alan McCully (Read article)
20 Polychronicon: the Crusades (Read article)
22 Identity-shakers: cultural encounters and the...
Teaching History 127: Sense and Sensitivity
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The knowledge illusion
Teaching History article
Focusing on students’ attempts to explain the relative significance of different factors in Hitler’s rise to power, Catherine McCrory explores the vexed question of why students who seem able to express necessary historical knowledge on one occasion cannot effectively reproduce it on another. Drawing on a detailed analysis of what...
The knowledge illusion
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On the frontlines of teaching the history of the First World War
Teaching History article
It is very common for people in politics and the media to make assumptions about what happens in history classrooms. Too often these preconceptions are based on little more than anecdote, examples from the Internet or memories of what someone experienced at school themselves.
In this article, Catriona Pennell reports...
On the frontlines of teaching the history of the First World War
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Cunning Plan 174: creating a narrative of the interwar years
Teaching History feature
The major aim of this sequence of lessons was to teach Year 8 how to create and refine a narrative. I chose a period I was substantively confident on, which lent itself well to the narrative form, had a number of prominent academic narratives published about it and followed neatly...
Cunning Plan 174: creating a narrative of the interwar years
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A hankering for the blank spaces: enabling the very able to explore the limits of GCSE
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Many of us would love to have the problems encountered by Oliver Knight at his previous school. His students were simply doing too well - leaving him wondering how to stretch them to the limit...
A hankering for the blank spaces: enabling the very able to explore the limits of GCSE
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The wrong beach? Interpretation, location and film
Teaching History article
In this article Paul Sutton examines the concerns associated with place in films. He points out the problems that this poses for our students - problems mainly, but not only, associated with a common lack of geographical authenticity. But this, he suggests, can be turned to our advantage. For what...
The wrong beach? Interpretation, location and film
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Understanding 'change and continuity' through colours and timelines
Teaching History article
The small-scale research that Yosanne Vella reports in this article was driven by concern to help pupils develop ‘big picture' visions of the past and to engage effectively with the idea of change as a process rather than an event. The strategy that she adopts - asking groups of students...
Understanding 'change and continuity' through colours and timelines
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Teaching History 153 Supplement: Curriculum Evolution
Secondary journal supplement
A special supplement to Teaching History to support the 2014 National Curriculum.
1) Thinking about how the HA can support your department
2) Jamie Byrom: Alive ... and kicking? Personal reflections on the revised National Curriculum and what we might do with it
3) Michael Fordham: O Brave New World,...
Teaching History 153 Supplement: Curriculum Evolution
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‘I need to know…’: creating the conditions that make students want knowledge
Teaching History journal article
Chloe Bateman recognised the value to her Key Stage 3 pupils of developing rich subject knowledge, but wanted to find a way of encouraging them to value that knowledge for themselves. In this article she explains how she provided that inspiration by setting her Year 7 class the challenge of...
‘I need to know…’: creating the conditions that make students want knowledge
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History, music and law: commemorative cross-curricularity
Teaching History article
James Woodcock continues his theme from Teaching History 138 about the difference between superficial, thematic cross-curricularity and much more rigorous interdisciplinarity. His concern is to retain rather than compromise the integrity of the subject disciplines. Woodcock argues that interdisciplinary working adds value to learning only when the knowledge and the distinctive...
History, music and law: commemorative cross-curricularity
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‘Its ultimate pattern was greater than its parts’
Teaching History journal article
Identifying the challenges his students faced both with recall and analysis of the content they had learned for their GCSE course, Ed Durbin devised a solution which focused not on exam skills and revision lessons, but on using Key Stage 3 to build the ‘hinterland’ of contextual knowledge and causal...
‘Its ultimate pattern was greater than its parts’
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Using visual sources to generate conversation
Teaching History article
Jane Card has long been fascinated by the power of visual sources to stimulate pupil thought and discussion. In previous articles she has shared insights from her own expert practice, fusing deep subject knowledge with careful planning to generate highly skilful questioning. Here she presents another rich example of classroom...
Using visual sources to generate conversation
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What made your essay successful? I ‘T.A.C.K.L.E.D' the essay question!
Teaching History article
Teaching in Singapore, Tze Kwang Teo cannot conceive of a history teacher unfamiliar with the mnemonic ‘PEE' (or ‘PEEL') used to structure students' essays. Its ubiquity is testimony to its power, reminding students both to explain and to substantiate their claims. Yet, as Foster and Gadd have argued, its neat formulation can restrict and distort historical thinking. Building on their critique, Teo argues that the focus of PEE/L...
What made your essay successful? I ‘T.A.C.K.L.E.D' the essay question!
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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
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Remembering the First World War: Using a battlefield tour of the Western Front
Teaching History article
Remembering the First World War: Using a battlefield tour of the Western Front to help pupils take a more critical approach to what they encounter
The first year of the government's First World War Centenary Battlefield Tours Programme is now under way, allowing increasing numbers of students from across Britain...
Remembering the First World War: Using a battlefield tour of the Western Front
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'I've been in the Reichstag': Rethinking roleplay
Teaching History article
Ian Luff constructs a rationale for the use of drama, practical demonstration and roleplay in pupils' learning. He follows this with a wealth of practical examples and detailed advice based on his own professional experience and his experience in running training sessions for other teachers. His analysis of the value...
'I've been in the Reichstag': Rethinking roleplay
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Drop the dead dictator: a Year 9 newsroom simulation
Teaching History article
Rosalind Stirzaker has big ambitions for her students. She wants them to do more than make a simple list of the key causes of the Second World War. Yes, she wants them to complete a piece of written work, but she wants – and gets – a great deal more...
Drop the dead dictator: a Year 9 newsroom simulation
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Putting Catlin in his place?
Teaching History article
Jess Landy’s desire to introduce her pupils to a more complex narrative of the American West led her to the life story and work of a remarkable individual, George Catlin.
In this article she shows how she used this unusual micro-narrative in order to challenge pupils’ ideas not just about the bigger narrative of which it is a part, but about the...
Putting Catlin in his place?
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Stepping into the past: using images to travel through time
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Pupils are eternally curious about their teachers. Do they really have lives outside the classroom? Could Miss Jones have once been a child? Does she have parents and grandparents and a past of her own?...
Stepping into the past: using images to travel through time
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My essays could go on forever: using Key Stage 3 to improve performance at GCSE
Teaching History article
History teachers are waking up to the fact that you cannot raise standards in GCSE by very much if you leave this work until Year 10. To leave it that late is to resort to surface, tactical moves rather than to address the deep reasons why so many pupils find...
My essays could go on forever: using Key Stage 3 to improve performance at GCSE
