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Conceptual awareness through categorising: using ICT to get Year 13 reading
Teaching History article
When presenting their practical approaches to post-16 teaching in Teaching History 103, both Richard Harris and Rachael Rudham argued that students need to ‘do’ things with information, to process it, play with it, classify it, if they are ever to understand or remember it. They made a case for not...
Conceptual awareness through categorising: using ICT to get Year 13 reading
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Promote the past, celebrate the present: putting your history department in the news
Teaching History article
Dan Collins urges history teachers to promote both their subject and their department in the local press. Drawing on his experience of a history department in a large, mixed, multi-cultural comprehensive school in West London, Dan argues that there are many opportunities available, from national anniversaries to the success of...
Promote the past, celebrate the present: putting your history department in the news
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'What's that stuff you're listening to Sir?' Rock and pop music as a rich source for historical enquiry
Teaching History article
Building on the wonderful articles by Mastin and Sweerts & Grice in TH 108, Simon Butler urges us here to make greater use of rock and pop music in history classrooms. His reasons are persuasive. First, it provides a rich vein of initial stimulus material to tap, helping us to...
'What's that stuff you're listening to Sir?' Rock and pop music as a rich source for historical enquiry
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Hitting the right note: how useful is the music of African-Americans to historians?
Teaching History article
Here is a wonderful reminder of the richness of materials available to history teachers. With ever greater emphasis being placed on different learning styles, it is a good moment to remind ourselves that we can cater for virtually all of them in our classrooms. This includes a preference for learning...
Hitting the right note: how useful is the music of African-Americans to historians?
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International relations at GCSE... they just can't get enough of it
Teaching History article
There is no reason why pupils of so-called ‘average’ and ‘below-average ability’ cannot both understand and enjoy studying complicated international events. Indeed, in the interests of inclusion and raised standards, it is vital that they do. Our Letters Pages in the last two editions captured something of the history teaching...
International relations at GCSE... they just can't get enough of it
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The hidden crisis in GCSE History
Teaching History article
Joining the debate launched in the last edition, John Dixon argues that in relation to competing subjects, history has become harder. He believes that this could be reviewed without loss of standards. He highlights what he sees as a perverse situation of conflicting trends: on the one hand, practice in...
The hidden crisis in GCSE History
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'You be Britain and I'll be Germany...' Inter-school e-mailing in Year 9
Teaching History article
E-mailing is fast becoming our preferred means of communication and for good reason. It is immediate: we can fire off a few lines and receive a reply within seconds. It is also flexible: unlike a telephone conversation, we do not have to reply there and then; we can go away...
'You be Britain and I'll be Germany...' Inter-school e-mailing in Year 9
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Developing conceptual understanding through talk mapping
Teaching History article
As history teachers, we talk about concepts all the time. We know that pupils need to understand them in order to make sense of the past. Precisely what we mean when we talk about concepts is less clear, however. Research into how history teachers talk about their practice suggests that,...
Developing conceptual understanding through talk mapping
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Narrative: the under-rated skill
Teaching History article
‘Mere narrative’, ‘lapses into narrative’, ‘a narrative answer that fails to answer the question set’. These phrases flow in the blood of history teachers, from public examination criteria to regular classroom discourse. Whilst most of us use narrative in our teaching methods, we have demonised narrative in pupils’ written answers....
Narrative: the under-rated skill
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Teaching History 128: Beyond the Exam
The HA's journal for secondary history teachers
04 Teaching Year 9 about historical theories and methods – Kate Hammond (Read article)
11 Getting Year 7 to set their own questions about the Islamic Empire, 600-1600 – Sally Burnham (Read article)
18 Does scaffolding make them fall? Reflecting on strategies for developing causal argument in Years 8 and...
Teaching History 128: Beyond the Exam
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Basket weaving in Advanced level history...how to plan and teach the 100 year study
Teaching History article
The current specifications for AS/A2 history require students to study change over a period of at least 100 years. Given that the 100 year study represents just one module out of six and also that it may not complement any of the other modules selected and may therefore be wholly...
Basket weaving in Advanced level history...how to plan and teach the 100 year study
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Unpicking the threads of interpretations
Teaching History article
Determined to do justice to the complexity of the seventeenth century, as a messy but crucial period in British history, and to develop their pupils’ disciplinary understanding of how and why interpretations of the past are constructed, Dan Keates and his department set out to exploit the rich seam of...
Unpicking the threads of interpretations
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Teaching History 123: Constructing History
The HA's journal for secondary history teachers
06 Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13 – Arthur Chapman (Read article)
14 Triumphs Show: 'Source Specs': making sources fun - Rachael Povey (Read article)
16 Little Jack Horner and polite revolutionaries: putting the story back into history – Alf Wilkinson (Read...
Teaching History 123: Constructing History
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'Don't worry, Mr. Trimble. We can handle it' Balancing the rationale and the emotional in teaching of contentious topics
Teaching History article
A common line amongst teachers and policy-makers seeking to theorise a workable relationship between history and the new subject of citizenship is to say that there must be a link with the present. This is harder than it sounds. If the implication is that the study of the past should...
'Don't worry, Mr. Trimble. We can handle it' Balancing the rationale and the emotional in teaching of contentious topics
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Teaching History 39
Journal
Editorial, 2
A Small Local Investigation - David Wright, 3
A Journey Back into the Past - Rebecca Bell, 5
History Workshop Centre (Report), 7
History of Education in Schools - Richard Aldrich, 8
Christmas Holiday Lecture Quiz Prizewinner, 11
Recreating a Trip to York in Victorian Times - Mike...
Teaching History 39
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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 113: Creating Progress
The HA's journal for secondary history teachers
This edition deals with creating progress: History teachers are creating progress - the idea and the reality. Why rely on others to define and design it? The creation process is every teacher's property and there is no celing on what we might help pupils achieve. JFK, Progression models, Roleplay in...
Teaching History 113: Creating Progress
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Move Me On 98: Marking & Assessment
Teaching History feature
This Issue's problem: Bill Penn, PGCE student, is struggling with marking and assessment
Problem
Bill Penn is three weeks into his main school placement and making excellent progress. One problem, however, is beginning to emerge. He is being extraordinarily conscientious in his marking but is rapidly losing heart. He is increasingly...
Move Me On 98: Marking & Assessment
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Teaching History 106: Citizens and Communities
The HA's journal for secondary history teachers
This edition deals with the complex debate about whether history should be taught for intrinsic or extrinsic reasons. Balancing the rationaland the emotional in the teaching of contentious topics, Historical significance, Local historical enquiry, Citizenship, Teaching political concepts to post-16 students and much more...
‘Don’t worry, Mr. Trimble. We can...
Teaching History 106: Citizens and Communities
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Illuminating the shadow: making progress happen in casual thinking through speaking and listening
Teaching History article
Here is another breath of fresh air from the Thomas Tallis history department. In TH 103, Head of Department Tony Hier showed how he developed a rigorous framework for implementing government initiatives and improving departmental professional discourse at the same time. This time, from history teacher Vaughan Clark, we get...
Illuminating the shadow: making progress happen in casual thinking through speaking and listening
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Making history curious: Using Initial Stimulus Material (ISM) to promote enquiry, thinking and literacy
Teaching History article
The idea of gaining pupils’ attention, interest and curiosity at the start of the lesson with an intriguing image, story, analogy or puzzle has long been used by our best history teachers. Michael Riley, through writing and inset, popularised the term ‘hook’ and emphasised its special role at the start...
Making history curious: Using Initial Stimulus Material (ISM) to promote enquiry, thinking and literacy
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Triumphs Show: ‘The Strands of Memory’
Teaching History feature
In 2014, a group of French pupils from Lycée Léopold Sédar Senghor in Évreux was due to meet a British Second World War veteran, Eric Rackham, to hear him talk about his war experiences. Sadly, he passed away before the planned meeting. Paradoxically, this failed meeting led to the development...
Triumphs Show: ‘The Strands of Memory’
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Teaching History 182: A Sense of Period
The HA's journal for secondary history teachers
02 Editorial: A Sense of Period (Read article for free)
HA Secondary News
04 HA Update
08 Exploring the ‘remembered’: using oral history to enhance a local history partnership – Emily Toettcher and Eliza West (Read article)
16 Triumphs Show: A public lecture series: a peek behind the scenes of...
Teaching History 182: A Sense of Period
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Teaching History 31
Journal
Editorial, 2
List of Historical Association Area Education Advisers, 3
The 'Records Road Show' or Documents in Essex Classrooms - Ian Mason, 4
Schooling the Local Historian - Gareth Elwyn Jones, 7
Local History Teaching and the Ordinary Child - R. D. Woodall, 10
Lincolnshire Teachers' Views on a 16...
Teaching History 31
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You are members of a United Nations Commission...' Recent world crises simulations
Teaching History article
David Ghere presents a teaching and learning rationale for simulations where the location is not identified. This creates a deliberately artificial situation where the student can tackle the problems and carry out the decision-making and problem-solving exercise without preconceptions. The author does not recommend leaving the activity at this stage,...
You are members of a United Nations Commission...' Recent world crises simulations
