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Fundamental British Values and history teaching
Article
In this article, Michael Maddison provides an overview of what schools must do in relation to promoting British values, as well as preventing extremism and radicalisation, and why it is so important that opportunities are taken in history to deal with these two pressing issues. It is an updated version...
Fundamental British Values and history teaching
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Out went Caesar and in came the Conqueror: A case study in professional thinking
Teaching History article
A case study in professional thinking
Michael Fordham examines the evolution of his own practice as an example of how history teachers draw upon collective, professional knowledge constructed by other history teachers in journals, books, conferences and seminars. Fordham explains how a particular Year 7 enquiry examining historical change from the...
Out went Caesar and in came the Conqueror: A case study in professional thinking
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Teaching History Curriculum Supplement 2014
Changes to the secondary history curriculum
Although modifications to the content of the National Curriculum for history have not been as dramatic as once feared, the effective revocation of the previous attainment target is radical indeed. When these changes are considered alongside the fact that more than half of maintained secondary schools (all academies and free...
Teaching History Curriculum Supplement 2014
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Cunning Plan 152.1: visual sources
Teaching History feature
The principles outlined here were developed in response to three key concerns. The first was consideration of the needs of students learning English as an additional language who face particular challenges with reading and writing.
Images could perhaps offer them more direct, less abstract, ways into an understanding of challenging...
Cunning Plan 152.1: visual sources
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Recorded webinar series: From Cyrus to Cleopatra: The ancient history adventure
Free webinar series for secondary teachers from the Historical Association and the Classical Association
This webinar series, offered in collaboration with the Classical Association, explores how ancient history can be embedded across the key stages at secondary level. Across this series, we will show you how teaching ancient history is relevant today, enriches modern classrooms and gives learners the opportunity to explore some key...
Recorded webinar series: From Cyrus to Cleopatra: The ancient history adventure
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Teaching History 147: Curriculum Architecture
The HA's journal for secondary history teachers
02 Editorial
03 HA Secondary News
04 HA Update
08 Beth Baker and Steven Mastin - Did Alexander really ask, ‘Do I appear to you to be a bastard?' Using ancient texts to improve pupils' critical thinking (Read article)
14 Cunning Plan: Getting students to use classical texts - Beth Baker...
Teaching History 147: Curriculum Architecture
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Continuity in the treatment of mental health through time
Teaching History article
Where's the other ‘c'? Year 9 examine continuity in the treatment of mental health through time
Helen Murray, Rachel Burney and Andrew Stacey-Chapman show how they strengthened three goals of their practice - secure knowledge, narrative shapes and conceptual analysis - by securing strong connection between them. The curricular focus...
Continuity in the treatment of mental health through time
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Podcast Series: British LGBTQ+ History
Multipage Article
In Part 4 of our series on Social and Political Change in the UK since 1800 we focus on UK LGBTQ+ History. This series of podcasts features Dr Matt Cook and Dr Sean Brady of Birkbeck, University of London, Professor Sally R Munt of the University of Sussex and Dr Emma Vickers...
Podcast Series: British LGBTQ+ History
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Assessment of students' uses of evidence
Teaching History article
Drawing on her research into students' evidential reasoning, Elisabeth Pickles explores the possibilities for how such reasoning might be assessed. Existing exam mark schemes focus too heavily on generic processes involved in the analysis of source material and insufficiently on the historical validity of reasoning and conclusions produced. Approaching the...
Assessment of students' uses of evidence
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Doomed Youth: Using theatre to support teaching about the First World War
Teaching History article
Many history teachers will have taken their GCSE pupils to School History Scene's Hitler on Trial for a rigorous and inspirational session, using drama, in preparation for the GCSE examination. Josh Brooman has now broadened the work of School History Scene by writing a new play, Doomed Youth, aimed at...
Doomed Youth: Using theatre to support teaching about the First World War
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Polychronicon 166: The ‘new’ historiography of the Cold War
Teaching History feature
A great deal of new writing on the Cold War sits at the crossroads of national, transnational and global perspectives. Such studies can be so self-consciously multi-archival and multipolar, methodologically pluralist in approach and often ‘decentring’ in aim, that some scholars now worry that the Cold War risks losing its coherence as a distinct object of...
Polychronicon 166: The ‘new’ historiography of the Cold War
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New approaches to teaching the History of Appeasement in the classroom
Multipage Article
This project has been created on the initiative of Professor Julie. V. Gottlieb, Dept. of History, University of Sheffield. British political history, political conflict, appeasement and the Munich Crisis (1938) itself is the focus of her research and publications. Rather than approach these topics from ‘traditional’, elite and history from...
New approaches to teaching the History of Appeasement in the classroom
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Telling and suggesting in the Conwy Valley
Teaching History article
Thelma Wiltshire applies a ‘telling' and ‘suggesting' strategy to an enquiry involving an historical site. Getting beyond more simplistic approaches to ‘fact' and ‘opinion', she describes how a pack of curriculum materials was designed to give pupils a precise language to talk about layers of certainty and uncertainty in their...
Telling and suggesting in the Conwy Valley
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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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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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Themes over Time
HA Resources
The study of an aspect or theme in British history that consolidates and extends pupils'chronological knowledge from before 1066While the 2014 Curriculum sets out the broad focus of each particular content area, considerable choice has been left to history departments in determining which particular events or developments to include and...
Themes over Time
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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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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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Webinar series: Coherence at Key Stage 4
HA webinar series for subject leaders and teachers of history
What does this series cover?
This series of webinars will consider coherence at Key Stage 4. We will reflect on using sequencing to establish coherence, how different categories of coherence can be used to inform our planning and delivery of GCSE, and how meaningful approaches to assessment will allow pupils’...
Webinar series: Coherence at Key Stage 4
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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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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
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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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Developing awareness of the need to select evidence
Teaching History article
Let's play Supermarket ‘Evidential' Sweep: developing students' awareness of the need to select evidence
Despite having built a sustained focus on historical thinking into their planning for progression across Years 7 to 13, Rachel Foster and Sarah Gadd remained frustrated with stubborn weaknesses in the evidential thinking of students in...
Developing awareness of the need to select evidence
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New Saxon, Viking and Medieval GCSE Content
GCSE Resources
As you will no doubt be aware, GCSEs are changing. New specifications (subject to accreditation) will require students to learn history from a range of different time periods. Different specifications will specify different content, but whichever specification you end up teaching, you are very likely to be teaching some medieval...
New Saxon, Viking and Medieval GCSE Content
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Warfare - GCSE
Links to Articles & Podcasts
Warfare
Warfare - GCSE
