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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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Dickens...Hardy...Jarvis?! A novel take on the Industrial Revolution
Teaching History article
‘Empathy with edge' was the editorial description given eight years ago to the kind of historical fiction that Dave Martin and Beth Brooke first argued history students should be writing (TH 108). The winning entries from the annual ‘Write Your Own Historical Story Competition' to which their work gave rise...
Dickens...Hardy...Jarvis?! A novel take on the Industrial Revolution
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Cunning Plan 186: teaching Samurai Japan in Key Stage 3
Teaching History feature
Like many history departments we have been seeking to develop schemes of work that are more outward-looking, and, as the National Curriculum describes, ‘enable pupils to know and understand significant aspects of world history’.
To my mind, Samurai Japan offers students the opportunity to explore a time and place that is...
Cunning Plan 186: teaching Samurai Japan in Key Stage 3
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Using oral history to enhance a local history partnership
Teaching History article
Eliza West and Emily Toettcher explain how a partnership between school and museum has evolved into a four-year enquiry into local history. The article focuses on the successful introduction of an oral history element in the GCSE syllabus and how the investigation into ‘remembered’ history helps students to appreciate the complexities of truth...
Using oral history to enhance a local history partnership
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Harnessing the power of community to expand students’ historical horizons
Teaching History article
Many history teachers will already be familiar with ‘meanwhile, elsewhere...’, a website offering freely downloadable homework resources on individuals, events and developments in world history. In this article the website’s creators, Richard Kennett and Will Bailey-Watson, set out a curricular rationale for the project. They argue that using homework tasks...
Harnessing the power of community to expand students’ historical horizons
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How diverse is your history curriculum?
Article
The past was full of diverse people and our students are entitled to learn about this diverse past. History lessons should enable students to see their connection to the past and to understand the world today. Here are a list of questions for history teachers to use to support a...
How diverse is your history curriculum?
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Cunning Plan 161: Magna Carta's legacy
Teaching History feature
Both Dawson and Hayes have recently written Cunning Plans that show how exciting Magna Carta is.
So why not stop there? Bring the barons to life with a flare of Dawson and send Magna Carta flying across the continent with just a hint of Hayes. Hey, from the same edition,...
Cunning Plan 161: Magna Carta's legacy
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Key Concepts at Key Stage 3
Key Concepts
Please note: This unit was produced before the 2014 National Curriculum and therefore while much of the advice is still useful, there may be some out of date references or links. For more recent resources on key concepts, see our What's the Wisdom on series.
The key concepts can be divided into three...
Key Concepts at Key Stage 3
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Cunning Plan 162: Transferring knowledge from Key Stage 3 to 4
Teaching History feature
Planning to deliver the new GCSE specifications presents a challenge and an opportunity to any history department, whatever their previous specification. The sweep of history that students will now study at GCSE is much broader than ‘Modern World’ departments are used to; including a medieval or early modern depth study...
Cunning Plan 162: Transferring knowledge from Key Stage 3 to 4
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Local Community and History Month 2024: Students’ local history stories
Multipage Article
One of the strengths of the HA is our broad interest in all areas of history. So many history themes and narratives focus on the big issues, but for many of us, history starts in the local. That is why we introduced Local History and Community Month for each May...
Local Community and History Month 2024: Students’ local history stories
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Nutshell 129: Arguing the case for keeping history at Key Stage 3
Article
Nutshell, HELP. My head wants to abandon separate subjects at Key Stage 3 and do projects linked only by content, such as ‘India', ‘Industry' or ‘Indigo' instead. SMT already stop 50% of pupils from choosing history at 13 as apparently they can't ‘achieve' in it (or can't achieve a C),...
Nutshell 129: Arguing the case for keeping history at Key Stage 3
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Teaching History 134: Local Voices
The HA's journal for secondary history teachers
02 Editorial
03 HA Secondary News
04 Relevant, rigorous and revisited: using local history to make meaning of historical significance – Geraint Brown and James Woodcock (Read article)
12 Cunning Plan: Local history at KS3 – Dan Moorhouse (Read article)
15 Nutshell
16 Riots, railways and a Hampshire hill fort: exploiting local...
Teaching History 134: Local Voices
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Historical anniversaries calendar
Article
Historical anniversaries can be a great way to get children and young people interested in a subject or to raise awareness about a particular issue.
This resource is free to everyone. For access to hundreds of other high-quality history and education resources along with free or discounted CPD and membership of a thriving community of...
Historical anniversaries calendar
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'How our area used to be back then': An oral history project in an east London school
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
How can oral history enquiries engage students with the study of history and help them connect their learning about the past to their present lives? How can oral history engage and develop students' understanding of...
'How our area used to be back then': An oral history project in an east London school
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Riots, railways and a Hampshire hill fort: Exploiting local history for rigorous evidential enquiry
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Rigorous historical enquiry is integral to effective history teaching. The 2008 National Curriculum has recognised its importance by giving it a broader definition as a key process to include not only the use of historical...
Riots, railways and a Hampshire hill fort: Exploiting local history for rigorous evidential enquiry
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Cunning Plan 134: local history at KS3
Teaching History feature
Question: How can we plan to integrate local history into Key Stage 3 schemes of work so that pupils are engaged by the relevance of the subject across different periods of time?
Local history can come in all shapes and sizes, from a large-scale oral history project to the perusal...
Cunning Plan 134: local history at KS3
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Big Stories and Big Pictures: Making Outlines and Overviews Interesting
Teaching History journal article
An examination, with practical strategies, of the teaching of 'outlines and overviews' by Michael Riley.
Why teach overviews?
One of the problems of the first phase of National Curriculum history was the percieved overload of content. Some teachers felt obliged to race through the Programme of Study, treating issues in...
Big Stories and Big Pictures: Making Outlines and Overviews Interesting
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Film: Preparing a history department for the new inspection framework
London History Forum Workshop
This film was taken at the HA London History Forum at the Institute of Education, UCL (University of London) in November 2019 and features Kath Goudie (Cottenham Village College).
Drawing on her experience as a history teacher, teacher trainer and assistant headteacher Kath Goudie shares reflections on how the history...
Film: Preparing a history department for the new inspection framework
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From horror to history: teaching pupils to reflect on significance
Teaching History article
In this detailed account of the first stages of a lesson sequence for Year 9 (13-14 year-olds), Kate Hammond sets out the tensions that must be examined and resolved when planning and teaching this most demanding of topics. How can young teenagers be helped to develop a mature response to...
From horror to history: teaching pupils to reflect on significance
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Cunning Plan 173: using Black Tudors as a window into Tudor England
Teaching History journal feature
On 29 September 2018 I was fortunate enough to get involved with a collaborative project with Dr Miranda Kaufmann, the Historical Association, Schools History Project, and a brilliant group of people from different backgrounds all committed to teaching about black Tudors. In this short piece, I will share how I...
Cunning Plan 173: using Black Tudors as a window into Tudor England
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Communicating about the past: Resource C
Article
Please note: this resource pre-dates the 2014 National Curriculum and some content and links may be outdated.
This resource describes the rationale for helping teachers to think about the range of real and creative end-products (outcomes) that can be used for different enquiries across key stage 3. They include a...
Communicating about the past: Resource C
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From flight paths to spiders’ webs: developing a progression model for Key Stage 3
Teaching History journal article
The disapplication of level descriptions in the 2014 National Curriculum has spurred many history departments to rethink their approach not only to assessment but to their models of progression. In this article Rachael Cook builds on the recent work of history teachers such as Ford (TH157), Hawkey et al (TH161),...
From flight paths to spiders’ webs: developing a progression model for Key Stage 3
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Interpreting Agincourt: KS3 Scheme of Work
Scheme of Work
2015 was a year of anniversaries. As part of our funded commemoration projects surrounding the 600th anniversary of the Battle of Agincourt, we commissioned this scheme of work looking at interpretations of the battle and period, particularly aimed at pupils in Key Stage 3.
It comes with a complete resource...
Interpreting Agincourt: KS3 Scheme of Work
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Bringing Rwanda into the classroom
Teaching History article
A short 20 years: meeting the challenges facing teachers who bring Rwanda into the classroom
As the twentieth anniversary of the 1994 genocide in Rwanda approaches, Mark Gudgel argues that we should face the challenges posed by teaching about Rwanda. Drawing on his experience as a history teacher in the...
Bringing Rwanda into the classroom
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Manifesto for learning outside the classroom
Article
the Learning Outside the Classroom Manifesto – launched a few months ago - is intended to be a ‘movement’, the purpose of which is to canvas support for education beyond the school walls. It grew out of the education and skills select Committee’s report of 2005 which acknowledged the challenges...
Manifesto for learning outside the classroom
