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  • One Year GCSE

      Briefing Pack
    Background A new development for curriculum change this year (2009) has been that many schools are now changing the pattern of GCSE/Key Stage 4 courses, following the ending of compulsory SATs for English, Maths and Science at the end of Key Stage 3. It is not yet clear how many...
    One Year GCSE

  • Primary Sources In Swedish And Australian History Textbooks

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017 ISSN: 14472-9474 Abstract This article compares primary sources used in Swedish and Australian school History textbooks on the topic of the Vietnam War. The focus is on analysing representations of Kim Phuc, the young girl who was...
    Primary Sources In Swedish And Australian History Textbooks

  • Deepening post-16 students' historical engagement with the Holocaust

      Teaching History article
    Peter Morgan represents what is best about the reflective practitioner - an experienced teacher of some 15 years' standing, he continues to challenge himself and to seek ways to improve and develop his classroom practice. Deeply influenced by the pedagogy and resources that he encountered on the CPD of the Institute...
    Deepening post-16 students' historical engagement with the Holocaust

  • Year 12 write Zambia's history for Zambian students

      Teaching History article
    Peter Gray explains how his Year 12 students came to research and write a resource on the history of Zambia, for history teachers in Zambia. The construction of the resource stretched the Year 12 students in new ways: the Internet was useless and there were no easy digests in A-Level...
    Year 12 write Zambia's history for Zambian students

  • Write Your Own Historical Fiction 2025 – The winners

      The HA’s writing competition for children aged 10-15 years
    Take time, a place and a character or two, and you can create some of the most exciting stories ever told – and by telling a story you unleash a desire to seek knowledge, to entertain, to inform and to enrich the lives of others. Storytelling is one of the oldest...
    Write Your Own Historical Fiction 2025 – The winners

  • Global learning and development education

      Article
    Global learning and development education in the secondary school Development education is an approach to learning about global and development issues through recognising the importance of linking people's lives throughout the world. It encourages critical examination of global issues and awareness of the impact that individuals can have on these. ...
    Global learning and development education

  • Getting personal: making effective use of historical fiction in the history classroom.

      Teaching History article
    Writing stories in history lessons? But we don’t do things like that in history do we? Strange bedfellows though history and fiction might seem, Dave Martin and Beth Brooke make a strong case for collaboration between the English and history departments in order to introduce students to the challenging task...
    Getting personal: making effective use of historical fiction in the history classroom.

  • Breaking the 20 year rule: very modern history at GCSE

      Teaching History article
    History is the study of the past; some of the past is more recent than a glance over many schemes of work might lead us to think. Chris Culpin makes the case for ignoring the 20 year rule and tackling head on – and, crucially, historically – the big issues...
    Breaking the 20 year rule: very modern history at GCSE

  • An Investigation into Finding Effective Ways of Presenting a Written Source to Students

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474 Abstract Written historical sources can be quite challenging for students to analyse in secondary school. They are sometimes long and tedious to read as well as containing difficult and awkward text. The presentation of...
    An Investigation into Finding Effective Ways of Presenting a Written Source to Students

  • Personality & Power: The individual's role in the history of twentieth-century Europe

      Article
    What role do individuals wielding great power play in determining significant historical change? And how do historians locate human agency in historical change, and explain it? These are the issues I would like to reflect a little upon here. They are not new problems. But they are inescapable ones for...
    Personality & Power: The individual's role in the history of twentieth-century Europe

  • How introducing cultural and intellectual history improves critical analysis in the classroom

      Teaching History article
    In his article in this journal just over a year ago, Steven Driver set out his vision for a less myopic range of topics in A-level coursework. In this edition, Driver demonstrates how he has built student enthusiasm for, and knowledge of, a topic which he had previously identified as...
    How introducing cultural and intellectual history improves critical analysis in the classroom

  • Acquainted or intimate? Background knowledge and subsequent learning

      Teaching History journal article
    Heather Fearn was intrigued by the factors that might have led her higher-performing students to talk in historically mature ways about unseen sources without any prior knowledge of the topic in hand. She began to wonder if what she was hearing was not best accounted for by a content-free disciplinary...
    Acquainted or intimate? Background knowledge and subsequent learning

  • Reimagining the ‘Aba Riots’

      Teaching History article
    As an Early Career Teacher, Eleri Hedley-Carter set out to make the history she teaches in school more reflective of her undergraduate study of history – a discipline that strives to uncover a diverse past through various lenses and historical methods. In addition to expanding her school’s curriculum to include an...
    Reimagining the ‘Aba Riots’

  • ‘This extract is no good, Miss!’

      Journal article
    Frustrated that her A-level students were being overly dismissive when asked to judge the convincingness of academic historians’ arguments, Paula Worth drew on previous history-teacher research and theories of history for inspiration. After noting that her students would unjustly reject esteemed historians’ accounts for lack of comprehensiveness, Worth explains here...
    ‘This extract is no good, Miss!’

  • Parallel catastrophes? Uniqueness, redemption and the Shoah

      Teaching History article
    Nicolas Kinloch’s 1998 review of Michael Burleigh’s Ethics and Extermination in Teaching History, 93, sparked a debate amongst our readers about the teaching of the Holocaust, concerning both rationales and practical approaches. Citing the damage caused to pupils’ understanding by a Spielberg view of history, he emphasised that the rationale...
    Parallel catastrophes? Uniqueness, redemption and the Shoah

  • Hidden histories and heroism: post-14 course on multi-cultural Britain since 1945

      Teaching History Article
    A school-designed, post-14 course on multi-cultural Britain since 1945  Robin Whitburn and Sharon Yemoh describe the design of a school-generated GCSE course on the challenges that British people faced in forging a multicultural society in post-imperial Britain. Drawing on their own research into their students' experience, they build a discipline-based case...
    Hidden histories and heroism: post-14 course on multi-cultural Britain since 1945

  • New, Novice or Nervous? 166: Controversial issues

      Teaching History feature
    History thrives on questioning, debate and controversy. What makes something controversial varies, however, and we may fail to notice, unless we think very carefully about it, the particular ways in which our lessons can become controversial for our pupils. When we tackle historical issues that might be seen as controversial, disturbing, shocking or...
    New, Novice or Nervous? 166: Controversial issues

  • Interpretations of History: Issues for Teachers in the Development of Pupils' Understanding

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. This article is based on collaborative work between staff at a University department of educational studies and a comprehensive school. Ian Davies and Rob Williams reviews the status and meaning of interpretations in history education...
    Interpretations of History: Issues for Teachers in the Development of Pupils' Understanding

  • The International Journal Volume 11, Number 1

      Journal
    Editorial Articles Eleni Apostolidou Teaching and Discussing Historical Significance with 15 year-old students in Greece Manuela Carvalho and Isabel Barca Students' Use of Historical Evidence in European Countries P. Checkley and C. Checkley ‘Future Teachers of the Past' - An initial analysis of Initial Teacher Training students and their preparation...
    The International Journal Volume 11, Number 1

  • Developing KS3 students’ ability to challenge their history curriculum through an early introduction of significance

      Teaching History article
    Offered five weeks to teach ‘whatever he wanted’ to Year 7, Andrew Slater decided that he wished to tackle the concept of significance head-on early in his students’ time in his school. He chose the expectedly unfamiliar substantive content of the Khmer Empire, challenging his students to justify the significance of...
    Developing KS3 students’ ability to challenge their history curriculum through an early introduction of significance

  • Pupil-led historical enquiry: what might this actually be?

      Teaching History article
    The current National Curriculum for history requires pupils to ‘identify and investigate specific historical questions, making and testing hypotheses for themselves'. While Kate Hammond relished the encouragement that this gave to her pupils to engage in the process of historical enquiry, she was keen to develop a much clearer sense...
    Pupil-led historical enquiry: what might this actually be?

  • What’s The Wisdom On... Consequence

      Teaching History feature
    Consequence easily becomes ‘causation’s forgotten sibling’, as Fordham noted, in the title of a workshop presented at the 2012 Historical Association conference. The choice to treat consequence separately from causation in this series of articles is, therefore, a very deliberate one. Yet an emphasis on the importance of consequences should...
    What’s The Wisdom On... Consequence

  • Recorded webinar: Holocaust Landscapes (Teach Environmental Histories Network)

      Teach Environmental Histories Network meeting, January 2026
    We all know that historical events take place somewhere, but how important is that somewhere - and especially its materiality - in enabling or hindering or shaping those events? That is a question that historian Tim Cole has been asking vis-a-vis the Holocaust.  In this meeting of the Teach Environmental...
    Recorded webinar: Holocaust Landscapes (Teach Environmental Histories Network)

  • Film: Creating a more positive interpretation of the Middle Ages at Key Stage 3

      Secondary History Workshop Annual Conference 2019
    Popular perceptions of life, politics and morality in the Middle Ages are overwhelmingly negative, a far cry from images being developed by historians through their research. This workshop explores how to tweak and change familiar topics (including the reign of Richard III) to create a more historically accurate, positive and...
    Film: Creating a more positive interpretation of the Middle Ages at Key Stage 3

  • Using Virtual Reality to promote historical contextualisation in classrooms

      Teaching History article
    In this article, Mannak, Huijgen and Tuithof share their experience of using Virtual Reality to promote historical contextualisation of the Berlin Blitz with their 13–15 year old students. They outline some strategies for using VR well in the classroom, and ways to avoid potential pitfalls. They then introduce a pedagogical...
    Using Virtual Reality to promote historical contextualisation in classrooms