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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
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Telling tales: Developing students' own thematic and synoptic understandings at Key Stage 3
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Ed Brooker is as concerned as the other authors within this edition that students should be able to see and make meaning out of ‘big pictures' of the past.
He is acutely aware, however, that...
Telling tales: Developing students' own thematic and synoptic understandings at Key Stage 3
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"...someone might become involved in a fascist group or something...": pupils' perceptions of history at the end of Key Stages 2, 3 and 4
Teaching History article
In contrast with earlier studies which presented a bleak picture of the impact of history teaching, Paul Goalen presents a small-scale study that is optimistic. For pupils in three schools at least, the history teaching of the late 1990s seems to be winning through. Goalen argues that the National Curriculum...
"...someone might become involved in a fascist group or something...": pupils' perceptions of history at the end of Key Stages 2, 3 and 4
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SHP and 'What is history?'
Article
In the 1970s a new approach to history teaching was developed through the auspices of the Schools Council History Project (SCHP) later named the Schools History Project (SHP). In order to engage pupils (and reverse the perceived danger of a declining uptake of history amongst pupils) the project authors designed...
SHP and 'What is history?'
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Film: 'Mayflower Lives: building a New Jerusalem in the New World'
Article
Historian and author Martyn Whittock recently gave a lecture for the HA Virtual Branch on 'Mayflower Lives: building a New Jerusalem in the New World'. In 1620, 102 ill-prepared asylum seekers landed two months later than planned, in the wrong place on the eastern coast of North America. By the next summer, half of...
Film: 'Mayflower Lives: building a New Jerusalem in the New World'
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Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Last year, in Teaching History 132, Richard Harris and Terry Haydn shared their findings from a research project exploring children's views of school history. Here they report on further research, seeking to explain the wide...
Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry
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Relevant, rigorous and revisited: using local history to make meaning of historical significance
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
The idea of engaging pupils with the relevance of local memorials is becoming commonplace in the history classroom. In Teaching History 109, Examining History Edition, Dale Banham's pupils used First World War memorials to assess...
Relevant, rigorous and revisited: using local history to make meaning of historical significance
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Building Key Stage 5 students’ analysis of interpretations
Article
Students of A-level history are required to analyse and evaluate historical interpretations. Samuel Head found limitations in his Year 13 students’ understanding of how and why historians arrive at differing interpretations, which impeded their ability to analyse them. He set about tackling this with carefully sequenced planning and a processual model...
Building Key Stage 5 students’ analysis of interpretations
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What’s the wisdom on… enquiry questions
Teaching History feature
One way of explaining what is meant by an enquiry question is to start with what it is not.
What's the Wisdom On... is a short guide providing new history teachers with an overview of the ‘story so far’ of practice-based professional thinking about a particular aspect of history teaching. It...
What’s the wisdom on… enquiry questions
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What’s the wisdom on… Interpretations of the past
Teaching History feature
How often do your pupils actually look at the products of historians – their scholarly writing, their debates, their to-and-fro of argument?
What's the Wisdom On... is a short guide providing new history teachers with an overview of the ‘story so far’ of practice-based professional thinking about a particular aspect of...
What’s the wisdom on… Interpretations of the past
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History Teaching in Belarus: Between Europe and Russia
IJHLTR Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017 ISSN: 14472-9474
Abstract
This paper is devoted to social uses of history teaching and history textbooks. It analyses, first, how the history of the lands of Belarus, at the crossroads between Europe and Eurasia, was...
History Teaching in Belarus: Between Europe and Russia
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Confronting otherness: developing scrutiny and inference skills through drawing
Teaching History article
There are two main reasons why it is important for history teachers to make sense of the art teacher's processes, aims and perspectives: first, if we are concerned to improve pupils' historical knowledge and understanding then we will want to know about how learning in other subjects impacts upon it...
Confronting otherness: developing scrutiny and inference skills through drawing
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'Which was more important Sir, ordinary people getting electricity or the rise of Hitler?' Using Ethel and Ernest with Year 9
Teaching History article
Mike Murray offers further new perspectives on the relationship between overview and depth in pupils’ historical learning. In an account of his teaching with Raymond Briggs’ Ethel and Ernest to a ‘below-average ability’ class in Year 9, he constructs a rationale for using this moving strip cartoon to motivate, intrigue...
'Which was more important Sir, ordinary people getting electricity or the rise of Hitler?' Using Ethel and Ernest with Year 9
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Earth in vision: Enviromental Broadcasting
Historian article
Joe Smith, Kim Hammond and George Revill share some of the findings of their work examining what digital broadcast archives are available and which could be made available in future.
The BBC’s archives hold over a million hours of programmes, dating back to the 1930s (radio) and 1940s (television). It...
Earth in vision: Enviromental Broadcasting
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Revealing the big picture: patterns, shapes and images at Key Stage 3.
Teaching History article
It is easy enough to incorporate overview and depth studies into a scheme-of-work. Units are carved up into those topics that last for several weeks and those that are covered in one. Isn’t that enough to satisfy the requirements of the National Curriculum? Many teachers have gone much further than...
Revealing the big picture: patterns, shapes and images at Key Stage 3.
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Holistic assessment through speaking and listening
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Giles Fullard and Kate Dacey wanted to enrich their department's planning for progression across Key Stage 3 with a strong sequence of activities fostering argument. They wanted an opportunity for students to draw together their...
Holistic assessment through speaking and listening
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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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The Bristol Riots
Classic Pamphlet
In 1831, Bristol suffered the worst outbreak of urban rioting since the Gordon Riots in London over fifty years earlier. Twelve rioters were officially declared to have died as a result of confrontations with troops and special constables, and many more unidentifiable corpses were discovered among the ruins of the...
The Bristol Riots
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Take a fresh look at corporate membership
New and improved features
Share the benefits with your colleagues and students
If you’re looking for wider support for your whole school history provision, then it might be time to consider corporate membership. Corporate membership offers a comprehensive package of support. It delivers all the benefits of individual membership plus an enhanced tier of resource and CPD access to boost the development...
Take a fresh look at corporate membership
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Teaching controversial issues...where controversial issues really matter
Teaching History article
This is the fourth in a series of Teaching History articles about teaching history in N orthern Ireland co-authored by Alan McCully. The first two articles (in editions 106 and 114) outlined teaching strategies to help pupils in N orthern Ireland understand and relate to complex and often controversial issues...
Teaching controversial issues...where controversial issues really matter
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Women, education and literacy in Tudor and Stuart England
Historian article
To booke and pen: Women, education and literacy in Tudor and Stuart England
As a student in the early 1970s, I became acutely aware that formal provision for women's education was a relatively recent development. I was at Bedford College, which originated in 1849 as the first higher education institution...
Women, education and literacy in Tudor and Stuart England
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What’s The Wisdom On... history assessment?
Teaching History feature
Between 1991 and 1995, secondary history teachers in England and Wales had something of a collective awakening about assessment. It followed a huge policy shift in history education: history’s first National Curriculum, rolled out in 1991.
What's the Wisdom On... is a short guide providing new history teachers with an overview...
What’s The Wisdom On... history assessment?
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Mussolini's missing marbles: simulating history at GCSE
Teaching History article
Arthur Chapman and James Woodcock have collaborated before: Woodcock extended Chapman’s familiar casual metaphor of the final straw breaking a poor abused camel’s back. Here, they collaborate more explicitly to suggest a means of teaching students to produce adequately nuanced historical explanation. Their two central ideas are to produce a...
Mussolini's missing marbles: simulating history at GCSE
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Film: Attic Inscriptions
Ancient Athenian Inscriptions
Public Museums, National Trust Properties and private homes across the UK contain thousands of antiquities deriving from the ancient Greek world. Many of these were obtained by those who ventured upon the Grand Tour, a cultural expedition to Europe undertaken by wealthy young men in the eighteenth and ninteteenth centuries. In...
Film: Attic Inscriptions
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The new history 'AS-Level': principles for planning a scheme of work
Teaching History article
The new AS and A2 specifications have led to paperwork, headaches and late nights for teachers. Rachael Rudham recognises the fresh demands that the new AS-level presents – not least of which is the opening up of post-16 history to a broader range of ability. Clearly it is not possible...
The new history 'AS-Level': principles for planning a scheme of work
