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Found 2,227 results matching 'brief history' within Secondary   (Clear filter)

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  • Bruce! You're history.' The place of history in the Scottish curriculum

      Teaching History article
    History teachers in Scotland are feeling vulnerable. A curriculum review is leading to debates about history’s place in schools – will it or should it be a statutory part of Scotland’s curriculum for 11-14 year olds? Many of the concerns in Sam Henry’s article will ring true for teachers throughout...
    Bruce! You're history.' The place of history in the Scottish curriculum

  • Your Secondary CPD calendar Summer 2026

      News Item
    "CPD from the Historical Association is always high quality and provides expert guidance and support."  At the HA we know how essential subject-specific CPD is for your development. That’s why, we offer a year-round programme of training that supports history teachers at all stages of their career, from trainees to...
    Your Secondary CPD calendar Summer 2026

  • Teaching Year 9 pupils to see and sense social memory as an expression of knowledge about the past

      Teaching History article
    Prompted by the attacks on statues in summer 2020, William Mason began to question how effectively he taught his students about popular interpretations or historical ‘myths’. He designed an enquiry about the myth of Churchill to introduce his pupils to the concept of collective memory and to ways in which...
    Teaching Year 9 pupils to see and sense social memory as an expression of knowledge about the past

  • Teaching the very recent past

      Teaching History article
    ‘Miriam's Vision' is an educational project developed by the Miriam Hyman Memorial Trust, an organisation set up in memory of Miriam Hyman, one of the 52 victims of the London bombings of 2005. The project has developed a number of subject-based modules, including history, which are provided free to schools...
    Teaching the very recent past

  • Creating controversy in the classroom: making progress with historical significance

      Teaching History article
    No longer is historical significance the ‘forgotten key element.’ Indeed, it is now being remembered at last – by politicians, telly-dons and the media in any case. Matthew Bradshaw suggests that the popular emphasis on significant events is wrong. Instead, we should be enabling our pupils to make their own...
    Creating controversy in the classroom: making progress with historical significance

  • Who inherits the house? Using heritage to shape pupils’ thinking about historical significance

      Teaching History article
    Reflecting on the reasons why generic models for teaching historical significance are never quite adequate, Rachel Foster found herself considering, instead, the specific contexts in which arguments about historical significance arise.  These reflections took her to the fascinating example of stately homes. Drawing on scholarship such as that of Peter...
    Who inherits the house? Using heritage to shape pupils’ thinking about historical significance

  • Marr: magpie or marsh harrier?

      Teaching History article
    The quest for the common characteristics of the genus ‘historian' with 16- to 19-year-olds Diana Laffin writes about historical language and explores how understanding different historians' use of language can help sixth form students refine and deepen both their understanding of the discipline of history and their abilities to practise...
    Marr: magpie or marsh harrier?

  • New, Novice or Nervous? 162: GCSE Thematic Study

      Teaching History feature: the quick guide to the no-quick-fix
    Thematic studies have been a long-standing feature of the Schools History Project (SHP) GCSE specifications in England and Wales; but for teachers of ‘Modern World’ GCSE specifications, the thematic study in the new GCSE specifications for teaching in England from September 2016 is unfamiliar territory. Perhaps you are entirely new...
    New, Novice or Nervous? 162: GCSE Thematic Study

  • Filmed Lecture: Medlicott Lecture 2023 - Professor Diarmaid MacCulloch

      Article
    The Medlicott Medal is awarded annually for outstanding services and contributions to history. This year the Medal went to renowned historian and author Professor Diarmaid MacCulloch who is currently Professor of the Church at Oxford. His 2008 book History of Christianity: the first three thousand years is the leading authority on the history...
    Filmed Lecture: Medlicott Lecture 2023 - Professor Diarmaid MacCulloch

  • Teaching History 151: Continuity

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 HA Update 08 Rachel Foster - The more things change, the more they stay the same: developing students' thinking about change and continuity (Read article) 18 Polychronicon: The Revolution of 1688 - Ted Vallance (Read article) 20 Cunning Plan: The 'Glorious' revolution of 1688...
    Teaching History 151: Continuity

  • The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience

      Teaching History article
    What would you expect the differences to be between Japan and England in how pupils learn history in the post-14 phase? Perhaps your guess would be: Japanese school students learn a lot of historical facts and focus upon their own identity and English school students talk a lot more in...
    The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience

  • What do you think? Using online forums to improve students' historical knowledge and understanding

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. In Teaching History 126, the Open University's Arguing in History project team demonstrated the power that discussion fora can have to develop pupil thinking. In this article, Dave Martin revisits this theme through a discussion...
    What do you think? Using online forums to improve students' historical knowledge and understanding

  • What they think they know: the impact of pupils' preconceptions on their understanding of historical significance

      Teaching History article
    Robin Conway suspected that his students’ concepts of the significance of different aspects of historical periods was affected by the preconceptions that they brought to his lessons. These preconceptions were leading his students into making unhistorical judgments, without any real understanding on their part of what had affected their thinking....
    What they think they know: the impact of pupils' preconceptions on their understanding of historical significance

  • Why Gerry likes history now: the power of the word processor

      Article
    Ben Walsh argues that many teachers of history completely miss the point of the word processor. Criticising those who use it merely for 'typing up' he reminds us that the purpose of the word processor, as with any other resource, is to teach good history. He analyses the types of...
    Why Gerry likes history now: the power of the word processor

  • New, Novice or Nervous? 157: Teaching Overview

      Teaching History feature
    Overwhelmed by overview? Bewildered by how to teach bigger pictures? Tied up in mental knots by trying to work out the difference between thematic stories, frameworks and outlines? You are not alone. Like many history teachers, you feel more confident when teaching depth studies but find yourself beating a rapid...
    New, Novice or Nervous? 157: Teaching Overview

  • 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

  • Broadening and deepening narratives of Benin for Year 8

      Teaching History article
    Josh Garry describes his effort to refresh his approach to teaching the British transatlantic slave trade. Drawing on reading, lectures and discussions during an Historical Association Teacher Fellowship programme, Garry built a sequence of lessons designed to contextualise the trade while showing African agency and complexity. The result was a sequence...
    Broadening and deepening narratives of Benin for Year 8

  • 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

  • Film: Why does the massacre of the Armenians in the First World War still get overlooked?

      Virtual Branch
    Why is the term 'Armenian Genocide' controversial, with many countries still not acknowledging a genocide at all? What do we know about the event of 1915 and the plight of the Armenian community in Turkey? How can we grapple with a history that many people want to forget? In this...
    Film: Why does the massacre of the Armenians in the First World War still get overlooked?

  • Move Me On 102: Securing progression in historical understanding

      Teaching History feature
    This Issue's Problem: Tony is confused about Progression in historical understanding...
    Move Me On 102: Securing progression in historical understanding

  • 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

  • Triumphs Show: The BeBold Network

      Teaching History feature
    In April 2019, I was in a bit of a rut. My enquiry questions and lesson sequences seemed stale. I felt like I had been at my school for too long. To mix things up, I secured a new role for September at a start-up school.  Full of excitement, I...
    Triumphs Show: The BeBold Network

  • What Have Historians Been Arguing About... the impact of the English Reformation

      Teaching History feature
    Since the first stirrings of religious reform in the sixteenth century, people have been writing the history of the Reformation, debating what happened and why it happened. John Foxe arguably became the first historian of the English Reformation when he published Actes and Monuments in 1563. Better known as ‘The...
    What Have Historians Been Arguing About... the impact of the English Reformation

  • Raising the bar: developing meaningful historical consciousness at Key Stage 3

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. How can we help pupils make sense of the history that they learn so that the whole adds up to more than the sum of its parts? How can we help pupils develop and sophisticate...
    Raising the bar: developing meaningful historical consciousness at Key Stage 3

  • Building an overview of the historic roots of antisemitism

      Teaching History article
    ‘But I still don't get why the Jews': using cause and change to answer pupils' demand for an overview of antisemitism Research by the Centre for Holocaust Education has suggested that students need and want more help with building an overview of the historical roots of antisemitism and that they...
    Building an overview of the historic roots of antisemitism