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Recorded webinar: Histories of Indigenous peoples of North America
Article
Any study of the intercultural relationships between the Indigenous peoples of North America and British settlers usually focuses on the differences that resulted in disputes and violence. However, on closer examination, the interaction also involved the exchange of ideas and the forging of alliances, which required diplomacy and respect for...
Recorded webinar: Histories of Indigenous peoples of North America
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International relations at GCSE... they just can't get enough of it
Teaching History article
There is no reason why pupils of so-called ‘average’ and ‘below-average ability’ cannot both understand and enjoy studying complicated international events. Indeed, in the interests of inclusion and raised standards, it is vital that they do. Our Letters Pages in the last two editions captured something of the history teaching...
International relations at GCSE... they just can't get enough of it
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New, Novice or Nervous? 173: including BME history in the curriculum
The quick guide to the ‘no-quick-fix’
This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too. Quick fixes don’t exist. But in others’ writing, you’ll find something better: conversations in which history teachers have debated or tackled your problems – conversations which any history teacher...
New, Novice or Nervous? 173: including BME history in the curriculum
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Identity in history: why it matters and must be addressed!
Teaching History journal article
Sophia Nzeribe Nascimento, a mixed-race teacher working in a diverse London school, set out to explore her students’ assumptions about who historians are. While her own ethnicity and gender may have convinced at least some of her students that history is not exclusively the preserve of old white men, she...
Identity in history: why it matters and must be addressed!
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Here ends the lesson: shaping lesson conclusions
Teaching History journal article
Reflecting on her efforts to improve her trainee’s lesson conclusions, Paula Worth decided to brush up her own. A journey of self-evaluation led her to revisit the Cambridge Conclusions Project. Through its lens, she judged her own lesson conclusions wanting. Worth examines the way in which the final episode of...
Here ends the lesson: shaping lesson conclusions
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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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On-demand webinar: A history teacher’s 'markbook'
Meaningful and useable assessment in the secondary history classroom
Webinar series: Meaningful and useable assessment in the secondary history classroom
Session 6: A history teacher’s 'markbook'
This session will consider what it might be most useful for history teachers to keep a record of over the course of a year. Every time we read pupils’ work or listen to...
On-demand webinar: A history teacher’s 'markbook'
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On-demand webinar: A year in assessment
Meaningful and useable assessment in the secondary history classroom
Webinar series: Meaningful and useable assessment in the secondary history classroom
Session 5: A year in assessment
This session will put forward a couple of examples of what meaningful and useable assessment could look like across a school year at Key Stage 3. The session will explore the range of...
On-demand webinar: A year in assessment
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On-demand webinar: Assessing the historical whole
Meaningful and useable assessment in the secondary history classroom
Webinar series: Meaningful and useable assessment in the secondary history classroom
Session 4: Assessing the historical whole
This session will set out a range of tasks and questions, beyond answering an enquiry question, that require pupils to draw on the knowledge they have built cumulatively throughout the curriculum. The session will...
On-demand webinar: Assessing the historical whole
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On-demand webinar: Assessing the historical parts
Meaningful and useable assessment in the secondary history classroom
Webinar series: Meaningful and useable assessment in the secondary history classroom
Session 2: Assessing the historical parts
This session will explore how history teachers can isolate and assess individual components, or parts, of pupils’ historical knowledge, but without reducing this to an assessment of isolated facts. The session will include examples...
On-demand webinar: Assessing the historical parts
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Podcast Series: The British Empire 1800-Present
Multipage Article
An HA Podcasted History of the British Empire 1800-Present featuring Dr Seán Lang of Anglia Ruskin University, Dr John Stuart of Kingston University London, Professor A. J. Stockwell and Dr Larry Butler of the University of East Anglia.
Podcast Series: The British Empire 1800-Present
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Podcast Series: The British Empire 1600-1800
The British Empire
An HA Podcasted History of the early British Empire featuring Professor Trevor Burnard of the University of Warwick, Professor Stephen Conway of University College London, Dr Jon Wilson of King's College London, Professor Gad Heuman of the University of Warwick.
Podcast Series: The British Empire 1600-1800
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Recorded webinar: Prosthetics and assistive technology in ancient Greece and Rome
Article
In this webinar, Jane Draycott shares her research on prostheses and assistive technology in ancient Greece, Rome and the neighbouring civilisations. She outlines the findings from her 2023 book on this subject, which arose from a grant to visit museums around the UK to access surviving ancient prostheses and modern...
Recorded webinar: Prosthetics and assistive technology in ancient Greece and Rome
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Professional wrestling in the history department: a case study in planning the teaching of the British Empire at key stage 3
Teaching History article
Three years ago (TH 99, Curriculum Planning Edition), Michael Riley illustrated ways in which history departments could exploit the increased flexibility of the revised National Curriculum. He showed that precisely-worded enquiry questions, positioned thoughtfully across the Key Stage, help to ensure progression, challenge and coherence. His picturesque image for this...
Professional wrestling in the history department: a case study in planning the teaching of the British Empire at key stage 3
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The return of King John: using depth to strengthen overview in the teaching of political change
Teaching History article
Dale Banham's article in Teaching History 92, ‘Getting ready for the Grand Prix: learning to build a substantiated argument in Year 7' has influenced much debate about extended writing. It has been influential way beyond the history education community. It also raised new questions about the management of historical content....
The return of King John: using depth to strengthen overview in the teaching of political change
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‘Man, people in the past were indeed stupid’
Teaching History journal article
In this article, which is based on Huijgen’s PhD dissertation Balancing between the past and the present, Tim Huijgen and Paul Holthuis present the results of an experimental method of teaching 14–16-year-old students to contextualise their historical studies in a different way. In the four lessons described, students’ initial reactions...
‘Man, people in the past were indeed stupid’
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New, Novice or Nervous? 172: Curriculum planning
Teaching History feature: the quick guide to the ‘no-quick-fix’
This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too. Quick fixes don’t exist. But in others’ writing, you’ll find something better: conversations in which history teachers have debated or tackled your problems – conversations which...
New, Novice or Nervous? 172: Curriculum planning
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Dealing with the consequences
Teaching History journal article
Do GCSE and A-level questions that purport to be about consequences actually reward reasoning about historical consequences at all? Molly-Ann Navey concluded that they do not and that they fail to encourage the kind of argument that academic historians engage in when reaching judgements about consequences. Navey decided that it...
Dealing with the consequences
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Children's ideas about school history and why they matter
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Richard Harris and Terry Haydn recently carried out research funded by the Qualifications and Curriculum Authority into pupils' views and beliefs about history. Whilst the overall results were very encouraging (and more so than earlier,...
Children's ideas about school history and why they matter
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History, citizenship and Oliver Stone
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
When is a work of art a work of history? How can we get our students to appreciate the difference without ignoring the overlap? How should we ask our students to approach the historical film...
History, citizenship and Oliver Stone
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Recorded webinar: Henry VIII on Tour
Finding a new perspective on the Tudors
During his lifetime, Henry VIII journeyed throughout his kingdom in what are known as royal 'progresses'. In this webinar, Anthony Musson will share research from the AHRC-funded 'Henry on Tour' project which seeks to reassess these progresses by exploring archival sources, archaeology, music and material culture. In addition to contributing...
Recorded webinar: Henry VIII on Tour
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Learning to read, reading to learn: strategies to move students from 'keen to learn' to 'keen to read'
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Conventionally, students learn to read before they come to secondary school. As a result, for the majority of our students, reading can be taken for granted. Yet sometimes, as history teachers, we can find that...
Learning to read, reading to learn: strategies to move students from 'keen to learn' to 'keen to read'
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Year 7 use musical language to think about King John
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
As an enthusiastic musician, Alison Meikle is always looking for ways to use music in the history classroom. While Teaching History has seen plenty of articles on using musical sources as evidence (e.g. Mastin in Teaching...
Year 7 use musical language to think about King John
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Cultivating curiosity about complexity
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
A great deal has been written recently about the importance of encouraging and enabling all students to read beyond their comfort zones, beyond the textbook and certainly beyond the obvious requirements of an examination specification....
Cultivating curiosity about complexity
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On-demand webinar: How might we go about assessing oracy in history classrooms?
Effective oracy in the secondary history classroom: Session 3
Webinar series: Effective oracy in the secondary history classroom
Session 3: How might we go about assessing oracy in history classrooms?Focus: Key Stages 3 and 4 | Presenter: Toby Dove
This session will put forward and then critique a framework for assessing oracy within a history classroom context. It will...
On-demand webinar: How might we go about assessing oracy in history classrooms?
