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  • Move Me On 135: Not sure where to draw boundaries when handling sensitive issues

      Teaching History feature
    This Issue's Problem: Cathy Mompesson is uncertain where to draw the boundaries when teaching sensitive issues. A recent Year 9 visit to the Imperial War Museum has left Cathy Mompesson confused about the relationship between moral and historical objectives in her teaching. Her placement school visits the museum every year,...
    Move Me On 135: Not sure where to draw boundaries when handling sensitive issues

  • What time does the tune start? From thinking about 'sense of period' to modelling history at Key Stage 3

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. A ‘sense of period' is the contextual backdrop to the study of any aspect of history. As experienced historians, we tend to take for granted both our structural map of the past and our rich...
    What time does the tune start? From thinking about 'sense of period' to modelling history at Key Stage 3

  • Polychronicon 135: Post-modern Holocaust Historiography

      Teaching History feature
    The field of Holocaust studies has been hit by an intellectual earthquake whose precise magnitude and long-term consequences cannot be ascertained at this stage. In 2007 Saul Friedländer published The Years of Extermination: Nazi Germany and the Jews 1939-1945. The book has been rightly celebrated as the first victim-centred synthetic history...
    Polychronicon 135: Post-modern Holocaust Historiography

  • Circle Time in the secondary history classroom

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Circle Time is a commonly used technique in primary classrooms and is sometimes used in secondary personal and social education lessons. This open form of classroom organisation allows pupils to share opinions in a democratic...
    Circle Time in the secondary history classroom

  • Triumphs Show 135: how trainee teachers learned to put history back into GCSE

      Teaching History feature
    What do you know about how your local museums can help your GCSE planning and teaching? How can your new GCSE courses for September make use of the free resources, artefacts and images that our local and national museums house? That's just what the PGCE history group from Leeds Trinity...
    Triumphs Show 135: how trainee teachers learned to put history back into GCSE

  • Nutshell 135: The challenge of analysing 'difference'

      Teaching History feature
    Hello Nutshell. What's all this stuff in the NC Attainment Target about ‘nature', ‘extent' and ‘interplay' of diversity? The trick is to look behind the word ‘diversity'. Then it all makes sense...
    Nutshell 135: The challenge of analysing 'difference'

  • Drilling down: how one history department is working towards progression in pupils' thinking about diversity across Years 7, 8 and 9

      Teaching History article
    Matthew Bradshaw shares the early, tentative efforts of his history department to shape a new Key Stage 3 workscheme in the light of the 2008 National Curriculum for England. While his department's scheme is designed to secure progression in all conceptual areas, he chooses to focus here on the concept...
    Drilling down: how one history department is working towards progression in pupils' thinking about diversity across Years 7, 8 and 9

  • Teaching History 135: To They or Not To They

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Drilling down: how one history department is working towards progression in pupils’ thinking about diversity across Years 7, 8 and 9 – Matthew Bradshaw (Read article) 13 Cunning Plan: The generalisation game - challenging generalisations (Read article) 16 Were industrial towns ‘death-traps’? Year...
    Teaching History 135: To They or Not To They

  • Cunning Plan 129: Why has there been so much interest in Mary I?

      Teaching History feature
    The obvious answer to this question is that teenagers love stories about fire, and especially role plays about martyrdom at the stake! But it is a serious question and a very good historical one. When focusing pupils' attention on ‘historical interpretations' as required by the National Curriculum (both the current...
    Cunning Plan 129: Why has there been so much interest in Mary I?

  • New alchemy or fatal attraction? History and citizenship

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. The citizenship curriculum at both Key Stages 3 and 4 is currently being redefined and much has been said recently about the contribution that history could or should make to citizenship agendas and to the...
    New alchemy or fatal attraction? History and citizenship

  • Unnatural and essential: the nature of historical thinking

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Sam Wineburg's work, in particular his groundbreaking Historical Thinking and Other Unnatural Acts (2001), has a great deal to teach us about the discipline of history, the nature of historical education, and the specific cognitive framework...
    Unnatural and essential: the nature of historical thinking

  • Rigorous, meaningful and robust: practical ways forward for assessment

      Teaching History article
    How do we know how good our students are at history? For that matter, how precisely do we really know what ‘good' at history even means? Even harder, how does our assessment of our students' attainment fit in with the National Curriculum Levels for Key Stage 3? Simon Harrison has...
    Rigorous, meaningful and robust: practical ways forward for assessment

  • Film: Trainee and mentor review a lesson and discuss the trainee's progress

      Multipage Article
    This film series was produced to accompany materials in the Beginning Teacher units. It contains a Key Stage 3 history lesson debrief. The materials are not designed specifically to be examples of good practice; rather they are to promote discussion about good practice in teacher training. The films show a meeting between...
    Film: Trainee and mentor review a lesson and discuss the trainee's progress

  • How studying history can help with a range of careers involved in shaping the places we live.

      History & Careers Unit 5
    Town-planning, property development, leisure and heritage industries, archaeology and museum work. Context: This idea for a short series of lessons is aimed at year 7 students who are studying either a "Who do We think We are?" unit, or, more broadly, a unit on migration and settlement in Britain. It...
    How studying history can help with a range of careers involved in shaping the places we live.

  • Move Me On 134: Getting enough A-level experience

      Teaching History feature
    Problem for the history mentor: Tom Clarkson is worried that he will not have enough A level teaching experience to teach Year 12 effectively next year. Tom Clarkson is well into his second teaching placement and fears that the outline plans on his timetable for working with Year 12 will...
    Move Me On 134: Getting enough A-level experience

  • '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

  • 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

  • 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

  • A history trainee early in their teaching placement

      HITT Film 1
    This film series was produced to accompany materials in the Beginning Teacher units. It contains a Key Stage 3 history lesson and lesson debrief. The materials are not designed specifically to be examples of good practice; rather they are to promote discussion about good practice in teacher training. The films show a lesson taught...
    A history trainee early in their teaching placement

  • Progression - more than 'could do better'?

      E-CPD
    Some notion of progression underpins all teaching as well as curriculum, course design, work scheme construction lesson planning, evaluation and assessment.  But what do we mean by progression and how do we help our students achieve it? Does our assessment reflect progression? Do our reports to parents comment on progression? In this E-CPD...
    Progression - more than 'could do better'?

  • How studying history can help with a career with a number of different jobs at a senior level.

      History and Careers Unit 4
    The aim of this enquiry is to show students that a history education teaches many of the skills that are vital if they want to pursue a career in various different fields at a senior level - indeed any that may involve the need to prioritise and problem-solve.
    How studying history can help with a career with a number of different jobs at a senior level.

  • History and Law: Lenin - How studying history can help with a career within the field of the law

      History and Careers Unit 3
    The aim of this enquiry is to show students that a history education teaches many of the skills that are vital for a number of roles within the field of the law - i.e. solicitors, barristers, judges, serving jury members and those called as witnesses. The notes below are a...
    History and Law: Lenin - How studying history can help with a career within the field of the law

  • History and Journalism (1): Kristallnacht - How studying history can help with a career as an investigative journalist

      History & Careers Unit 1
    The aim of this enquiry is to show students that a history education teaches many of the skills that are vital if they want to pursue and career as a journalist.
    History and Journalism (1): Kristallnacht - How studying history can help with a career as an investigative journalist

  • Seeing a different picture: exploring migration through the lens of history

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Rosie Sheldrake and Dale Banham here share the results of their desire to use the curriculum changes which are upon us to do something which they had intended for some time. Their modern world study...
    Seeing a different picture: exploring migration through the lens of history

  • Votes for Women in Britain 1867-1928

      Classic Pamphlet
    This classic pamphlet takes you through the Votes for Women in Britain movement from its origins to its eventual success, following the case for women's suffrage presented, tactics and strategies, the anti-suffragist argument, party political complications, international perspectives, the Pankhursts and militancy, the revival of non-militant suffragism, the impact of...
    Votes for Women in Britain 1867-1928