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Found 2,234 results matching 'brief history' within Secondary   (Clear filter)

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  • Do Mention the War' : the impact of a National Curriculum study unit upon pupils' perceptions of contemporary German people

      Teaching History article
    What preconceptions do your pupils hold about the Second World War and about German people? How far have these been influenced by home background, by personal experience, by film, by sport, by the Key Stage 2 history curriculum? Paul Coman argues that the last of these deserves greater attention, at...
    Do Mention the War' : the impact of a National Curriculum study unit upon pupils' perceptions of contemporary German people

  • School Direct: Salaried and Fee-paying routes

      Routes into Teaching
    What is the School Direct route into teaching? The label ‘School Direct’ refers to training places that the government has allocated directly to a group of schools working in partnership to offer teacher training. Each partnership includes at least one school designated as a ‘Teaching School’, which is likely to...
    School Direct: Salaried and Fee-paying routes

  • Reading? What reading?

      Journal article
    Discussions with sixth-form students about reading led Carolyn Massey and Paul Wiggin to start a sixth-formreading group. They describe here the series of themed sessions that they planned, and the student discussion and reflections that resulted. Listening to their students discuss their reading led Massey and  Wiggin to reflect on what is meant by ‘reading around’ the subject, and its role in students’ intellectual...
    Reading? What reading?

  • Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?

      Teaching History article
    Ben Walsh presents a structured practical activity for teaching pupils about Northern Ireland through the use of murals. The activity can be carried out in Year 9 as part of a study on the twentieth-century world, or as part of a GCSE course. He stresses the importance of an informed...
    Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?

  • Looking through the keyhole at Birkenhead from 1900 to 1950 with Year 7

      Journal article
    Matt Jones wanted to harness the power of local history to help his students understand the profound social changes experienced across Britain in the first half of the twentieth century. While he hoped that the personal stories of six families in Birkenhead would help to humanise abstract concepts such as...
    Looking through the keyhole at Birkenhead from 1900 to 1950 with Year 7

  • Move Me On 163: Ahistorical thinking

      Teaching History feature
    Jane Whorwood’s concern to encourage students to think for themselves is leading to some very ahistorical thinking. Jane Whorwood has proved to be a generally confident and positive trainee, largely due to two years’ experience as a cover supervisor before committing to a formal training programme. She has made a...
    Move Me On 163: Ahistorical thinking

  • Polychronicon 169: Herodotus

      Journal article
    You can buy a cheap flight to Bodrum (south-west Turkey), now a popular package holiday tourist destination and in antiquity named Halicarnassus, and visit ancient Greek temples and a theatre dating back more than 2,000 years. In Bodrum’s incomparable Underwater Archaeology Museum, you can admire the extraordinary Phoenician, Carian, Cypriot,...
    Polychronicon 169: Herodotus

  • Ufton Court

      Visit
    Ufton Court, an Elizabethan Grade 1 Manor House between Reading and Newbury, is an inspirational centre for schools. The Ufton team lead residential and day visits for KS2 that aim to give children a passion for history.  Find out more: https://www.uftoncourt.org.uk/ 
    Ufton Court

  • New, Novice or Nervous? 161: Teaching substantive concepts

      Teaching History feature
    It’s worrying when pupils reach Year 9 or 10 unable to properly interpret or find fluency in major abstract nouns that crop up again and again in history. They should have bumped into ‘empire’, ‘republic’, ‘federation’, ‘peasantry’, ‘commons’ and ‘communism’, many times by Year 10, so why are many students...
    New, Novice or Nervous? 161: Teaching substantive concepts

  • Virtual Branch Recording: The First King of England

      Article
    Æthelstan was the early medieval king whose territorial conquests and shrewd statesmanship united the peoples, languages, and cultures that would come to be known as the 'Kingdom of the English.' In this panoramic talk, David Woodman draws on his research and recent book to create a portrait of this immensely...
    Virtual Branch Recording: The First King of England

  • Late Medieval Taxation Records

      Historian article
    There are more than 23,000 medieval taxation records from England and Wales in the Public Record Office alone. For many years the vast majority of them have lain undisturbed in their archive boxes, but recent work is showing the true value of some of these as historical sources and making...
    Late Medieval Taxation Records

  • Exploring big overviews through local depth

      Teaching History article
    Exploring big overviews through local depth Rachel Foster and Kath Goudie's search for a more rigorous and interesting way of teaching Year 7 the Norman Conquest was initially driven by a desire to incorporate local history in a more meaningful way in their Key Stage 3 schemes of work. This...
    Exploring big overviews through local depth

  • Young Quills 2025

      16th April 2025
    Each year, the Historical Association runs Young Quills, a competition for published historical fiction for children and young adults (14+). The Young Quills books for each year must be published for the first time in English in the year preceding the competition – so 2024 for this year’s selection.  Our...
    Young Quills 2025

  • GCSE Controlled Assessment

      Briefing Pack
    Context: Following a great deal of adverse publicity about coursework, the then-QCA carried out a study into cheating and plagiarism. It released this in 2005 and found that about 4000 students a year were being caught for breaching the rules.  The blame was laid at the internet especially custom-made essays...
    GCSE Controlled Assessment

  • Crime & Punishment - Factors and Time Periods

      Podcast
    The history of crime and punishment across time spreads over 2500 years. It is really important that you have a way of making sense of this. In this podcast you will hear how the course has been divided into time periods, and learn about the main factors that affect crime,...
    Crime & Punishment - Factors and Time Periods

  • Transforming Year 11's conceptual understanding of change

      Teaching History article
    For all that history teachers appreciate the need to build substantive knowledge and conceptual understanding systematically over time, they are also likely to have experienced that sickening moment when they realise that a Year 11 pupil has somehow missed something fundamental. In Anna Fielding's case, her pupil's misconception was related to...
    Transforming Year 11's conceptual understanding of change

  • Virtual Branch Recording: Crusader Criminals

      Article
    The religious wars of the Crusades are renowned for their military engagements. But the period was witness to brutality beyond the battlefield. More so than any other medieval war zone, the Holy Land was rife with unprecedented levels of criminality and violence. In the first history of its kind, Steve Tibble explores...
    Virtual Branch Recording: Crusader Criminals

  • Democracy is not boring

      Teaching History article
    Seán Lang argues that whilst history teachers have expressed much support for the citizenship education proposals, and whilst their practice already addresses the skills of evidence-weighing, debate and argument, there are huge gaps in our coverage of relevant content. He argues that the freedom with which teachers may currently interpret...
    Democracy is not boring

  • Teaching students to argue for themselves - KS3

      Teaching History article
    Keeley Richards secured a fundamental shift in some of her Year 13 students' ability to argue. She did it by getting them to engage more fully with the practice of argument itself, as enacted by four historians. At the centre of her lesson sequence was an original activity: the historians'...
    Teaching students to argue for themselves - KS3

  • Exceptional performance at GCSE

      Teaching History article
    In the last edition of Teaching History (February 1999, Issue 94) Kate Hammond used her own planning and classroom practice to extract some principles for stretching the very able pupil at Key Stage 3. How should history teachers build on this at GCSE? One way of defining goals for such...
    Exceptional performance at GCSE

  • Film: Khrushchev - Downfall and Legacy

      Film Series: Power and authority in Russia and the Soviet Union
    In this film, Dr Alexander Titov (Queen's University of Belfast), discusses how Khruschev went from initially being a highly popular ‘man of the people’, to becoming an authoritarian, who alienated his colleagues through rudeness and constant unexplained policy shifts, and whose predilection for risk taking and gambles brought the world perilously...
    Film: Khrushchev - Downfall and Legacy

  • International relations

      Links to Articles & Podcasts
    An HA Podcasted History: The Cold War The Road to World War II The World War I peace treaties The League of Nations
    International relations

  • Using Femina to reframe Year 7 pupils’ understanding of the medieval world

      Teaching History article
    Concerned about the absence of women’s perspectives in her Year 7 curriculum, and inspired by Ramirez’s book Femina, Freya George set out on a research project that sought to put medieval women at the heart of a new enquiry. Rather than simply telling stories about medieval women, however, George encouraged...
    Using Femina to reframe Year 7 pupils’ understanding of the medieval world

  • Cunning Plan… for teaching the Haitian Revolution

      Teaching History feature
    One of my favourite parts of the curriculum I teach is the second half of Year 8 (for pupils aged 12–13). We look at early European empire, transatlantic slavery and the age of revolutions. Two books that I have read in the past two years have increased my enjoyment of...
    Cunning Plan… for teaching the Haitian Revolution

  • Bob Dylan and the concept of evidence

      Teaching History article
    No edition of Teaching History devoted to creativity could be complete without returning to the riches that popular songs offer to historians and history teachers alike. The five Bob Dylan songs that Christopher Edwards explores here are chosen not merely for their ‘literary qualities' and ‘emotional charge'; they also provide...
    Bob Dylan and the concept of evidence