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Cunning Plan 140: bringing history to life
Teaching History feature
Whether you are have been inspired to emulate the achievements of the Living History group described in this issue's Triumphs Show, or are simply seeking to create some ‘authentic' props for an intriguing starter, or exploratory role-play, Jonathan Davies here explains how you can find out more about historical re-enactment...
Cunning Plan 140: bringing history to life
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Recorded webinar: Introduction to decolonising the secondary history curriculum
Webinar series: Decolonising the secondary history curriculum
This recorded webinar will explore what we mean by decolonising the curriculum and outline principles of approach and explore key concepts involved. Making school history relevant as well as rigorous is our priority and school leaders will want their history department to be at the cutting edge of work that...
Recorded webinar: Introduction to decolonising the secondary history curriculum
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Where are we? The place of women in history curricula
Teaching History article
Joanne Pearson reflects on her experiences as a history teacher and teacher educator, considering the ways in which she has seen women represented in the history curricula of different schools in England. She makes the case that greater attention needs to be paid by history teachers to the criteria against...
Where are we? The place of women in history curricula
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Recorded webinar: Teaching the 'People's History' of the Munich Crisis
Mental health, class, gender and diversity
Professor Julie Gottlieb has written extensively on inter-war British political and gender history, and her more recent work has provided alternative perspectives on seemingly settled debates in the historiography of British foreign policy and the history of appeasement. Through the lens of women/gender, social history, and now psychology/emotion, she argues for a...
Recorded webinar: Teaching the 'People's History' of the Munich Crisis
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Great Debate Final 2025
14th April 2025
Winner:
Quinn Scott – Chesterton Community College, Cambridge
Runners up:
Anya Bensouiah – Kendrick School, Reading
Fred Bosley – The King’s School, Canterbury
Aimee Nelson – Bablake School, Coventry
Finalists:
Emily Tweddle, Earlston High School, Scottish Borders
Hannah Brearton, Upton Hall, Oxford
Rosie Thomson, The Maynard School, Exeter
Isabella Passarelli, Torquay Girls Grammar School,...
Great Debate Final 2025
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On-demand webinar: Making history accessible: review and reflection
Webinar series: Making history accessible
Webinar series: Making history accessible
Session 5: Making history accessible: review and reflection
In this session, participants will be encouraged to review their action research projects. Coaching conversations will encourage reflection, allowing participants to share their actions and insights. Additionally, they will begin developing a strategic plan to outline next...
On-demand webinar: Making history accessible: review and reflection
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History in Schools - Present and Future
Conference Report
History in Schools - Present and future: Event report This one day conference was organised by the sponsors to raise awareness of the changes in the 14-19 curriculum and initiate discussion on how history, taught from Key Stage 3 to HE level, could be best served and enhanced by the...
History in Schools - Present and Future
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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
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Come together: putting popular music at the heart of historical enquiry
Teaching History article
Drawing on a wide range of history teachers’ existing published work and presenting diverse examples of his own practice, David Ingledew builds a thorough curricular and pedagogic rationale for using popular music in history teaching. He shows how lyrics and music can be used as stimulus for various kinds of analysis and...
Come together: putting popular music at the heart of historical enquiry
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Imagining cities: exploring historical sites as contested spaces
Teaching History article
Geraint Brown and Matt Stanford share the daunting challenge and intriguing opportunities that are presented by leading a school history trip to a site as complex as Berlin. That the city is a palimpsest, layered with stories and tissued with conflicting identities, experiences and meanings, makes planning a trip extremely...
Imagining cities: exploring historical sites as contested spaces
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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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Hosting teacher development at historical sites: the benefits for classroom teaching
Journal article
Many previous contributors to Teaching History have demonstrated the power of site visits to stimulate young people’s engagement and enrich their understanding of history. It is usually assumed, however, that the young people themselves will have the opportunity to visit the site in question – an assumption that cannot always...
Hosting teacher development at historical sites: the benefits for classroom teaching
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Film: Curriculum and progression in history and Ofsted’s work with schools
Article
Tim Jenner, the Ofsted Subject Lead for History, gave a clear and informative keynote session at the Historical Association 2021 virtual annual conference which not only gave a clear picture of what a deep dive in history might involve, but also dispelled myths about what Ofsted would and would not expect to see during a...
Film: Curriculum and progression in history and Ofsted’s work with schools
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Active Historical Thinking
Teaching History article
‘Thinking Skills' have been much discussed in England since, at least, the revision of the National Curriculum in 2000 and have recently morphed, with the 2008 revisions to the curriculum, into ‘Personal, Learning and Thinking Skills'. Often, however, such ‘skills' are discussed in abstract and cross-curricular ways, outside the context...
Active Historical Thinking
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Promoting self-efficacy through combined literacy and oracy projects
Teaching History article
In this article, Jonty Haywood shows how his pupils have used literacy and oracy to create their own history. By giving them engaging (and age- and attainment-appropriate) secondary source material, Haywood enabled his pupils to create something of their own about an area of history that interested them. He shows...
Promoting self-efficacy through combined literacy and oracy projects
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Move Me On 190: taking questions about historical significance
Teaching History feature
Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon...
Move Me On 190: taking questions about historical significance
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Anatomy of enquiry: deconstructing an approach to history curriculum planning
Teaching History article
It is almost 20 years since Michael Riley first invited Key Stage 3 history teachers to ‘choose and plant’ their enquiry questions. Many members of the history education community have taken up that invitation, making use of overarching enquiry questions to structure students’ learning. But what is meant by enquiry...
Anatomy of enquiry: deconstructing an approach to history curriculum planning
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Beginner History Teacher Programme (BHTP)
Immersive new online course for history teachers at the start of their career
Autumn 2026 cohort
Welcome meeting: Tuesday 20 October, 4.30–5.30pm
Second meeting: Tuesday 24 November, 4.30–5.30pm
Final meeting: Tuesday 15 December, 4.30–5.30pm
The Beginner History Teacher Programme introduces you to the fundamentals of history teaching, sharing the collective wisdom of history practitioners. You will become a part of a cohort of fellow history teachers...
Beginner History Teacher Programme (BHTP)
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Triumphs Show 182: A public lecture series
Teaching History feature
The history we present to students, however rigorous and challenging, and however full of integrity in eflecting history as a discipline, is a shiny show of our best resources. Peeling back this curtain and allowing students to see the real world of academic history was a major motivation in inviting some...
Triumphs Show 182: A public lecture series
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Exploring and Teaching Twentieth-Century History
A secondary education publication of the Historical Association
This resource is free to everyone. For access to our library of high-quality secondary history materials along with free or discounted CPD and membership of a thriving community of history teachers and subject leaders, join the Historical Association today
For a long time, history curricula on the 20th century prioritised...
Exploring and Teaching Twentieth-Century History
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How can students' use of historical evidence be enhanced?
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
What role does knowledge play in the interpretation of documentary materials? How do history students use what they know? What kind of knowledge really ‘makes the difference' and which ways of using knowledge make the...
How can students' use of historical evidence be enhanced?
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New, Novice or Nervous? 168: Local history
Teaching History feature
This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too...
The opportunities afforded by local history are far from parochial. The study of a neighbouring town, a local battalion, a village street or even a...
New, Novice or Nervous? 168: Local history
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From the history of maths to the history of greatness
Teaching History article
Readers of Teaching History will be familiar with the benefits and difficulties of cross-curricular planning, and the pages of this journal have often carried analysis of successful collaborations with the English department, or music, or geography. Harry Fletcher-Wood describes in this article a collaboration involving maths, providing for us the...
From the history of maths to the history of greatness
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‘It’s More Complex Than I Assumed’
IJHLTR Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474
Abstract
As with many nations, the teaching of history in Australian schools is often contested. Two prevailing standpoints can be identified, the first of which, in broad terms, emphasises the acquisition of historical knowledge....
‘It’s More Complex Than I Assumed’
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How students make sense of the historical concepts of change, continuity and development
Teaching History article
First order knowledge and understanding, relating to the ‘stuff' of history, is, of course, absolutely fundamental to the development of children's historical knowledge and understanding. However, as Frances Blow shows, in a contribution to a series of articles exploring second order concepts in history published in Teaching History by Peter...
How students make sense of the historical concepts of change, continuity and development
