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  • Cunning Plan 93: Study Unit 3: 'The Making of the United Kingdom 1500-1750'

      Article
    This unit contains complex concepts. It is distant from twentieth century life. The challenge is to understand power struggles between King and Parliament, a changing society and a religious upheaval. How do we interest students in religion when they live in a society in which religion takes a back seat?
    Cunning Plan 93: Study Unit 3: 'The Making of the United Kingdom 1500-1750'

  • Being ambitious with the causes of the First World War: interrogating inevitability

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated Gary Howells asks hard questions about typical teaching and assessment of historical causation at Key Stage 3. Popular activities that may be helpful in addressing particular learning areas, or in teaching pupils to use the...
    Being ambitious with the causes of the First World War: interrogating inevitability

  • Cunning Plan 92: The Weimar Republic

      Article
    Teaching the Weimar Republic is rather like teaching the voyage of the Titanic. However much you stress the strengths of the Weimar vessel, they just can't wait to see it sink into the Nazi sea. I have found this problem to be so bad that many of them perceive the...
    Cunning Plan 92: The Weimar Republic

  • "...someone might become involved in a fascist group or something...": pupils' perceptions of history at the end of Key Stages 2, 3 and 4

      Teaching History article
    In contrast with earlier studies which presented a bleak picture of the impact of history teaching, Paul Goalen presents a small-scale study that is optimistic. For pupils in three schools at least, the history teaching of the late 1990s seems to be winning through. Goalen argues that the National Curriculum...
    "...someone might become involved in a fascist group or something...": pupils' perceptions of history at the end of Key Stages 2, 3 and 4

  • Interpretations of History: Issues for Teachers in the Development of Pupils' Understanding

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. This article is based on collaborative work between staff at a University department of educational studies and a comprehensive school. Ian Davies and Rob Williams reviews the status and meaning of interpretations in history education...
    Interpretations of History: Issues for Teachers in the Development of Pupils' Understanding

  • Subject exemplification of the Initial Teacher Training National Curriculum for ICT: how the history examples were developed

      Article
    David Linsell describes how the Teacher Training Agency's history working group provided history-specific examples for the new ICT initial teacher training National Curriculum. He stresses the group's ‘history first' thinking. The aim was to provide realistic examples of ICT use, through which trainee teachers might develop and ultimately demonstrate their...
    Subject exemplification of the Initial Teacher Training National Curriculum for ICT: how the history examples were developed

  • The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to Key Stage 3

      Teaching History article
    Jenny Parsons' work in primary-secondary liaison in history is nationally acclaimed. She is often asked to share her department's practice at courses and conferences. Readers of Teaching History are already familiar with her work in another area: in the ‘Triumphs Show' of Teaching History 93 (the ICT edition in November...
    The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to Key Stage 3

  • 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

  • Super history teaching on the Superhighway: the Internet for beginners

      Article
    Isobel Jenkins and Mike Turpin answer some of those basic questions which many history teachers are afraid to ask, like ‘What exactly is it anyway?' and ‘Is this really worth my valuable time?' They outline the internet's value as a means of improving information access and as a way of...
    Super history teaching on the Superhighway: the Internet for beginners

  • Doomed Youth: Using theatre to support teaching about the First World War

      Teaching History article
    Many history teachers will have taken their GCSE pupils to School History Scene's Hitler on Trial for a rigorous and inspirational session, using drama, in preparation for the GCSE examination. Josh Brooman has now broadened the work of School History Scene by writing a new play, Doomed Youth, aimed at...
    Doomed Youth: Using theatre to support teaching about the First World War

  • Move Me On 93: Not making progress in use of ICT

      The problem page for history mentors
    Millie Marvel, PGCE Student is not making use of ICT to teach history in the classroom Problem: Millie Marvel, student history teacher, is in Term 2 of her PGCE year. She enjoys using ICT and is highly competent in her use of several applications. However, lessons in which she has chosen...
    Move Me On 93: Not making progress in use of ICT

  • Pride and delight: motivating pupils through poetic writing about the First World War

      Teaching History article
    This project emerged from team-teaching with history teachers in history lessons. Gill Minikin draws upon her expertise as an English teacher to help pupils become excited by the challenge of ‘squeezing language' into poems. History teachers often ask pupils to write poems but they do not necessarily draw upon all...
    Pride and delight: motivating pupils through poetic writing about the First World War

  • Three lessons about a funeral: Second World War cemeteries and twenty years of curriculum change

      Article
    Mike Murray analyses the way in which curriculum development has broadened and strengthened our conceptions of high standards in historical learning for school students. He pays tribute to ground-breaking new theoretical principles from the Schools History Project and from new emphases upon contextual knowledge and ‘interpretations' in the first National...
    Three lessons about a funeral: Second World War cemeteries and twenty years of curriculum change

  • Emotional response or objective enquiry? Using shared stories and a sense of place in the study of interpretations for GCSE

      Article
    In this article, Andrew Wrenn explores some issues that teachers might consider when supporting 14 and 15 year olds in their study of war memorials as historical interpretations. Tony McAleavy has argued that ‘popular' and ‘personal' interpretations and representations are just as worthy of study at Key Stage 3 as...
    Emotional response or objective enquiry? Using shared stories and a sense of place in the study of interpretations for GCSE

  • And Joe arrives...: stretching the very able pupil in the mixed ability classroom

      Articles
    Kate Hammond examines a sequence of three history lessons in order to evaluate techniques for stretching a very able 11 year-old. She adopts a complex blend of differentiation strategies. Rather than merely bolting on ‘extension activities', she starts with demanding objectives for all, as the whole-class entitlement. She then attempts...
    And Joe arrives...: stretching the very able pupil in the mixed ability classroom

  • Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learning

      Teaching History article
    Jamie Byrom describes the learning activities within a final enquiry for a National Curriculum area of study - Britain 1066-1500. The strong message in this article is that the learning in each enquiry is only as good as the planning and teaching of the enquiries that precede it. Byrom's model...
    Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learning

  • Move Me On 99: Struggling with just about everything

      Teaching History feature
    This Issue's Problem: Sophie Scholl, PGCE Student. is experiencing very seious difficulties...in just about everything. Problem: Sophie is approaching the end of her second school placement. It was clear from her first placement report that she was finding the process of learning to teach extremely difficult, but she displayed a...
    Move Me On 99: Struggling with just about everything

  • 'Didn't we do that in Year 7?' Planning for progress in evidential understanding

      Teaching History article
    Christine Counsell describes a lively activity, ideal for Year 9, in which pupils compare and interrelate a collection of sources. The activity leads pupils into thinking about the sources as a collection, and about the enquiry as an evidential problem. Or at least it can do. The article discusses the...
    'Didn't we do that in Year 7?' Planning for progress in evidential understanding

  • Cunning Plan 99: 'a world study after 1900'

      Teaching History feature
    This unit could still become a trawl through two World Wars and then the Cold War (if you don't run out of time). So, when reviewing your planning why not take advantage of being at the turn of a century? Ask pupils what will the twentieth century be remembered for?...
    Cunning Plan 99: 'a world study after 1900'

  • Beyond bias: making source evaluation meaningful to year 7

      Teaching History article
    In this article, Heidi Le Cocq demonstrates how to introduce Year 7 pupils to sophisticated techniques for evaluating sources. Taking up Seán Lang's criticism of the inappropriate use of the term ‘bias', she shows how even very young pupils can be encouraged to move beyond this wearisome response to questions...
    Beyond bias: making source evaluation meaningful to year 7

  • What is progress in history?

      Teaching History article
    Evelyn Vermeulen argues that in order for teachers to identify outcomes for the learning of history, they must think clearly about the different attributes of the discipline - its ideas, structures and processes - and the relationship between them. Here, she takes us on her own professional thinking journey. She...
    What is progress in history?

  • Suffrage, feudal, democracy, treaty... history's building blocks: learning to teach historical concepts

      Teaching History article
    In the UK, thoughtful history teachers have long lamented the fact that the majority of pupils emerge from their compulsory history schooling at 14 with a limited or inadequate understanding of those key historical concepts that are necessary to make sense of the world in adult life. Whilst more able...
    Suffrage, feudal, democracy, treaty... history's building blocks: learning to teach historical concepts

  • Move Me On 98: Marking & Assessment

      Teaching History feature
    This Issue's problem: Bill Penn, PGCE student, is struggling with marking and assessment Problem Bill Penn is three weeks into his main school placement and making excellent progress. One problem, however, is beginning to emerge. He is being extraordinarily conscientious in his marking but is rapidly losing heart. He is increasingly...
    Move Me On 98: Marking & Assessment

  • 'A lot of guess work goes on': Children's understanding of historical accounts

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated The ESRC-funded Project Chata has collected evidence of children's ideas about the discipline of history and attempted to see if there is any progression in those ideas. Here, Peter Lee describes how Chata has tried...
    'A lot of guess work goes on': Children's understanding of historical accounts

  • The 'structured enquiry' is not a contradiction in terms: focused teaching for independent learning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated Mike Gorman uses the language of the National Curriculum Order to describe and analyse his practice. Yet he throws down a challenge to those who use it uncritically rather than interpreting it to make their...
    The 'structured enquiry' is not a contradiction in terms: focused teaching for independent learning