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  • How visual learning in 'A' level history can improve memory and conceptual understanding

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Steve Garnett shares some the techniques that he uses to involve different kinds of learner in his post-16 lessons and explains how he arrived at these approaches after reflecting on problems in his own early...
    How visual learning in 'A' level history can improve memory and conceptual understanding

  • Historiography - an Introduction Roger Spalding and Christopher Parker

      Book Review
    Historiography - an Introduction Roger Spalding and Christopher Parker Manchester University Press, ISBN 978 0 7190 7285 7 Pub 2007. £9.99 Although aimed at Undergraduates, this book will be immensely useful  to students at AS and A2. It is a readable and stimulating introduction to the topic, clearing away much...
    Historiography - an Introduction Roger Spalding and Christopher Parker

  • Liz Kellaway's Top Tips

      Article
    " If you are close enough to a university library and the university is willing, try to take A level students there for research on their individual assignments and general extended reading. Often sixth formers are allowed to use the university library as a reference library. This is really useful...
    Liz Kellaway's Top Tips

  • Engaging with each other: how interactions between teachers inform professional practice

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. What kinds of interaction take place in a history department? What might be their value? Between 1999 and 2003, Simon Letman, then history teacher and Director of Studies at The Royal Hospital School in Ipswich,...
    Engaging with each other: how interactions between teachers inform professional practice

  • Learning about an 800-year-old fight can't be all that bad, can it? Its like what Simon and Kane did yesterday': modern-day parallels in history

      Teaching History article
    Deborah Robbins charts a story of her own learning during the PGCE year. She explains how she identified a point of interest in her own practice - the use of modern-day examples. Turning this into a focus for testing her own hypotheses, she theorised from her own lessons to produce...
    Learning about an 800-year-old fight can't be all that bad, can it? Its like what Simon and Kane did yesterday': modern-day parallels in history

  • King John

      Classic Pamphlet
    In the opinion of Stubbs King John was totally, not even competently, bad... Stubbs was the predominant, but no the sole voice of his generation. J.R. Green was already claiming that John was ‘the ablest and most ruthless of the Angevins... In the rapidity and breadth of this political combination...
    King John

  • Edwardian England

      Classic Pamphlet
    The Edwardian era is still less than a lifetime away. Yet the memoirs of surviving Edwardians, written any time between the nineteen-twenties and the nineteen sixties, have often made it sound like a remote epoch. The years between the death of Queen Victoria in 1901 and the outbreak of the...
    Edwardian England

  • Life by sources A to F: really using sources to teach AS history

      Teaching History article
    The work of Gary Howells will be familiar to many readers of Teaching History—indeed, his last article is heavily cited elsewhere in this edition. He presents here the case in favour of using sources at AS level (16-17 years old). Clearly, historians need to have some form of acquaintance with...
    Life by sources A to F: really using sources to teach AS history

  • Polychronicon 137: Bringing space travel down to Earth

      Teaching History feature
    It nearly began like this: ‘On Christmas Eve 1968, two episcopalians and a Roman Catholic were in orbit around the Moon.' I was writing a book called Earthrise, about the first views of Earth from space. Most other books about the Apollo programme of the 1960s and 1970s took an...
    Polychronicon 137: Bringing space travel down to Earth

  • Teaching controversial issues...where controversial issues really matter

      Teaching History article
    This is the fourth in a series of Teaching History articles about teaching history in N orthern Ireland co-authored by Alan McCully. The first two articles (in editions 106 and 114) outlined teaching strategies to help pupils in N orthern Ireland understand and relate to complex and often controversial issues...
    Teaching controversial issues...where controversial issues really matter

  • Move Me On 100: Deciding on lesson objectives

      Teaching History feature
    This Issue's Problem: Hugh Horsea, PGCE student, is having difficulty deciding on his lesson objectives  Problem:  Hugh is a few weeks into his first placement. He is enthusiastic and hard working and was successful in the first teaching tasks that he undertook. However, now that he has moved beyond directed...
    Move Me On 100: Deciding on lesson objectives

  • Child Health & School meals: Nottingham 1906-1945

      Historian article
    Following Jamie Oliver’s devastating television series on the inadequacy of school meals the present government has been quick to be seen to address the situation. In September 2005, Ruth Kelly, the then Education Secretary, announced a war on junk food in schools.1 This was nothing new, because the history of...
    Child Health & School meals: Nottingham 1906-1945

  • Guidance for would-be history teacher trainees

      An interview with history NQTs
    Are you considering history teaching as a career option? Knowing where to start, what to expect from teaching and whether teacher training is right for you can feel like a leap into the unknown. We spoke to three recently qualified teachers, Ben Kirby, Liam Frondigoun and Alex Schmidt, all based...
    Guidance for would-be history teacher trainees

  • What's your claim: Developing pupils' historical argument skills using asynchronous text based computer conferencing

      Teaching History article
    The potential that e-conferencing and message boarding have to engage pupils in historical debate and to enhance their ability and inclination to argue is increasingly well understood, as practice reported in these pages recently and the success and expansion of the Historical Association’s Centenary Debates initiative both demonstrate. In this...
    What's your claim: Developing pupils' historical argument skills using asynchronous text based computer conferencing

  • 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

  • A team-taught conspiracy: Year 8 are caught up in a genuine historical debate

      Teaching History article
    Are top sets always our top priority? Of course, we know that every child matters (should that now have capital letters?) but those of us who teach in an ability-setted context also know that a bottom set left unable to access the curriculum is likely to pose bigger problems than...
    A team-taught conspiracy: Year 8 are caught up in a genuine historical debate

  • How Nelson Became a Hero

      Article
    The fittest man in the world for the command' of the Mediterranean, Lord Minto declared of Horatio Nelson on 24 April 1798, following Nelson's inventive assault on Spanish ships off Cape St. Vincent. 'Admiral Nelson's victory [at the Nile]… is one of the most glorious and comprehensive victories ever achieved...
    How Nelson Became a Hero

  • Mussolini's missing marbles: simulating history at GCSE

      Teaching History article
    Arthur Chapman and James Woodcock have collaborated before: Woodcock extended Chapman’s familiar casual metaphor of the final straw breaking a poor abused camel’s back. Here, they collaborate more explicitly to suggest a means of teaching students to produce adequately nuanced historical explanation. Their two central ideas are to produce a...
    Mussolini's missing marbles: simulating history at GCSE

  • Duffy's devices: teaching Year 13 to read and write

      Teaching History article
    Rachel Ward’s intriguing title seems a little out of place in an edition on teaching the most able. The point she makes, though, is that even our very brightest post-16 students need to be encouraged both to engage with the historiography surrounding their course and to learn to write with...
    Duffy's devices: teaching Year 13 to read and write

  • Confounding expectation at Key Stage 3: flower-songs from an indigenous empire

      Teaching History article
    In this article Nicolas Kinloch examines aspects of an indigenous empire: that of Aztec Mexico. He attempts to persuade a group of mixed-ability Year 8 students to examine - and question - some of the assumptions they bring to the study of this empire. Their attitudes reflect quite widespread beliefs...
    Confounding expectation at Key Stage 3: flower-songs from an indigenous empire

  • Young Quills 2019 shortlist

      Young Quills Awards
    Books, books, books – we’ve been surrounded by books in the HA office and what is more, we’ve been relying on other people to tell us about them. Yes, it’s been Young Quills reviewing time. From the start of this year pupils and students around the country have been delving...
    Young Quills 2019 shortlist

  • Evidence: Specific examples

      Article
    Evidence: Specific examples

  • 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

  • '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

  • Tyne Cot Cemetery, near Ypres, Belgium

      Historian feature
    My Favourite History Place: Tyne Cot Cemetery, near Ypres, Belgium  We can truly say that the whole circuit of the Earth is girdled with the graves of our dead. In the course of my pilgrimage, I have many times asked myself whether there can be more potent advocates of peace...
    Tyne Cot Cemetery, near Ypres, Belgium