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On-demand webinar: Immersive history, AI, and the making/unmaking of student understanding
Webinar series: AI in primary history
Webinar series: AI in primary history
Session 5: Immersive history, AI, and the making/unmaking of student understandingPresenter: Ailsa Fidler and Simon Lea
AI-driven immersive history is entering our classrooms in ways previously unimaginable. Through interactive simulations, image and video generation and storytelling, students will be able to explore historical events and...
On-demand webinar: Immersive history, AI, and the making/unmaking of student understanding
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On-demand webinar: AI Black Box: responsible use for primary teachers
Webinar series: AI in primary history
Webinar series: AI in primary history
Session 4: AI Black Box: responsible use for primary teachersPresenter: Dr Vanessa Cui, Dr Louise Wheatcroft, Dr Jordan Bird
Generative AI offers incredible potential for resource creation for teachers, but the current dominant generative AI tools' core function is to be an agreeable, helpful assistant....
On-demand webinar: AI Black Box: responsible use for primary teachers
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On-demand webinar: How might we effectively use AI in primary history?
Webinar series: AI in primary history
Webinar series: AI in primary history
Session 3: How might we effectively use AI in primary history?Presenter: Stuart Tiffany
In this session, Stuart will explore how AI can be beneficial in tackling some of the challenges that face primary history teachers in a time of continued curriculum emphasis. Alongside this, he will...
On-demand webinar: How might we effectively use AI in primary history?
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What Have Historians Been Arguing About... the impact of the English Reformation
Teaching History feature
Since the first stirrings of religious reform in the sixteenth century, people have been writing the history of the Reformation, debating what happened and why it happened. John Foxe arguably became the first historian of the English Reformation when he published Actes and Monuments in 1563. Better known as ‘The...
What Have Historians Been Arguing About... the impact of the English Reformation
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On-demand webinar: AI and Technology: enhancing primary history
Webinar series: AI in primary history
Webinar series: AI in primary history
Session 2: AI and Technology: enhancing primary historyPresenter: Chris Goodall, Beth Humphrey, Ryan Reece Moor
Discover how Bourne Education Trust's comprehensive digital strategy is transforming history education through thoughtful AI integration. This webinar showcases Bourne’s Trust-wide approach to digital innovation, demonstrating how AI tools...
On-demand webinar: AI and Technology: enhancing primary history
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The International Journal Volume 13, Number 2
IJHLTR
Editorial pp 3 Editorial Review pp 4–13
Australia pp 14–15 Review of: R. G. Collingwood: A Research Companion, James Connelly, Peter Johnson and Stephen Leach, London: Bloomsbury, Marnie Hughes-Warrington, Australian National University
Britain pp 16–22 The Relevance Of George Orwell: Reflections On The Teaching And Learning Of History In A...
The International Journal Volume 13, Number 2
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The Historian 169: Visual Arts
The magazine of the Historical Association
4 Ask The Historian and Letters
5 Editorial (Read article)
6 To see the witch: understanding fear, accusation, and brutality during the European witch craze through visual art – Natasha Brockman (Read article)
12 The Lady and the Unicorn: unravelling the symbolic threads of sixteenth-century tapestries – Damien Dessane (Read...
The Historian 169: Visual Arts
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How foundational concepts, supporting concepts and concrete examples can help untangle the past at Key Stage 3
Teaching History article
A central organising principle of any curriculum is the substantive concepts that underpin it. They provide a secure structure and enable students to develop deep understanding through multiple encounters with essential abstract ideas that are given concrete form in different historical contexts. Identifying the different levels or tiers to which different...
How foundational concepts, supporting concepts and concrete examples can help untangle the past at Key Stage 3
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Making substantive concepts (do the) work
Teaching History article
Several years back, Alistair Dickins and Tommy-James Alexander realised they wanted to incorporate explicit consideration of substantive concepts into their Key Stage 3 teaching, to enable students to make sense of and order information about the past and to offer students a usable language that would support their historical reasoning. In reality,...
Making substantive concepts (do the) work
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Cunning Plan 202: interdisciplinary teaching of landscape through time
Teaching History feature
From a young age I have been fascinated by the history of the landscape. Family holidays in the Lake District offered early encounters with the past that did not come mediated through textbooks, but through place. Driving over Dunmail Raise, my father would point out that the ancient ruler, Dunmail...
Cunning Plan 202: interdisciplinary teaching of landscape through time
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Using turning points in anti-racist history to explore historical significance at Key Stage 3
Teaching History article
In this article, Joel Sharples explains the organising principles that underpinned his planning for a new enquiry sequence inspired by a local photography exhibition. The exhibition’s title ‘Brick Lane 1978: The Turning Point’ prompted him to think afresh about the idea of ‘a turning point’ – a concept that he...
Using turning points in anti-racist history to explore historical significance at Key Stage 3
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Exploring a logical conceptualisation of continuity with Year 9 pupils
Teaching History article
As a PGCE student, Miles Eades confronted the challenge of teaching about change and continuity. Reflecting on scientific, mathematical and sociological conceptualisations of change as a constantly occurring process led him to reconsider the common characterisation of continuity in history as the opposite of or absence of change. Eades set...
Exploring a logical conceptualisation of continuity with Year 9 pupils
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What Have Historians Been Arguing About... piracy and empire in the early modern world
Teaching History feature
The topic of early modern global piracy has attracted increasing scholarly attention in recent decades, partly due to its own intrinsic interest and, it must be said, its entertainment value. However, historians have also explored its connections with broader themes such as empire and colonisation, social history, global economic networks,...
What Have Historians Been Arguing About... piracy and empire in the early modern world
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Reshaping students’ understanding of empire
Teaching History article
In interviews with GCSE students across a range of school contexts, Abigail Branford found that many young people regarded Africa as an economic ‘dead zone’ prior to colonial intervention. This conception, as Branford briefly illustrates, is at profound odds with current historical scholarship; yet it persists. In seeking to support history...
Reshaping students’ understanding of empire
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Move Me On 202: trainee is struggling to make history accessible...
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 202: trainee is struggling to make history accessible...
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Teaching History 202: Organising Principles
The HA's journal for secondary history teachers
03 Editorial (Read article)
04 HA Secondary News
06 HA Update
08 How foundational concepts, supporting concepts and concrete examples can help untangle the past at Key Stage 3 – Gareth Lennon (Read article)
16 Making substantive concepts (do the) work: towards a strategy of conceptual progression at Key Stage 3...
Teaching History 202: Organising Principles
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History 395
The Journal of the Historical Association, Volume 111, Issue 395
Special issue: Churchill's international relations: perceptions, perspectives and policies
All HA members have access to all History journal articles (Wiley Online Library site). To access History content:
1. Sign in to the HA website (top right of any page)2. Then click this link to allow access to History content on the Wiley site.
NB all links below go to the...
History 395
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Triumphs Show 164: interpretations at A Level
Teaching History feature: celebrating and sharing success
Julia Huber and Katherine Turner found that their A-level students struggled to identify the line of argument in a passage of historical scholarship, an essential prerequisite for answering their coursework question. They devised an activity that helped students to unpick and visually contrast historians’ interpretations of the relative importance of...
Triumphs Show 164: interpretations at A Level
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Effective essay introductions
Teaching History article
Struck by the dullness of some of her students’ essay introductions, Paula Worth reflected on the fact that she had never focused specifically on introductions. After surveying existing work by history teachers on essay structure in general and introductions in particular, she turns to the work of historians. Drawing on...
Effective essay introductions
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Delivering school-based CPD as a history subject leader
HA Primary Subject Leader Area
This guide provides primary history subject leaders with clear, practical support for planning and delivering effective school‑based CPD, offering strategies for securing time, engaging all staff, and building consistency across the curriculum. It includes ideas for training activities, guidance on strengthening progression and assessment, and advice for leading confident, purposeful...
Delivering school-based CPD as a history subject leader
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Pull-out posters: Primary History 102
1926 timeline; Castles
Poster 1: 1926 timeline of events
Poster 2: Castles: from strongholds to ruins
Pull-out posters: Primary History 102
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Developing historical understanding across all areas of the EYFS framework
Primary History article
Children in nursery and reception classes do not, of course, learn history. They meet the subject for the first time when they start Year 1. However, what children learn – and how they learn – in EYFS is important for preparing them to learn history. This goes beyond building knowledge...
Developing historical understanding across all areas of the EYFS framework
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Using learning outside the classroom at historic sites to explore British history units
Primary History article
British history in the National Curriculum (2014) provides extensive opportunities for learning outside the classroom, from the earliest times to the present day. Visiting historic sites is one experience of learning outside the classroom that provides a meaningful and stimulating focus for understanding Britain’s past. This said, any site and...
Using learning outside the classroom at historic sites to explore British history units
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Britain on pause: remembering the 1926 General Strike
Primary History article
In this article, Kate Rigby looks back at the 1926 General Strike and considers how this could be used to explore significance, cause and consequence in Key Stage 2...
Britain on pause: remembering the 1926 General Strike
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The Roaring Twenties: teaching a decade of change across Key Stages 1 and 2
Primary History article
This article explores how one topic can be used in different ways to support historical understanding at Key Stage 1 or Key Stage 2. The themes highlighted could link into possible golden threads to enable connections to be made across a school’s curriculum. The ‘Roaring Twenties’ also provide a real...
The Roaring Twenties: teaching a decade of change across Key Stages 1 and 2
