-
The Story of the African Queen
Historian article
Where fact and fiction intercept: the story of The African Queen(s) by C.S. Forester
When the Königin Luise was hull down over the horizon and the dhow was close in-shore the lieutenant left his post and went down to the jetty to meet his senior officer. The dhow ran briskly in,...
The Story of the African Queen
-
Back to basics: using maps in primary history
Primary History article
Maps tend to be more associated with geography but they have always been vital to history. This article focuses on the way maps have evolved in history, what they provide for the historian and ways in which they can be used when teaching primary history. A chronological account of the...
Back to basics: using maps in primary history
-
Halloween and horror history
3rd October 2023
If you are over the age of fourteen you probably don’t get the excitement of Halloween. In fact, you might wonder generally what the fuss is about a Christian-Pagan entwined anniversary that leads to the excitement of children and their demands for sugar. However, as adults it is an opportunity...
Halloween and horror history
-
Coherence in primary history
Primary History article
This article looks at what coherence is, how it can be mapped and ways in which classroom activities can enhance pupils’ awareness of the past in a more coherent way.
What is it?
The term ‘coherence’ has been around a fair time now. Most reincarnations of the National Curriculum have referred to the need for...
Coherence in primary history
-
Bournemouth, Christchurch, & Poole Branch Programme
Article
There is an admission charge of £5 for non- HA members and £3 for students at Monday lectures. Associate membership of the branch is £20 per year.
Monday evening lectures take place at 7.25 pm at the West Cliff Hotel, Durley Chine Rd BH2 5JS. Free parking is available in the...
Bournemouth, Christchurch, & Poole Branch Programme
-
Cunning Plan 185… for building difference into GCSE curriculum design
Teaching History feature
Many history teachers have been busy making space in their curriculum plans for different sorts of histories. This process, as Priyamavda Gopal has argued (in response to claims that moves to decolonise the curriculum constitute an attempt to censor history by editing out those bits viewed as ‘stains’ on the nation’s...
Cunning Plan 185… for building difference into GCSE curriculum design
-
Teaching pre-history outside the classroom
Primary History article
From a visit to a local museum or heritage site, to using bushcraft skills to give pupils first-hand experience of what it might have been like to live in ancient times, teaching prehistory outside the classroom can really give this area of the curriculum the wow factor. The inclusion of...
Teaching pre-history outside the classroom
-
Primary History 72
The primary education journal of the Historical Association
04 Editorial
05 HA Primary News
06 Using artefacts to develop young children's understanding of the past - Helen Crawford (Read article)
08 History supporting global learning - Joyce Hallam (Read article)
14 Beyond compare: a study of Beatrix Potter and Benjamin Zephaniah - Sue Temple (Read article)
20 A...
Primary History 72
-
Film: An Introduction to Lesson Planning (Parts 6-10)
Teaching History for Beginners webinar series
This film continues our Teaching History for Beginners filmed webinar series. In this two-part film, Rachel Foster (teaching associate and secondary PGCE lead at the university of Cambridge) explores the key principles and processes of lesson planning for new teachers. View the first part here.
This series is designed to support beginning...
Film: An Introduction to Lesson Planning (Parts 6-10)
-
HA Secondary History Survey 2010
Survey
Findings from the Historical Association survey of secondary history teachers 2010
Summary of key concerns about history teaching in English secondary schools
*Full report attached below
1. The changing face of history teaching at Key Stage 3 (11-14): an emphasis on generic skills at the expense of subject knowledge and...
HA Secondary History Survey 2010
-
Move Me On 155: Historical Intepretation vs. Opinion
Teaching History feature
This issue's problem: Helena Swannick tends to treat differences between historical interpretations simply as matters of opinion.
Helena Swannick is a career changer who has decided to come into teaching after many years' working in human resources and some time at home caring for two young children. Her degree was a...
Move Me On 155: Historical Intepretation vs. Opinion
-
Film: An Introduction to Lesson Planning (Parts 1-5)
Teaching History for Beginners webinar series
This film continues our Teaching History for Beginners filmed webinar series. In this two part film, Rachel Foster (teaching associate and secondary PGCE lead at the university of Cambridge) explores the key principles and processes of lesson planning for new teachers. View the second part here.
This series is designed to support beginning history...
Film: An Introduction to Lesson Planning (Parts 1-5)
-
Recorded webinar: How has warfare changed over time?
Webinar series: Teaching British history that extends chronological knowledge beyond 1066
Webinar series: Teaching British history that extends chronological knowledge beyond 1066
How and why has warfare changed from the Battle of Hastings in 1066, fought with armed with swords and shields, to the weapons of mass destruction of today? This webinar with Andrew Wrenn considers significant turning points such as...
Recorded webinar: How has warfare changed over time?
-
Assessment without Level Descriptions
Teaching History article
Two heads of department in contrasting schools explain why they do not use Level Descriptions at all, other than at the very end of Key Stage 3. Influenced by ‘assessment for learning' principles, Sally Burnham and Geraint Brown develop a case for using assessment to help pupils grow in understanding...
Assessment without Level Descriptions
-
Recorded webinar: History for All - Approaches from the Special Sector
History for all series
Whilst many teachers in mainstream schools now have useful links with primary coordinators and have a working knowledge of how the curriculum is approached and implemented in Key Stages 1&2, few colleagues have contact with special schools and the expertise which our colleagues in special education can share with us...
Recorded webinar: History for All - Approaches from the Special Sector
-
The Sir Martin Gilbert History Prize 2022
16th March 2022
The Sir Martin Gilbert Learning Centre is delighted to announce the 2022 Sir Martin Gilbert History Prize. The essay question for this year is:
"Debates about war are important, but not more important than the human story of those who fought in them." – Sir Martin Gilbert
Discuss with reference to a...
The Sir Martin Gilbert History Prize 2022
-
Neville Chamberlain: Villain or Hero?
Historian article
Perhaps no other British figure of the twentieth century has been as vilified or as celebrated as Neville Chamberlain, the British Prime Minister from 1937 to 1940. In 1999, a BBC Radio 4 poll of prominent historians, politicians and commentators rated Chamberlain as one of the worst Prime Ministers of...
Neville Chamberlain: Villain or Hero?
-
Peter Abelard
Classic Pamphlet
The Catalogue of Printed Books in the British Library contains a large number of entries under the name of Peter Abelard. Most relate to books published in the last two hundred years and most of the editions of works written by Abelard, as distinct from books about him or about...
Peter Abelard
-
New, Novice or Nervous? 165: Enabling progress - students who need more support
Teaching History feature
Students often find history ‘hard’; senior managers and pastoral managers perceive it as challenging and many, with the best of intentions, steer students away from taking it for GCSE. Indeed, in the most recent HA survey, 49% of respondents reported that some students are actively discouraged or prevented from continuing...
New, Novice or Nervous? 165: Enabling progress - students who need more support
-
How to make a toy museum
Primary History article
Making a museum in your setting or classroom is easy and children can learn all kinds of historical skills as well as developing their mark making and writing. Tees Valley Museums are a consortium of seven venues across the Tees Valley. Together they have created online support to develop a museum...
How to make a toy museum
-
From temple to forum: teaching final-year history students to become critical museum visitors
Journal article
Across the globe, the centenary of World War I has prompted the creation of new exhibitions devoted to its commemoration. In New Zealand, Michael Harcourt wanted to explore whether teaching strategies intended to help students to engage critically with such exhibitions would have any lasting impact on the young people’s...
From temple to forum: teaching final-year history students to become critical museum visitors
-
Twentieth-century Poland
Podcast
In this podcast Dr Janek Gryta (University of Southampton) discusses the history and development of modern Poland from the emergence of the Second Polish Republic after World War I, Poland's experience during the interwar period, its role during and the consequences of World War II, how the Polish People's Republic evolved...
Twentieth-century Poland
-
Investigating Narrative Forms of History Pedagogy in Primary Initial Teacher Education in England
IJHLTR Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017 ISSN: 14472-9474
Abstract
Narrative forms of history may have a controversial status amongst professional historians, but the evidence for using narrative approaches in primary history is principally based on educational psychology and research into pedagogy....
Investigating Narrative Forms of History Pedagogy in Primary Initial Teacher Education in England
-
The effect of the loss of the American Colonies upon British Policy
Classic Pamphlet
(1) Problems of an Empire in ruinsTwo weeks after Yorktown, but before the news of that disaster had reached England, George III wrote to Lord North that "The dye is now cast whether this shall be a great Empire or the least dignified of European states." England had not fought...
The effect of the loss of the American Colonies upon British Policy
-
From Norwich to Nara
Historian article
Simon Kaner explores the fascinating parallels revealed by the international research project From Nara to Norwich between life and religious belief at the ends of the Silk Roads.
Nara is the ancient capital region of Japan. The eighth century imperial treasury, the Shōsōin, with its treasures from China and central Asia, is...
From Norwich to Nara
