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Ordinary Roman life
Primary History article
How do we make connections with past lives through authentic artefacts? My research evidence suggests that pupils do not really like having to imagine they are an evacuee or a Roman (for example), but do like engaging with and thinking about the reality of past lives. It has been surprising...
Ordinary Roman life
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How can old advertisements be used in the primary classroom?
Primary History article
Advertising is a central part of our everyday lives. There are few ways to escape it and it has a long pedigree. It has long been recognised that it can help sell products through the power of the punch line or the visual image. Trade cards appeared as early as...
How can old advertisements be used in the primary classroom?
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Ideas for Assemblies: A slightly different view of remembrance
Primary History feature
The principle of this assembly is to show that positive events and developments can occur in the worst times and events of human history. To begin with, it is vital to ensure that the children (and staff!) know and understand that the First World War was not a good thing for...
Ideas for Assemblies: A slightly different view of remembrance
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Good practice in primary history: the Quality Mark scheme
Primary History article
This article aims to cover two separate but related aspects. Firstly, using the evidence of Quality Mark visits to primary schools, Bev Forrest identifies and explains some of the best practice observed on these visits. Secondly, Mel Jones focuses on one specific case study illustrating the type of primary history...
Good practice in primary history: the Quality Mark scheme
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One of my favourite history places: Durham Cathedral
Primary History feature
The best thing about Durham Cathedral is how it impresses on every scale and from every viewpoint. As you approach the city by train, it looms over the skyline hugging the River Wear and even dwarfing its imposing neighbour, Durham Castle. When you finally make the steep walk up towards cathedral green, the building towers above...
One of my favourite history places: Durham Cathedral
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Elizabethan times: Just banquets and fun?
Primary History article
Although much of the Key Stage 2 history curriculum relates to the period before 1066, we are expected to include 'a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066' (DfE, 2013,p.5)
This raises two questions:a) How can a post-1066 topic be related...
Elizabethan times: Just banquets and fun?
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Castles: distinguishing fact and fiction in the early years curriculum
Primary History article
Castles is a popular topic which fits well into the expectations for Early Years Foundation Stage (EYFS) and the Key Stage 1 National Curriculum. This article focuses on suggestions for the EYFS but there are links in the resources section for Key Stage 1 articles previously published. If you are...
Castles: distinguishing fact and fiction in the early years curriculum
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Primary History 80
The primary education journal of the Historical Association
04 Editorial (Read article)
05 HA Primary News
08 Castles: distinguishing fact and fiction in the early years curriculum – Sue Temple (Read article)
12 Ordinary Roman life: using authentic artefacts to achieve meaning – Hugh Moore (Read article)
14 Good practice in primary history: celebrating outstanding history teaching through the...
Primary History 80
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‘Its ultimate pattern was greater than its parts’
Teaching History journal article
Identifying the challenges his students faced both with recall and analysis of the content they had learned for their GCSE course, Ed Durbin devised a solution which focused not on exam skills and revision lessons, but on using Key Stage 3 to build the ‘hinterland’ of contextual knowledge and causal...
‘Its ultimate pattern was greater than its parts’
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Triumphs Show 172: The history classroom lending library
Teaching History feature: celebrating and sharing success
Tim Jenner and Jessica Angell share how the History Department Lending Library at Cambourne Village College began and developed, and the positive impact it has had on both students and staff.
Triumphs Show 172: The history classroom lending library
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The devil is the detail
Teaching History journal article
Like many history departments, Hugh Richards' department at Huntington School uses enquiry questions to structure their medium-term planning. Yet Richards noticed that his efforts to build knowledge across an enquiry by teaching macro-narratives as an unfolding story seemed to make it harder for some pupils to see and retain the...
The devil is the detail
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Polychronicon 172: Health in the Middle Ages
Teaching History feature
The history of medicine, health, and illness between c. 500 AD and 1500 has received a great deal of scholarly attention in recent decades. It’s a fascinating field that can tell us a great deal about medieval people’s everyday lives and their day-to-day worries: after all, everyone is ill or...
Polychronicon 172: Health in the Middle Ages
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‘Man, people in the past were indeed stupid’
Teaching History journal article
In this article, which is based on Huijgen’s PhD dissertation Balancing between the past and the present, Tim Huijgen and Paul Holthuis present the results of an experimental method of teaching 14–16-year-old students to contextualise their historical studies in a different way. In the four lessons described, students’ initial reactions...
‘Man, people in the past were indeed stupid’
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New, Novice or Nervous? 172: Curriculum planning
Teaching History feature: the quick guide to the ‘no-quick-fix’
This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too. Quick fixes don’t exist. But in others’ writing, you’ll find something better: conversations in which history teachers have debated or tackled your problems – conversations which...
New, Novice or Nervous? 172: Curriculum planning
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From flight paths to spiders’ webs: developing a progression model for Key Stage 3
Teaching History journal article
The disapplication of level descriptions in the 2014 National Curriculum has spurred many history departments to rethink their approach not only to assessment but to their models of progression. In this article Rachael Cook builds on the recent work of history teachers such as Ford (TH157), Hawkey et al (TH161),...
From flight paths to spiders’ webs: developing a progression model for Key Stage 3
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Dealing with the consequences
Teaching History journal article
Do GCSE and A-level questions that purport to be about consequences actually reward reasoning about historical consequences at all? Molly-Ann Navey concluded that they do not and that they fail to encourage the kind of argument that academic historians engage in when reaching judgements about consequences. Navey decided that it...
Dealing with the consequences
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Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13
Teaching History journal article
Puzzled by the shrugs and unimaginative responses of his students when asked certain counterfactual questions, James Edward Carroll set out to explore what types of counterfactual questions would elicit sophisticated causal explanations. During his pursuit of the ‘gold standard’ of counterfactual reasoning, Carroll drew upon theories of academic history in...
Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13
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Teaching History 172: Cause and consequence
The HA's journal for secondary history teachers
02 Editorial (Read article)
03 HA Secondary News
04 HA Update
08 ‘Its ultimate pattern was greater than its parts’: using a patchwork quilt analogy at Key Stage 3 to support analytical thinking at GCSE – Ed Durbin (Read article)
16 Triumphs Show: the history classroom lending library – Tim...
Teaching History 172: Cause and consequence
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We will remember them: well, most of them
Historian article
Richard Broadhead provides a personal view on whether the mammoth task of the Commonwealth War Graves Commission can always be fulfilled, especially at a time of so many anniversaries.
We will remember them: well, most of them
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The Northern Limit: Britain, Canada and Greenland, 1917-20
Historian article
Imperial ambitions during the First World War extended beyond the Middle East and Africa. In this article Ben Markham looks at the territorial wrangling over Greenland.
It is well known that the British Empire grew in size significantly in the wake of the First World War. In the course of...
The Northern Limit: Britain, Canada and Greenland, 1917-20
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Out and About with homing pigeons in the Great War
Historian feature
Trevor James emphasises the role and importance of ‘messenger’ pigeons on the Western Front.
Amidst the one-hundredth anniversary commemorations of the ending of the Great War, there has been a sudden burst of interest, in such varying locations as both Houses of Parliament and the Antiques Roadshow, in the role...
Out and About with homing pigeons in the Great War
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Journeys Home: Indian forces and the First World War
Historian article
This article examines the importance of understanding the experiences of the Indian Forces during the First World War and how that can affect young people today.
One hundred and four years ago the British Empire was one of the largest global operations in existence. Roughly a quarter of the world’s population...
Journeys Home: Indian forces and the First World War
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From Bedfordshire to the Arctic Circle
Historian article
Travelling from the Western Front to fight former Allies in Russia is not the usual story of 1919 for a British ‘Tommy’. Yet that was the story of some of those men still serving King and Country.
On 9 January 1918 the supplement to The London Gazette, an official paper...
From Bedfordshire to the Arctic Circle
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My Favourite History Place: Keswick
Historian feature
Adventure is a buzz word in the tourist trade and this old market town with under 5,000 residents advertises that it is the Lake District’s Adventure Capital. There is plenty to justify the title – the challenges of mountaineering on foot, bicycle or climbing-rope, swimming, canoeing, sailing, dragon-boat racing, hang-gliding and...
My Favourite History Place: Keswick
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Britain’s Jews and the First World War
Historian article
Jewish service in the UK military forces can be traced back over 300 years. During the First World War that service was demonstrated into the tens of thousands. In this article the contribution of Anglo-Jewry is brought to light.
Britain’s Jews and the First World War
