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  • Enhancing temporal cognition: practical activities for the primary classroom

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Research during the last eighty years has suggested that ‘time’ concepts, such as chronology, duration and the usage of dating systems are difficult for children to assimilate. However, my recent research would suggest that temporal concepts...
    Enhancing temporal cognition: practical activities for the primary classroom

  • Helping Year 9s explore multiple narratives through the history of a house

      Teaching History article
    A host of histories: helping Year 9s explore multiple narratives through the history of a house Described by the author Monica Ali as a building that ‘sparks the imagination and sparks conversations', 19 Princelet Street, now a Museum of Diversity and Immigration, captivated the imagination of teacher David Waters. He...
    Helping Year 9s explore multiple narratives through the history of a house

  • EYFS Scheme of Work

      Primary Schemes of Work (unresourced)
    In the Early Years Foundation Stage children begin to learn that as they grow up they are increasingly able to do more things for themselves independently. This emerging knowledge and understanding can be used to explore crucial early historical skills. This resource is free to everyone. For access to hundreds...
    EYFS Scheme of Work

  • Ranking and classifying: teaching political concepts to post-16 students

      Teaching History article
    Sometimes it is precisely in the interest of building better historical knowledge that facts and detail need temporarily to be abandoned. Gary Howells aims to secure discernible foundation understandings in his students by getting them to engage quickly with those aspects of political concepts that they can grasp. He is...
    Ranking and classifying: teaching political concepts to post-16 students

  • Communities of inquiry: creating the conditions for meaningful collaboration

      Teaching History article
    When Will Bailey-Watson (a history ITE tutor) and Charlie Crouch (a history PhD student) worked together to improve a history undergraduate course at their university, they realised that the benefits of collaboration between teachers and historians can flow both ways. In this article they offer an account of how they sought...
    Communities of inquiry: creating the conditions for meaningful collaboration

  • Identifying sources to plan a local study

      Primary History article
    Local history is fascinating, but finding interesting, authentic resources can be challenging. In this article, James P. Bowen gives practical advice about how to source a local history project, setting this in the context of Baldwin’s Gate in North Staffordshire – a valuable guide for anyone devising a local history...
    Identifying sources to plan a local study

  • What Have Historians Been Arguing About... the impact of the British Empire on Britain?

      Teaching History feature
    The murder of George Floyd during the summer of 2020 and the ongoing ‘culture war’ in Britain over the legacy of the British Empire have reignited interest in imperial history. This focuses, in particular, on the question of the empire’s impact on Britain itself: on how the act of conquering...
    What Have Historians Been Arguing About... the impact of the British Empire on Britain?

  • Timelines and technology

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Timelines are basic tools for developing knowledge and understandings about chronology, providing the frameworks and contexts for historical enquiry. Information and Communications Technology [ICT ] offers a range of tools for viewing [and creating timelines, ranging...
    Timelines and technology

  • Scene shifting: Using visuals for chronology

      Primary History article
    Please note: this article pre-dates the current National Curriculum and some content may be outdated. Vivid pictures from and of the past, its material culture, can be stimulating and effective tools for teaching chronology. Their use is not, however, straightforward. Children bring into school mental images and stereotypes about the past...
    Scene shifting: Using visuals for chronology

  • A View from the Classroom - Chronology

      Primary History feature
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. As a teacher, the passing of time in a classroom may be: challenging, stimulating, appear endless, be subject to constant change, though never dull. Years pass, yet at times it can seem but yesterday, when I...
    A View from the Classroom - Chronology

  • Narrative: the under-rated skill

      Teaching History article
    ‘Mere narrative’, ‘lapses into narrative’, ‘a narrative answer that fails to answer the question set’. These phrases flow in the blood of history teachers, from public examination criteria to regular classroom discourse. Whilst most of us use narrative in our teaching methods, we have demonised narrative in pupils’ written answers....
    Narrative: the under-rated skill

  • Cunning Plan 165: Helping lower-attaining students

      Teaching History feature
    My GCSE students were about to embark on their controlled assessment, which asked them to weigh up conflicting views on the British military’s contribution to the D-Day landings. Students were asked to engage  with a range of historians’ views and textbooks as well as some contemporary source material to assess...
    Cunning Plan 165: Helping lower-attaining students

  • My Favourite History Place - Sackville College, East Grinstead

      Historian feature
    Sackville College almshouse in East Grinstead, Sussex, was founded in 1609, by Robert Sackville, 2nd Earl of Dorset, when he wrote his will. He died 17 days later without seeing one stone laid, yet the College still stands, providing affordable accommodation for local elderly people of limited means. It is...
    My Favourite History Place - Sackville College, East Grinstead

  • Whole-school planning for progression

      Primary History article
    The challenge for subject leaders and school leadership teams continues to be managing the tension between what history has to offer your vision for learning and your children's entitlement to a high-quality history education. The new national curriculum has ensured that this year you have had a close look at...
    Whole-school planning for progression

  • 100 Years of Suffrage

      6th February 2018
    The Representation of the People Act of 1918 gave the vote to all men and some women. Was it the greatest turning point in the history of British democracy? The Historical Association is looking forward to exploring that very question at the final of our Great Debate competition for students...
    100 Years of Suffrage

  • Direct teaching of paragraph cohesion

      Teaching History article
    How do we help pupils to write better paragraphs without actually doing it for them? How do we break down the process of essay writing into smaller steps without taking away pupils’ sense of the essay as a whole? How do we give lower-attaining pupils models, structures and frames without...
    Direct teaching of paragraph cohesion

  • Medieval Britain 1066-1509

      HA Resources
    The development of Church, state and society in Medieval Britain 1066-1509While the 2014 Curriculum sets out the broad focus of each particular content area, considerable choice has been left to history departments in determining which particular events or developments to include and how they can best 'combine overview and depth...
    Medieval Britain 1066-1509

  • Cunning Plan 98: Britain 1750-1900

      Teaching History feature
    Isaac Newton: ‘For every action, there is an equal and opposite reaction'. Learning that results from action and reaction deepens pupils' understanding of historical content and use of key study skills. It forces them to understand, to wrestle, to articulate, to challenge, to question. Getting pupils to act and react...
    Cunning Plan 98: Britain 1750-1900

  • The Personal Study Dealing With Significance

      Student Guides
    To access the PDF resources attached to this guide, along with a wealth of other online resources from podcasts to articles and publications, plus support and advice though our “How To”, examination and transition to university guides and careers resources, join the Historical Association today History courses at A-Level contain...
    The Personal Study Dealing With Significance

  • IJHLTR International Journal Volume 15, Number 1

      The International Journal of History Learning and Teaching
    Editorial pp. 5–7Editorial: Identity, Nationalism And Thinking Historically France pp. 8–23Anna Zadora, University of Strasbourg, FranceHistory Teaching In Belarus: Between Europe And Asia Brazil pp. 24–33 Maria Auxiliadora Schmidt, Federal University of Paraná, Curitiba, Brazil The History Of Afro-Brazilian People: A Theme Of The Burdening History Of Brazil Canada pp....
    IJHLTR International Journal Volume 15, Number 1

  • Communicating about the past: Resource G

      Article
    James Woodcock, 'Does the linguistic release the conceptual? Helping Year 10 to improve their causal reasoning' in Teaching History 119: Language issue (June, 2005) In this subtle article, James Woodcock experiments with introducing new vocabulary to a mixed-ability year 10 class working towards the enquiry question '"Hitler was not to...
    Communicating about the past: Resource G

  • The Great Debate Final 2024

      25th March 2024
    Winner:  Emma Crow of Broxburn Academy, Broxburn, Scotland  Runners up:  Abigail Powers of The Ladies’ College, Guernsey  Erica Wright of William Farr School, Lincolnshire  Rachel McGarry of Shavington Academy, Crewe, Cheshire  Finalists Sofia Ntege, North Oxfordshire Academy, Banbury Harry Gray, Exeter School, Exeter Rhea Cherrington, Bablake School, Coventry Molly Grimshaw,...
    The Great Debate Final 2024

  • The National Curriculum for History from September 2014: the view from Ofsted

      Article
    IntroductionWith the publication on 11 September 2013 of the final version of the revised National Curriculum for September 2014, subject leaders and classroom teachers could start to consider the implications of the proposed changes. For history at Key Stages 1 and 2, some parts of the programmes of study are...
    The National Curriculum for History from September 2014: the view from Ofsted

  • The Historian 57: Georgian Landscape

      The magazine of the Historical Association
    Featured articles: 4 Georgian Landscape: 18th-century landscape design: the art that disguises art - John Cannon 10 Thomas Jefferson: an icon of American democracy reassessed - Colin Bonwick 11 Men of Genius and learning: rewriting the history of the Scottish Enlightenment - David Allan 20 Gladstone's Death and Funeral - Colin Matthew...
    The Historian 57: Georgian Landscape

  • Young Historian Awards 2024 – the winners

      16th September 2024
    Spirit of Normandy Trust Senior Vivaan Davda – The Cathedral and John Connon School, Mumbai Spirit of Normandy Trust Key Stage 3 Joshua Broadbent – Royal Grammar School, Guildford Spirit of Normandy Trust Primary Salisbury Cathedral School Best School History Magazine [sponsored by the Mid-Trent and Mercia Branch] St Alban’s School Stockport...
    Young Historian Awards 2024 – the winners