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Key national History Subject Associations and institutes in the UK and their remits
Multipage Article
Three Subject Associations and a key national institute keep a watching brief as part of much wider remits on issues pertaining to the relationship of history as it is taught and researched in British universities and history as it is taught and learned in schools. Their interests inevitably overlap, but...
Key national History Subject Associations and institutes in the UK and their remits
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Teaching history and geography together in a meaningful way
WHEN 2 + 2 = 5!
This article explores some of the ways history and geography can be taught side by side, so that the sum of the parts adds up to more than the original. How can we teach history with geography and vice versa, to the benefit of both, while fulfilling the aims of...
Teaching history and geography together in a meaningful way
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Using Horrible History to develop primary literacy and history
Primary History article
When I started planning for my Key Stage 2 literacy lessons last year, I wanted to link them to my history topic, the Tudors, and I also needed them to cover a significant amount of non-fiction English objectives, having focused on fiction and poetry texts in the previous term. One...
Using Horrible History to develop primary literacy and history
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So was everyone an ancient Egyptian?
Developing an understanding of the world in ancient times
I will be honest – no child has actually asked me if the world was ever full of Ancient Egyptians! Having said that, by focusing on one part of the world, children are left with either this impression or the idea that nothing was happening elsewhere in the world. Clearly,...
So was everyone an ancient Egyptian?
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How do pupils understand historical time?
Some evidence from England and the Netherlands
One of the key aims of the English history National Curriculum is to ensure that pupils ‘know and understand the history of these islands as a coherent, chronological narrative’. Teaching chronology is also important in the Netherlands. In this article we cover some aspects of teaching and recent research from...
How do pupils understand historical time?
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Time for a story
Using stories in the Early Years and Foundation Stage
Stories are an important part of a young child’s way of making sense of their world. Hilary Cooper’s excellent article ‘Why Stories?’ explores some of the reasons why stories are important to young children and their growing ‘understanding of the world’. This article is going to explore some recommended stories...
Time for a story
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Using original sources
Primary History article
Why would I want those old books in my classroom?
It has always been recognised that good primary history is able to connect the past with the world the children currently inhabit. That is why focusing on schools can be so useful. If there is one experience the children have...
Using original sources
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What confuses primary children in history...
... and what can we do about it?
Young children who automatically see shiny things as new no matter what their age, those who mix up technology from one age with another, those who dismiss people in the past as stupid because they did not have the possessions we have today, those who equate the age of a...
What confuses primary children in history...
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History Teacher Development Programme
Spring 2025 cohort
The History Teacher Development Programme is an online course aimed at history teachers who want to re-focus their attention on teaching ambitious and rigorous history.
Are you a relatively new teacher coming to the end of your ECT years?
Are you a more experienced teacher who wants to re-engage with...
History Teacher Development Programme
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Primary History 73
The primary education journal of the Historical Association
04 Editorial
05 HA Primary News
06 How do pupils understand historical time? Some evidence from England and the Netherlands - Marjan De Groot-Reuvekamp and Penelope Harnett (Read article)
10 Time for a story: using stories in the Early Years and Foundation Stage - Sue Temple (Read article)
12 So was...
Primary History 73
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Teaching the Ancient Greeks
Primary History article
Ancient Greece has been part of the primary national curriculum since its inception in 1991 so you may already have a viable scheme of work and classroom resources in place. However, this is not a reason for eschewing the opportunity to review what you are doing, especially to explore how...
Teaching the Ancient Greeks
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Quality Mark in the news
Multipage Article
A school's pride in gaining the History Quality Mark is often shared by the wider community through the local press and school websites and newsletters, some of which are featured in this section.
Some QM schools have also worked with us to produce journal articles providing insights into the Quality Mark process...
Quality Mark in the news
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Podcasts: Recent scholarship updates at speed
Multipage Article
The HA has teamed up with the University of York Institute for the Public Understanding of the Past to provide scholarship updates for teachers. In this module you will find a collection of podcasts on different topics that complement the school curriculum. They are designed to provide teachers with the up-to-date specific...
Podcasts: Recent scholarship updates at speed
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Using artefacts to develop young children’s understanding of the past
Primary History article
In the children’s picture book Wilfrid Gordon McDonald Partridge, Wilfrid is a small boy who meets Miss Nancy, an old lady who has lost her memory. Wilfrid wants to help, and so he carefully fills a basket with special objects and takes them to her. He places a medal in...
Using artefacts to develop young children’s understanding of the past
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Connecting Classrooms through Global Learning
Multipage Article
Connecting Classrooms through Global Learning was an international programme supporting teaching and learning about global issues, running from 2018 to 2020. It was funded by UK Government with the British Council, in partnership with the Geographical Association. Historical Association and several other Subject Associations are involved too. Connecting Classrooms buillt on...
Connecting Classrooms through Global Learning
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Young Quills winners and reviews 2024
The Young Quills Awards for best historical fiction for young people
The Young Quills winners and highly commended have been announced for his year. This competition for historical fiction for children is a way of celebrating and recognising those authors who are continuing the long tradition of creative writing about the past for children.
All of the books are reviewed by...
Young Quills winners and reviews 2024
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Register of schools holding the Quality Mark
Multipage Article
See our full register of awarded Quality Mark Schools, updated monthly. Each school holds their QM status for 3 years from the date of award.
Register of schools holding the Quality Mark
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Making History Accessible
Multipage Article
My students struggle with...
Every student has an entitlement to learn history and to high quality history teaching. In this section you will find support for helping students who struggle with specific aspects of learning history.
For each aspect of learning history that students struggle with you will find:
A...
Making History Accessible
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School Direct: Salaried and Fee-paying routes
Routes into Teaching
What is the School Direct route into teaching?
The label ‘School Direct’ refers to training places that the government has allocated directly to a group of schools working in partnership to offer teacher training. Each partnership includes at least one school designated as a ‘Teaching School’, which is likely to...
School Direct: Salaried and Fee-paying routes
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Do Gypsy, Roma and Traveller children see themselves in your history classroom?
Helen Snelson and Richard Kerridge; resources from HA conference session, Bristol, May 2022
Gypsy, Roma and Traveller people are the largest minority ethnic group in some communities (and therefore in some schools) in the UK.
Richard Kerridge and Helen Snelson have worked with the historian Professor Becky Taylor to produce a range of teaching resources for teaching the history of Gypsy, Roma and Traveller...
Do Gypsy, Roma and Traveller children see themselves in your history classroom?
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‘Traditional’ or ‘University-led’ PGCE
Routes into Teaching
What is a PGCE?
‘PGCE’ or ‘Post-Graduate Certificate of Education’ is simply the title of the award that is made to postgraduate students who successfully complete a university-accredited programme of initial teacher education. It isn’t actually a very good label for the traditional route into teaching since all the...
‘Traditional’ or ‘University-led’ PGCE
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The Historian 128: The Sykes-Picot agreement
The magazine of the Historical Association
4 Reviews
5 Editorial
6 A precious jewel: English Calais, 1347-1558 - Dan Spencer (Read article)
11 The President's Column
12 Britain: the regional battlefields that helped to create a nation - Geoffrey Carter (Read article)
17 St Peter's-ad-murum, Bradwelljuxta-Mare - Marie Paterson (Read article)
18 The Sykes-Picot agreement and lines...
The Historian 128: The Sykes-Picot agreement
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The International Journal Volume 13, Number 1
IJHLTR
Editorial
Croatia: Achieving The Objectives Of The European Dimension Through History: An Analysis Of Croatian And Bosnian-Herzegovinian Fourth Grade Gymnasium History Textbooks - Rona Bušljeta, University of Zagreb
Slovenia Learning from History Textbooks - is it challenging for gifted students. An International Comparative Analysis of Questions and Tasks - Mojca...
The International Journal Volume 13, Number 1
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Archivist CPD
Continuing Professional Development
For advice and information about working in Archives, take a look at the following information from the Archives and Records Association website.
The Archives and Records Association is the leading professional body for archivists, archive conservators and records managers in the United Kingdom and Ireland. The principal aims of the Society are: to...
Archivist CPD
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Evidence: Theoretical
Links to HA resources for secondary teachers
Getting Year 10 beyond trivial judgements of ‘bias': towards victory in that battle ...
Let's play Supermarket ‘Evidential' Sweep: developing students' awareness of the need to select evidence
Assessment of students' uses of evidence: shifting the focus from processes to historical reasoning
How can students' use of historical evidence be...
Evidence: Theoretical
