Editorial

Read Primary History 98

This edition goes to print when the post-election landscape in still hazy, especially regarding the role of history in the primary curriculum. We can remain optimistic that history will be a key part of a broad and balanced curriculum. As we patiently await future changes (it was always ever thus), the Historical Association remains committed to supporting and developing the best practice it can.

As we move closer to edition 100 of Primary History, we have learnt much about good practice. Apart from the fact it comes in many different forms, it is found in many different places, produced by different people. Whether from teacher educators, early career teachers, established teachers, those in museums, archives and libraries, consultants, local societies, statutory bodies or even the retired, the HA has been constantly reinvigorated by newly found good practice.

There may be an assumption that we have a fixed database of the best practice and where to find it. We are obviously aware of a fair amount, but new practice emerges all the time and not just from those who shout the loudest. What HA initiatives such as the Quality Mark, the Chartered Teacher, Conference and competitions reveal is a wide range of hidden history excellence. We know there is much more out there.

Primary History is keen to capture this and you will probably be aware that editions aim for a balance of tried and tested authors as well as new ones. We are pleased with our growing success at persuading often-modest practitioners of good practice to share their ideas about effective history through the pages of this journal.

Apart from the issue of time and sometimes a lack of awareness that they really are quality practitioners, there may be a reluctance from historians to offer articles because they have not written in this format before. If that is a concern, it need not be. Primary History has an editorial board that is happy to help turn the roughest of contributions into a polished version. Any changes would always be with the author’s approval. Others may feel they have some good practice but not enough for an article. Again, no problem. We welcome short articles just as much as longer ones, either as standalone or perhaps combined with another on a similar theme. There might also be the opportunity for the broader picture to be provided by others and you may contribute the case study. We especially want examples of tried and tested practice.

In the meantime, hopefully this edition provides much of interest with its case studies, curriculum contributions, planning for progression, the role of artefacts, AI, HA support and significant individuals. It is intended to include articles of relevance and interest. When the new HA Primary Survey is released, we shall eagerly wait to see whether we can still gauge what is needed and wanted.