It’s early July 2004, and the history department of Harrogate Grammar School are chatting in the staff room enjoying a bit of spare time now that exam classes have disappeared. The subject of what the department will do next year when it comes to trips, speakers and special days comes...

Julian Critchley demonstrates how role play can be used to explain military history.

Ian Ollerenshaw shares with us a way to help GCSE pupils understand the complexities of the ‘Irish Question’ and start to empathise with diverse perspectives. He uses a medium – music – that is familiar to teenagers, beginning with their own music before moving on to songs specifically about Ireland.

In this edition of 'Triumphs Show' Kate Dacey demonstrates the effectiveness of visual stimuli in improving pupils' historical understanding. Dacey achieved this by using a 3D wall display to depict the turbulent period of the Reformation.

Dave Woodcraft is passionate about engaging students and making them care about the past. He is unrepentant about wanting his lessons to have an emotional impact and a relevant, immediate appeal. To this end, he frequently uses modern parallels in his classroom to make the point that issues in the...

Helping pupils to understand sectarian divisions in Northern Ireland is not easy. For pupils to comprehend the origins and complexities of ‘the Troubles’ they need a big picture. That big picture could be viewed as the interaction of three concepts: time, place and identity. If pupils can at least glimpse...

This edition of the 'Triumphs Show' explains 'How to make the Elizabethan Religious Settlement sufficiently complicated for Year 8'.

Using the experiences of William Bent and his family in the 1860s, this resource was designed to develop different kinds of historical thinking. For example, it highlights what a turning point the Sand Creek massacre proved to be.

Sally Evans demonstrates how constructing a map of Europe can enhance pupils' understandings on the causations of World War Two.

This lesson has worked well with higher ability whole classes and with smaller groups with Special Educational Needs. It is essentially a citizenship exercise. It encourages pupils to explore their own values, to justify these values through argument and, through discussion, to understand and accept that others might hold different...

Why is it, I wonder, that Rednock students enjoy their history so much and why have so many opted for the subject at ‘AS’ Level? This new course, designed to bridge the gap between GCSE and ‘A’ Level, has allowed a new calibre of student to enrol. The ability range,...

It was the brainwave of the English department to bring in a script writer to work with Key Stage 3 students of the full ability range writing the lower school production. This was too good an opportunity for the history department to miss.

Heather Scott gives a detailed account of the opening of a new HA branch in West Yorkshire.

Caroline Godsell describes the reactions and concerns of two Year 9 classes after the 9/11 attack.

Phil Smith demonstrates how active learning can motivate GCSE groups.

With the summer break stretching forth its welcome hand and the final lesson with my lowband Year 7 class looming, I wanted to ensure that the enthusiasm and dedication that this class had shown throughout the year was kept alive over the holiday period. We had been studying the Norman...

Heather Scott explains how a two week written project on Oliver Cromwell motivated and enthused a Year 8 class.