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How my interest in what I don't teach has informed my teaching and enriched my students' learning
Teaching History article
How my interest in what I don't teach has informed my teaching and enriched my students' learning
Flora Wilson argues here for the importance of maintaining a fascination with history as an academic subject for experienced, practising history teachers. Just as medical professionals keep their knowledge up to date by...
How my interest in what I don't teach has informed my teaching and enriched my students' learning
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Developing disciplinary knowledge: how and why castles and forts developed
Primary History article
Disciplinary knowledge is often identified as a key area of development by subject leaders. In this article, Susie Townsend explores the concepts of change, continuity and causation through the lens of forts and castles. Emphasizing the importance of enquiry, she provides a range of historical activities that could be used in...
Developing disciplinary knowledge: how and why castles and forts developed
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The Historian 147: Out now
The magazine of the Historical Association
Read The Historian 147: The Historic Environment
The town centre of Middleton, Greater Manchester, was reshaped in 1970 to allow for the building of an Arndale Centre. The now-unprepossessing centre of town belies a ‘golden cluster’ of heritage in the area which includes a seventeenth-century pub, several architectural gems designed...
The Historian 147: Out now
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Being historically rigorous with creativity
Teaching History article
After a Fellowship in Holocaust Education at the Imperial War Museum, Andy Lawrence decided that something was missing in normal approaches to teaching emotive and controversial issues such as genocide, a deficit demonstrated by recent research by the Holocaust Education Development Programme. As part of his fellowship, Lawrence created an...
Being historically rigorous with creativity
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History, citizenship and controversy
Primary History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Y4 question their MP about nuclear waste policy; Y6 survey people in their community and school about a proposed casino in their town, and feed back the information to the local council; children decide to...
History, citizenship and controversy
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Can we educate Year 9 in genocide prevention?
Teaching History article
Patterns of genocide: can we educate Year 9 in genocide prevention?
Alison Stephen, who has wrestled for many years with the challenges of teaching emotional and controversial history within a multiethnic school setting, relished the opportunity to link her school's teaching of the Holocaust with a comparative study of other genocides....
Can we educate Year 9 in genocide prevention?
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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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The Historian 158: Music
The magazine of the Historical Association
4 Reviews
5 Editorial (Read article - open access)
6 ‘Since singing is so good a thing’: William Byrd on the benefits of singing – Katharine Butler (Read article)
11 Letters
12 A history of Choral Evensong: the birth of an English tradition – Tom Coxhead (Read article)
17 Reviews
18 Building new futures by rewriting the past:...
The Historian 158: Music
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Teaching History 93: History and ICT
The HA's journal for secondary history teachers
Why Gerry likes history now: the power of the word processor - Ben Walsh (Read article)
History using information technology: past, present and future - Alaric Dickinson (Read article)
The Hopi is different from the Pawnee: using a datafile to explore pattern and diversity - Dave Martin (Read article)
Maps,...
Teaching History 93: History and ICT
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Primary History and planning for teaching the Olympics - four curricular models
Primary History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Three curricular editions of Primary History, PH 50, Autumn 2008 , PH 53, Autumn 2009 and PH 57, Spring 2011 are directly relevant to teaching the Olympics.
PH 50, Autumn 2008 History Education in the 21st...
Primary History and planning for teaching the Olympics - four curricular models
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Primary History 40
Journal
05 Editorial
06 Primary Noticeboard
08 In My View: spotlight on HMS Victory and the Battle of Trafalgar — Rachel Rhodes
11 Pop-up history — Ondia Gillette
14 What is worth knowing in history? — Peter Vass
16 A history curriculum for the 21st century: From Russia With Love —...
Primary History 40
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Move Me On 186: trainee provides little scope for students to use their knowledge in analysis/argument
Teaching History feature
Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon...
Move Me On 186: trainee provides little scope for students to use their knowledge in analysis/argument
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Primary History 3
The primary education journal of the Historical Association
4 Editorial – Paul Noble
5 Assessment
6 Teacher Assessment in History at Key Stage 1 – Ann Boling
10 Ten Tips for Successful Recording of Achievement in History – Tim Lomas
11 Resource Review
Primary History 3
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Primary History 4
The primary education journal of the Historical Association
4 Editorial
5 News
6 More News
7 Support for the Supplementaries - Sallie Purkis
9 Old Phones, New Phones - Lynn Cowell and Ray Verrier
11 From the Past into the Present - Brian Ellis and Linda Platten
13 Chalkface Assessment and Green Paint - Catherine W'orton and Ralph...
Primary History 4
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Marr: magpie or marsh harrier?
Teaching History article
The quest for the common characteristics of the genus ‘historian' with 16- to 19-year-olds
Diana Laffin writes about historical language and explores how understanding different historians' use of language can help sixth form students refine and deepen both their understanding of the discipline of history and their abilities to practise...
Marr: magpie or marsh harrier?
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What Have Historians Been Arguing About... Histories of education – and society?
Teaching History feature
It is not emphasised enough that the progress of historiography often proceeds, not by historians arguing and then coming to some resolution, but simply by moving on. Historiography follows fashion, and subjects often exhaust themselves (for the time being)... A related issue is that of siloes. Historiography – academic writing generally...
What Have Historians Been Arguing About... Histories of education – and society?
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Primary history through the secondary school lens
Primary History article
Please note: this article pre-dates the current National Curriculum and some content and links may be outdated.
Trying to explain what pupils at primary school should know and understand about history to help their progress at secondary school is an extremely tricky question to answer (so thanks Jon!). Ultimately there are...
Primary history through the secondary school lens
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Teaching History 89
The HA's journal for history teachers
4 Editorial
5 Teaching History Briefing
9 'I can't remember doing Romans' by Elizabeth Wood and Cathie Holden
13 Colonies, colonials and World War II by Marika Sherwood
19 Does GCSE provide a valid assessment of the achievements of the more able? by Elizabeth Pickles
22 Time for history by...
Teaching History 89
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The First Crusade, 1095–99
Historian feature
As Christianity had spread across Europe, Islam had spread across the Middle East. At the end of the eleventh century the relationship between the Muslim leader of Jerusalem and the Christian communities and travellers to the city fractured. Along with other key relationships across Europe, the Middle East and around...
The First Crusade, 1095–99
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Polychronicon 150: Interpreting the French Revolution
Teaching History feature
For most of the last two centuries, historical interpretations of the French Revolution have focused on its place in a grand narrative of modernity. For the most ‘counter-revolutionary' writers, the Revolution showed why modernity was to be resisted - destroying traditional institutions and disrupting all that was valuable in an...
Polychronicon 150: Interpreting the French Revolution
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Significant people: Mary Wollstonecraft
Primary History article
‘I do not wish women to have power over men; but over themselves’ – Mary Wollstonecraft
The National Curriculum gives the freedom to select any significant individual and many schools have already chosen those outside the commonly-used ones such as Florence Nightingale, Christopher Columbus and Queen Victoria. There is also...
Significant people: Mary Wollstonecraft
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History and the early years: A view from the classroom
Primary History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
History gives colour and vitality to the curriculum. There are just so many engaging things to do. Without history there wouldn't be so much fun; whether in handling objects such as: the old wooden toys,...
History and the early years: A view from the classroom
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Primary history and the curriculum: a South African perspective
Primary History article
Please note: this article pre-dates the current National Curriculum and some content and links may be outdated.
The issues surrounding the construction of a post-conflict history curriculum are complex. At its most basic level, the memory choice for a country emerging from mass violence is between remembering and forgetting, with...
Primary history and the curriculum: a South African perspective
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Personality & Power: The individual's role in the history of twentieth-century Europe
Article
What role do individuals wielding great power play in determining significant historical change? And how do historians locate human agency in historical change, and explain it? These are the issues I would like to reflect a little upon here. They are not new problems. But they are inescapable ones for...
Personality & Power: The individual's role in the history of twentieth-century Europe
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Leading Primary History Guidebook 2006
Guidebook for History Co-ordinators
Please note: this publication refers to the pre-2014 National Curriculum, but some content is still relevant. For current and recent content see our Subject leaders section.
Contents
Leading primary history: The Foundation Stage
Key Stage 1
Citizenship in the Primary Years
Learning and Teaching about the past in the foundation stage
Learning...
Leading Primary History Guidebook 2006
