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  • Low-stakes testing

      Teaching History article
    The emphasis on the power of secure substantive knowledge reflected in recent curriculum reforms has prompted considerable interest in strategies to help students retain and deploy such knowledge effectively. One strategy that has been strongly endorsed by some cognitive psychologists is regular testing; an idea that Nick Dennis set out...
    Low-stakes testing

  • Move Me On 164: Similarity & Difference

      Teaching History feature
    This issue’s problem: Sam Holberry is getting very confused about the concept of similarity and difference Sam Holberry has returned to his main training school after a short placement in another school. Although he found it challenging to work with students he didn’t know, he enjoyed seeing a wider range...
    Move Me On 164: Similarity & Difference

  • Using feature films as a means of enhancing history teaching in the primary school

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Although I have always been fascinated by history and almost took it as my major subject at university, I have to admit that the bulk of my ‘knowledge' about historical people and events was shaped...
    Using feature films as a means of enhancing history teaching in the primary school

  • Roman Britain

      Classic Pamphlet
    This classic pamphlet provides an introduction to Roman Britain, examines the political history, the institutions of Roman Britain, the economic background and the end of Roman Britain. IntroductionThe Roman conquest and occupation of Britain has long been taken as the conventional starting point of English History, and there is a conventional...
    Roman Britain

  • Making rigour a departmental reality

      Teaching History article
    Faced with the introduction of a two-year key stage and a new whole-school assessment policy, Rachel Arscott and Tom Hinks decided to make a virtue out of necessity and reconsider their whole approach to planning, teaching and assessment at Key Stage 3. In this article they give an account of...
    Making rigour a departmental reality

  • Taking control of assessment

      Teaching History article
    Ian Luff recognised that in a post-levels world efforts to devise new assessment systems risked replicating old problems or creating new ones. Drawing on his many years’ experience of teaching and school leadership Luff argues that for assessment in history to be truly useful to teachers and pupils it needs...
    Taking control of assessment

  • History and Illustration: Quentin Blake

      Primary History article
    When, at your invitation, I bring together the words ‘History' and ‘Illustration', two images spring immediately to mind. One is John Leech's illustrations to The Comic History of England (1847-1848); the other is the drawings that Ronald Searle brought back from being a prisoner of war of the Japanese a hundred...
    History and Illustration: Quentin Blake

  • Teaching History 164: Feedback

      The HA's journal for secondary history teachers
    02 Editorial (Read article) 03 HA Secondary News 04 HA Update 10 Paula Worth - ‘My initial concern is to get a hearing’: exploring what makes an effective history essay introduction (Read article) 22 Nick Dennis - Cognitive psychology and low-stakes testing without guarantees (Read article) 29 Carolyn Massey - Asking...
    Teaching History 164: Feedback

  • Move Me On 131: Mentor struggling to help trainee learn to plan independently

      Teaching History feature
    Richard Baxter's mentor is struggling to know how to help him plan independently. Richard Baxter is a relatively young trainee with a background in ancient history. He came to the PGCE course straight after completing his undergraduate degree, and is aware of his relative youth as well as what he...
    Move Me On 131: Mentor struggling to help trainee learn to plan independently

  • Two Realms and an empire: history, geography and an investigation into landscape

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. The idea that subjects should abandon their ‘silos' and work together is bandied about currently a great deal - ‘subjects' and ‘silos' alliterate after all and so, of course, does the word ‘slogan'. What might...
    Two Realms and an empire: history, geography and an investigation into landscape

  • Cooperative Learning: the place of pupil involvement in a history textbook

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Pupil involvement is at the heart of every good history lesson. Its planning ensures that pupils are given the opportunity to think for themselves, share ideas, discuss evidence and debate points. The history education community...
    Cooperative Learning: the place of pupil involvement in a history textbook

  • Holistic assessment through speaking and listening

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Giles Fullard and Kate Dacey wanted to enrich their department's planning for progression across Key Stage 3 with a strong sequence of activities fostering argument. They wanted an opportunity for students to draw together their...
    Holistic assessment through speaking and listening

  • Building and assessing learner autonomy within the Key Stage 3 history classroom

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Oliver Knight is an experienced Advanced Skills Teacher who has taught in four different secondary schools, three of them multi-ethnic, multi-lingual and multi-cultural and at least two wrestling with significant problems arising from social deprivation....
    Building and assessing learner autonomy within the Key Stage 3 history classroom

  • Year 9 use a 'road map' to problematise change and continuity

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Rachel Foster, a trainee teacher on teaching placement in November of her PGCE year, wanted her Year 9 pupils to understand the complexity of historical change. She also wanted them to find the difficult challenge...
    Year 9 use a 'road map' to problematise change and continuity

  • The Paris Commune of 1871

      Classic Pamphlet
    Although a century has passed since the red flag flew for 72 days over the twenty town halls of Paris, the 1871 Commune de Paris cannot be said to belong primarily to historians. The picture of the Communards 'storming the gates of heaven' continues to serve both as a model...
    The Paris Commune of 1871

  • History as a foreign language

      Teaching History article
    Disappointed that the use of the ‘PEEL’ writing scaffold had led her Year 11 students to write some rather dreary essays, Claire Simmonds reflected that a lack of specific training on historical writing might be to blame. Drawing on genre theory and the work of the history teaching community, Simmonds attempted...
    History as a foreign language

  • New, Novice or Nervous? 163: Historical significance

      Teaching History feature: the quick guide to the no-quick-fix
    Historical significance first appeared in England’s National Curriculum for history in 1995. It entered the assessment framework (Level Descriptions) in 2008. In 2014, it became part of the History NC ‘Aims’. One thing never changes, however: it is hard. But history teachers have written a great deal about historical significance...
    New, Novice or Nervous? 163: Historical significance

  • Shaping the debate: why historians matter more than ever at GCSE

      Teaching History article
    The question of how to prepare students to succeed in the examination while also ensuring that they are taught rigorous history remains as relevant as ever. Faced with preparing students to answer a question that seemingly precluded argument, Rachel Foster and Kath Goudie demonstrate how they used historical scholarship both to...
    Shaping the debate: why historians matter more than ever at GCSE

  • Does the grammatical ‘release the conceptual’?

      Teaching History article
    Jim Carroll noticed basic literacy errors in his Year 13s’ writing, but on closer examination decided that these were not best addressed purely as literacy issues. Through an intervention based on clauses, Carroll managed to enable his students to write better, but he did this by teasing out principles of...
    Does the grammatical ‘release the conceptual’?

  • Move Me On 163: Ahistorical thinking

      Teaching History feature
    Jane Whorwood’s concern to encourage students to think for themselves is leading to some very ahistorical thinking. Jane Whorwood has proved to be a generally confident and positive trainee, largely due to two years’ experience as a cover supervisor before committing to a formal training programme. She has made a...
    Move Me On 163: Ahistorical thinking

  • Out & About: On the Somme

      Historian feature
    Paula Kitching demonstrates how to interpret and understand the memorial features of the Somme landscape. One hundred and five years ago, a piece entitled ‘Out and about on the Somme’ would have been a travel piece for would-be tourists to the French countryside. The rolling hills and valleys provide a...
    Out & About: On the Somme

  • My Favourite History Place - Poperinge

      Historian feature
    Poperinge is a cheerful place. It is a cheerfulness which defies its location yet resonates with its history. It is a small town just ten kilometres west of Ypres and all around is the debris and memorabilia of slaughter. Yet somehow Poperinge is a cheerful place. It is a community...
    My Favourite History Place - Poperinge

  • Promoting the First World War, 1914-16

      Historian article
    The popular image of the First World War is of young men leaving the tedium of the factory or the mine to volunteer for service on the Western Front in one of Kitchener’s new armies. Less well known is the background effort that went into maintaining and strengthening morale as...
    Promoting the First World War, 1914-16

  • The Historian 130: 1916

      The magazine of the Historical Association
    4 Reviews 5 Editorial (Read article) 6 Mission to Kabul by Jules Stewart (Read article) 11 The President’s Column 12 Maintaining Morale: promoting the First World War, 1914-16 by John Beckett (Read article) 17 In the News… 18 British armoured cars on the Eastern Front in the First World War by...
    The Historian 130: 1916

  • Teaching History 163: Get Excited & Carry On

      The HA's journal for secondary history teachers
    02 Editorial (Read article) 03 HA Secondary News 04 HA Update 08 Grammar. Nazis. Does the grammatical ‘release the conceptual’? - James Edward Carroll (Read article) 17 Shaping the debate: why historians matter more than ever at GCSE - Rachel Foster and Kath Goudie (Read article) 25 Cunning plan 1:...
    Teaching History 163: Get Excited & Carry On