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Political literacy: citizenship through the English national curriculum's the Romans in Britain study unit
Primary History article
Hilary Claire raised fundamental issues about the relationship between History and Citizenship for the development of a sense of identity. Her paper stresses the importance of sceptical thinking, perspective, sequence and progression - the essential chronology that underpins pupil's education for citizenship in the timeframe that history provides...
Political literacy: citizenship through the English national curriculum's the Romans in Britain study unit
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The Irish historians' role and the place of history in Irish national life
Historian article
The debate on the nation and its history is new to England; and there is, perhaps, a tendency to assume that what is new in England is new everywhere. In Ireland, the debate has been going on since the 1970s, fuelled by what is called ‘revisionism’; or rather, by a...
The Irish historians' role and the place of history in Irish national life
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Towards inclusion: A study of significant figures and disability within the national curriculum
Primary History article
Since the early days of the National Curriculum, considerable progress has been made to introduce children to an inclusive view of history. The research of the late Hilary Claire (1996) served as a major impetus and now primary teachers strive to ensure that no groups or individuals are marginalised, particularly...
Towards inclusion: A study of significant figures and disability within the national curriculum
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V&A Schools SEN Programme
Article
The V&A Learning Department aims to make the Museum's collections accessible to all through an engaging and diverse range of events, courses, workshops, trails and resources. The Schools programme supports Primary and Secondary students and teachers and includes sessions for students with special educational needs. The SEN sessions have a...
V&A Schools SEN Programme
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The Great Yarmouth Suspension Bridge Disaster of 1845
Historian article
Many communities have cataclysmic disasters which tend to dominate or define their local history. Gareth Davies reveals that the sudden collapse of the Great Yarmouth Suspension Bridge is a telling example of this trend.
Beside the waters of the River Bure in Great Yarmouth, Norfolk stands a shiny black memorial...
The Great Yarmouth Suspension Bridge Disaster of 1845
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The Historical Association's response to the curriculum 2000 proposals
Primary History article
Please note: this article pre-dates the 2014 National Curriculum.
The Historical Association has taken the opportunity to respond formally to the consultation on the recent curriculum proposals. The response was based on the feedback provided by members either orally or in writing. This was supplemented by meetings of the Primary Committee...
The Historical Association's response to the curriculum 2000 proposals
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Peterloo August 1819: the English Uprising
Historian article
Robert Poole, historical consultant to the ‘Peterloo 200’ commemorations in and around Manchester over the summer, explores the latest research into those tragic events of August 1819 and their significance in the road to democracy.
On Monday 16 August 1819 troops under the authority of the Lancashire and Cheshire magistrates...
Peterloo August 1819: the English Uprising
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Learning from the Aftermath of the Holocaust
Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017
ISSN: 14472-9474
Abstract
In this article I seek to encourage those involved in Holocaust education in schools to engage not just with the Holocaust but also with its aftermath. I conceptualise the latter in terms of two...
Learning from the Aftermath of the Holocaust
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Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13
Teaching History article
Thinking skills’ is a term that has been substantially over-used. It often seems to be rather a lazy shorthand for justifying the teaching of history by suddenly bolting on some ‘thinking’ - as if history is not all about thought in the first place. Arthur Chapman suggests using techniques from...
Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13
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A View from the Classroom - Chronology
Primary History feature
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
As a teacher, the passing of time in a classroom may be: challenging, stimulating, appear endless, be subject to constant change, though never dull. Years pass, yet at times it can seem but yesterday, when I...
A View from the Classroom - Chronology
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Unpacking the enquiry puzzle
Teaching History article
The defining qualities of a good enquiry question have been regularly revisited by contributors to Teaching History in the 25 years since Riley first outlined what he saw as three essential characteristics. Despite these endeavours, Ben Arscott notes that the properties of a good enquiry question remain somewhat elusive. His...
Unpacking the enquiry puzzle
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Reading with other readers in mind
Teaching History article
Peter Turner, along with his colleagues, wished to design a cross-curricular activity for post-16 students in history and English. The enquiry they devised addressed the issue of the changing reception of the classic novel One Day in the Life of Ivan Denisovich in the immediate aftermath of its publication, and...
Reading with other readers in mind
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Cunning Plan 181: Incorporating a more global perspective within Key Stage 3
Teaching History feature
While lockdown, in response to the Covid-19 pandemic in the spring of 2020, brought a period of turbulence to the education sector, it also brought a wealth of generosity, with a vast range of free online CPD offered by different providers. One in particular was the webinar series ‘West African History before the 1600s’ hosted...
Cunning Plan 181: Incorporating a more global perspective within Key Stage 3
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Timelines and technology
Primary History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Timelines are basic tools for developing knowledge and understandings about chronology, providing the frameworks and contexts for historical enquiry. Information and Communications Technology [ICT ] offers a range of tools for viewing [and creating timelines, ranging...
Timelines and technology
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Scene shifting: Using visuals for chronology
Primary History article
Please note: this article pre-dates the current National Curriculum and some content may be outdated.
Vivid pictures from and of the past, its material culture, can be stimulating and effective tools for teaching chronology.
Their use is not, however, straightforward. Children bring into school mental images and stereotypes about the past...
Scene shifting: Using visuals for chronology
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Blood and Iron: the violent birth of modern Germany
Historian article
Katja Hoyer discusses Germany’s unification 150 years ago: an event that cast a long shadow over the troubled young nation and would alter the course of European and world history.
Shivering in the cold winter air that drifted in through the windows of his temporary residence in Paris, Wilhelm I, King...
Blood and Iron: the violent birth of modern Germany
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Cunning Plan 162: Transferring knowledge from Key Stage 3 to 4
Teaching History feature
Planning to deliver the new GCSE specifications presents a challenge and an opportunity to any history department, whatever their previous specification. The sweep of history that students will now study at GCSE is much broader than ‘Modern World’ departments are used to; including a medieval or early modern depth study...
Cunning Plan 162: Transferring knowledge from Key Stage 3 to 4
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Chronology: Developing a coherent knowledge
Article
Chronology: Developing a coherent knowledge and understanding of Britain's past and of the wider world
First, this article considers the reasons why it is essential for children to develop a chronological framework. Next it considers ways in which this framework is necessary for the development of the time concepts set...
Chronology: Developing a coherent knowledge
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Teaching sensitive subjects: slavery and Britain’s role in the trade
Primary History article
See also:
Teaching Slavery - HA guide
Slavery in Britain
Sarah Forbes Bonetta - scheme of work
Teaching Emotive and Controversial History
Diversity guidance for primary teachers and subject leaders
Slavery is a part of our history, and its impact can be seen in the statues of influential men, the...
Teaching sensitive subjects: slavery and Britain’s role in the trade
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Adventures in assessment
Teaching History article
In Teaching History 157, Assessment Edition, a number of different teachers shared the ways in which their departments were approaching the assessment and reporting of students’ progress in a ‘post-levels’ world. This article adds to those examples, first by illustrating how teachers from different schools in the Bristol area are...
Adventures in assessment
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Move Me on 177: using questioning effectively
The problem page for history mentors
This issue’s problem: Christine Pizan is struggling to use questioning effectively.
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...
Move Me on 177: using questioning effectively
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Polychronicon 157: Reinterpreting police-public relations in modern England
Teaching History feature
The relationship between the police and the public has long been a key subject in English social history. The formative work in this field was conducted between the 1970s and 1990s, but the past few years have witnessed something of a revival of research in the area. By focusing on...
Polychronicon 157: Reinterpreting police-public relations in modern England
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Cunning Plan 165: Helping lower-attaining students
Teaching History feature
My GCSE students were about to embark on their controlled assessment, which asked them to weigh up conflicting views on the British military’s contribution to the D-Day landings. Students were asked to engage with a range of historians’ views and textbooks as well as some contemporary source material to assess...
Cunning Plan 165: Helping lower-attaining students
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Managing the scope of study
Teaching History article
Anna Dickson and her department sought a solution to the challenges posed to their pupils by the expanded curricular scope of the new GCSE. In particular, they wanted to address the difficulties their pupils experienced in understanding the Cold War. Dickson outlines here how she drew on the work of...
Managing the scope of study
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Polychronicon 176: Peterloo, 1819–2019
Teaching History feature
Polychronicon is a regular feature in Teaching History helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretations. See all Polychronicons
On Monday 16 August 1819 troops under the authority of the Lancashire and Cheshire magistrates attacked and dispersed a rally of some...
Polychronicon 176: Peterloo, 1819–2019
