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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    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.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

  • 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    Please note: this article pre-dates the current National Curriculum and some content may be outdated.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

  • 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

  • The Medieval Empire

      Classic Pamphlet
    The subject of this pamphlet is one that, by general consent, takes a central place in European history in the middle ages. The history of the Empire, it has often been said, is co-terminous with the history of western Christendom; and Lord Bryce long ago described it as a ‘universal...
    The Medieval Empire

  • Teaching the First World War in the primary school

      Article
    The current commemorations of the First World War have opened the door to some real opportunities for those teaching primary history – perhaps even considering taking children to the battlefields. Although this is customarily a secondary-school experience, this article outlines the opportunities for primary-age children. The suggestions here are based...
    Teaching the First World War in the primary school

  • Enduring Civilisation: cities and citizens in the ‘Aztec Empire’

      Historian article
    Katherine Bellamy explores the cities and citizens at the heart of the so-called ‘Aztec Empire’, a vast and complex network of distinct indigenous communities who endured despite Spanish colonisation. The term ‘civilisation’ is derived from the Latin, civilis (civil), and closely connected to civitas (city) and civis (citizen). The cities...
    Enduring Civilisation: cities and citizens in the ‘Aztec Empire’

  • 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

  • Inventing race? Using primary sources to investigate the origins of racial thinking in the past

      Teaching History article
    Having been given some additional curriculum time, Kerry Apps and her department made decisions about what had been missing in the previous curriculum diet. Building on an existing enquiry (in TH 176), Apps decided to focus on how and when the idea of race in its modern sense developed in early modern...
    Inventing race? Using primary sources to investigate the origins of racial thinking in the past

  • Playing in the pandemic: Introducing the Play Observatory

      Primary History article
    What happens to children’s play in a global pandemic? In 2020, as the Covid-19 pandemic was sweeping across the world, an interdisciplinary team of researchers from University College London and the University of Sheffield was beginning to plan a project to address this central question. We began with history in...
    Playing in the pandemic: Introducing the Play Observatory

  • 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

  • 'Didn't we do that in Year 7?' Planning for progress in evidential understanding

      Teaching History article
    Christine Counsell describes a lively activity, ideal for Year 9, in which pupils compare and interrelate a collection of sources. The activity leads pupils into thinking about the sources as a collection, and about the enquiry as an evidential problem. Or at least it can do. The article discusses the...
    'Didn't we do that in Year 7?' Planning for progress in evidential understanding

  • New, Novice or Nervous? 152: Describing Progression

      Teaching History feature
    'New, Novice or Nervous?' is for those new to the published writings of history teachers. Every problem you wrestle with, other teachers have wrestled with too. Quick fixes don't exist. But if you discover others' writing, you'll soon find - and want to join - something better: an international conversation...
    New, Novice or Nervous? 152: Describing Progression

  • Teaching History 42

      Journal
    Editorial 2 History: A Most Crucial Element of the Curriculum, Gordon Batho 3 Report: Archives and Education in London 5 Towards a Nationally Agreed Framework I or the Teaching of Primary School History, T.D. Cook 6 Teaching Teachers: A Secondary History PGCE Course, Keith Jenkins 9 Bringing in the Horse,...
    Teaching History 42

  • Tracking pupil progress

      Primary History article
    Assessment issues crop up with regularity in the pages of this journal. They have also been mentioned frequently in inspections and in the schools assessed for the Quality Mark. The problem with some of the recommendations is that they anticipate massive amounts of time and energy being devoted to it...
    Tracking pupil progress

  • Working with sources: scepticism or cynicism? Putting the story back together again

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Many history teachers will remember the feature on Jamie Byrom's teaching in Times Educational Supplement of July 1996 where he attacked the recent fashion of history textbooks for encouraging only short (and usually formulaic) responses...
    Working with sources: scepticism or cynicism? Putting the story back together again

  • The Willing Suspension of Disbeliefs

      Article
    There should be no hesitancy doubting his existence R. G. Collingwood is remembered today as a philosopher, a man with a wide range of interests, the core of whose work is in the Idealist tradition. He died in 1943 and although his work has subsequently not been widely celebrated the...
    The Willing Suspension of Disbeliefs

  • A need to know: Islamic history and the school curriculum

      Teaching History article
    In this article, Nicolas Kinloch questions some of the principal justifications often advanced for teaching Islamic history in schools. In particular, he wants to move us beyond our concern with current events in the Middle East. He suggests that there are dangers in looking at Islamic history if it is...
    A need to know: Islamic history and the school curriculum

  • Planning with literacy

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. History is a subject which of necessity makes extensive use of language in all its forms and so the links with literacy are many. Cooper (2000), Bage (1999), Hoodless (1998) and Nichol, in the Nuffield History...
    Planning with literacy

  • Connecting past and present through the lens of enduring human issues: International Women’s Day protests

      Teaching History article
    While studying for his master’s degree in education, Arthur Casey became intrigued by research suggesting that analogies comparing past and present might improve students’ perceptions of the relevance of history. In this article he reports on the findings of his own small-scale research study, in which he used a present-day...
    Connecting past and present through the lens of enduring human issues: International Women’s Day protests

  • Polychronicon 160: Interpreting 'The Birth of a Nation'

      Teaching History feature
    Controversial from the first year of its release in 1915, 'The Birth of a Nation' has been hailed as both the greatest film ever made and the most racist. On 8 February 1915, it premiered in Los Angeles as 'The Clansman', the name of the novel and play upon which...
    Polychronicon 160: Interpreting 'The Birth of a Nation'

  • 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

  • Move Me On 184: struggling to see beyond tightly regimented teaching strategies

      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 184: struggling to see beyond tightly regimented teaching strategies

  • The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience

      Teaching History article
    What would you expect the differences to be between Japan and England in how pupils learn history in the post-14 phase? Perhaps your guess would be: Japanese school students learn a lot of historical facts and focus upon their own identity and English school students talk a lot more in...
    The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience

  • What Have Historians Been Arguing About... Royal Studies

      Teaching History feature
    ‘Royal Studies’ is much more than the study of kings and queens as individuals. It draws in their families, the institution of monarchy and monarchical government, court studies, relationships with the church, artistic and literary patronage, and more. While history ‘from below’ and studies of non-elite figures have enriched the...
    What Have Historians Been Arguing About... Royal Studies

  • Substantial sculptures or sad little plaques? Making 'interpretations' matter to Year 9

      Teaching History article
    Andrew Wrenn builds upon current, popular and practical work on ‘interpretations of history' analysed in recent editions. Using the public's responses to the temporary exhibition on the slave trade housed at Bristol City Museum, he offers a range of fascinating practical activities for Year 9 pupils. Many of these could...
    Substantial sculptures or sad little plaques? Making 'interpretations' matter to Year 9