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Historical Perspective & 'Big History'
Teaching History article
Moving forward, looking back - historical perspective, ‘Big History' and the return of the longue durée: time to develop our scale hopping muscles
‘Big history' is a term receiving a great deal of attention at present, particularly in North America where considerable sums of money have been invested in designing curricula...
Historical Perspective & 'Big History'
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Teaching History 158 - A Grounding in History
The HA's journal for secondary history teachers
02 Editorial
03 HA Secondary News
04 HA Update
08 Andrew Stacey-Chapman - From a compartmentalised to a complicated past: developing transferable knowledge at A-level (Read article)
16 Cunning Plan: teaching about the history of the UK Parliament - Tony McConnell (Read article)
18 Dominik Palek - 'What exactly is parliament?'...
Teaching History 158 - A Grounding in History
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Developing transferable knowledge at A-level
Teaching History article
From a compartmentalised to a complicated past: developing transferable knowledge at A-level
Students find it difficult to join up the different things they study into a complex account of the past. Examination specifications do not necessarily help with this because of the way in which history is divided up into...
Developing transferable knowledge at A-level
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Early Islamic civilisation
Primary History article
The Primary National Curriculum pinpoints Early Islamic Civilisation as Baghdad c. AD 900 - yet it was so much more. For approximately a thousand years after AD 700 there was an extraordinary amount of activity that radiated out from Baghdad and along a glittering crescent through North Africa and into...
Early Islamic civilisation
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Primary History 16
The primary education journal of the Historical Association
4 A Good Place for an Investigation - Diana Knapp
7 Primary Conference Report - Russell Carter
8 How a Little Hollywood Can Help History - Vincent Jones
10 Historical Fiction and Museum Objects - Neil Curtis, Janet Goolnick, Kate Hopkins
12 Primary Update
13 Young National Trust Theatre - Sally Littlefair ...
Primary History 16
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Primary History 69
The primary education journal of the Historical Association
04 Editorial
05 HA Primary News
06 Using ‘Development Matters' to plan learning for history in the Foundation stage - Helen Crawford (Read article)
08 Assessment and Progression without levels: where do we go from here? Jerome Freeman (Read article)
14 From Home to the Front: World War I (1914-18)...
Primary History 69
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Portchester Saxon settlement
Article
One way to use this image would be to focus on continuity and change. Portchester's history is that of a settlement which has passed through the hands of the Romans, Saxons, Normans and onwards. As a result, the appearance and purpose of the settlement has changed over time. One way...
Portchester Saxon settlement
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Using cemeteries as a local history resource
Primary History article
Why visit a cemetery as part of the history curriculum? Local studies now feature prominently in the primary history curriculum for both key stages. This development challenges teachers to find easilyaccessible, inexpensive and relevant resources on their doorstep. A rich resource which has traditionally been overlooked is the local churchyard...
Using cemeteries as a local history resource
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Assessment and Progression without levels
Primary History article
The new (2014) Primary History National Curriculum is finally upon us. The first thing you might notice is that the level descriptions have gone. These were first introduced in 1995 and became the mainstay for assessing pupil progression and attainment in Key Stages 1, 2 and 3 across schools in...
Assessment and Progression without levels
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John Knox
Classic Pamphlet
During his own lifetime John Knox was engaged in violent disputes, and throughout the succeeding ages his character has been the subject of acrimonious controversy. While there is an infinite variety of opinion as to his character, there is complete unanimity as to his importance.
This pamphlet discusses the life,...
John Knox
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Scottish Diplomatists 1689-1789
Classic Pamphlet
The object of this pamphlet is to show the gradual penetration of Scotsmen after the Union into a particular branch of the public service - what may be conveniently though not very accurately described as the diplomatic service.
This essay makes a study of the actual negotiations conducted by Scottish...
Scottish Diplomatists 1689-1789
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Out and About 124 - Pedalling after Alfred
Historian feature
Alfred in Wantage - Dave Martin takes to his bike to explore statues of Alfred the Great.
Alfred the Great, the name speaks for itself, was a hero to the Victorians so it is no surprise to find that there are three statues commemorating him. The earliest one was erected...
Out and About 124 - Pedalling after Alfred
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My Favourite History Place - Weimar
Historian feature
Neil Taylor explores the changing face and mixed fortunes of Weimar in the twentieth century.
Weimar is a town to which many famous people came, but from which few then left. It is not hard to see why. The locals summarise its appeal in one sentence Weimar ist nur eine...
My Favourite History Place - Weimar
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Memorial Oaks at Wolsingham School
Historian article
Our World War I commemorative series continues with Robert Hopkinson's introduction to what the Imperial War Museum believes is the oldest war memorial in Britain.
Wolsingham School and Community College, in Weardale, County Durham, celebrated its 400th anniversary in 2014. As part of the celebrations, there was an exhibition, a...
Memorial Oaks at Wolsingham School
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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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The Story of the African Queen
Historian article
Where fact and fiction intercept: the story of The African Queen(s) by C.S. Forester
When the Königin Luise was hull down over the horizon and the dhow was close in-shore the lieutenant left his post and went down to the jetty to meet his senior officer. The dhow ran briskly in,...
The Story of the African Queen
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Primary History 13
The primary education journal of the Historical Association
4 Viewpoint - Grant Bage
4 Primary History Teachers - an endangered species? - Alan Hodkinson
5 Corinthian Helmet - Patrick Wood
6 Begin at the Beginning: The Iliad - Patrick Wood
8 Using Greek Vases in a Study of the Greeks at Key Stage 2 - Keith Dickson
10...
Primary History 13
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Move Me On 157: Getting knowledge across
Teaching History feature
This issue's problem: Rose Valognes feels she hasn't got enough ways of getting knowledge across to the students before they can do something with it.
After a positive start to her training year, Rose Valognes seems to have got stuck in a rut in her thinking, with her lessons falling...
Move Me On 157: Getting knowledge across
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New, Novice or Nervous? 157: Teaching Overview
Teaching History feature
Overwhelmed by overview? Bewildered by how to teach bigger pictures? Tied up in mental knots by trying to work out the difference between thematic stories, frameworks and outlines? You are not alone.
Like many history teachers, you feel more confident when teaching depth studies but find yourself beating a rapid...
New, Novice or Nervous? 157: Teaching Overview
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Using timelines in assessment
Teaching History article
Bridging a twenty-year gap in their practice, Elizabeth Carr and Christine Counsell bring out the similarities in their use of timelines in their planning, teaching and assessment. What they also have in common is the fact that their experimentation with timelines as a way of strengthening cumulative knowledge emerged in...
Using timelines in assessment
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Securing contextual knowledge in year 10
Teaching History article
Using regular, low-stakes tests to secure pupils' contextual knowledge in Year 10
Lee Donaghy was concerned that his GCSE students' weak contextual knowledge was letting them down. Inspired by a mixture of cognitive science and the arguments of other teachers expressed in various blogs, he decided to tackle the problem...
Securing contextual knowledge in year 10
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Triumphs Show 157: What makes art history?
Teaching History feature: celebrating and sharing success
What do 14 Year 7 students, an art teacher, a history teacher and the Victoria and Albert Museum have in common? They are all part of the ‘Stronger Together' Museum Champion project run by The Langley Academy and the River & Rowing Museum and supported by Arts Council England, designed to...
Triumphs Show 157: What makes art history?
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Teaching History 157: Assessment
The HA's journal for secondary history teachers
02 Editorial
This edition of HA's Teaching History journal is free to download via the link at the bottom of the page (individual article links within the page are not free access unless otherwise stated).
For a subscription to Teaching History (published quarterly), plus access to our library of high-quality secondary...
Teaching History 157: Assessment
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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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Building and assessing historical knowledge on three scales
Teaching History article
The knowledge that ‘flavours' a claim: towards building and assessing historical knowledge on three scales
While marking some Year 11 essays, Kate Hammond found her interest caught by significant differences between one kind of strong analysis and another. Some scored high marks but were less convincing. The achievement in these...
Building and assessing historical knowledge on three scales
