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  • Anglo-Saxon Women

      Primary History Article
    The Anglo-Saxon era is a diverse period that stretches across just over 650 years. Those we call Anglo-Saxons were not homogenous nor were their experiences. In AD 410 the Roman legions leave and the first Anglo-Saxon raiders appear. These pagan warrior bands would come to terrorise Romano-British settlements until, inevitably,...
    Anglo-Saxon Women

  • Primary History 70

      The primary education journal of the Historical Association
    04 Editorial 05 HA Primary News 06 Learning in the Early Years through Local People and Places: developing historical concepts in the Early Years Foundation Stage - Alison Hales (Read article) 08 Enquiry: developing puzzling, enjoyable, effective historical investigations - Ian Dawson (Read article) 15 Key Stage 1 local history...
    Primary History 70

  • 'Who, after all, speaks today of the annihilation of the Armenians?'

      Teaching History article
    How can the Holocaust be represented? In this article, Andrew Wrenn takes as his example the United States Holocaust Memorial Museum. He helps teachers encourage pupils to get beneath the surface, and look analytically at the Museum itself as an interpretation of the Holocaust. Such an investigation provides pupils and...
    'Who, after all, speaks today of the annihilation of the Armenians?'

  • JFK: the medium, the message and the myth

      Teaching History article
    Dale Banham and Russell Hall present a multi-faceted rationale for an in-depth study of the 1991 film, JFK. They treat it as an ‘interpretation’ in the National Curriculum sense, constructing a varied and meticulous learning journey towards its analysis. By the end of that journey pupils had examined the central...
    JFK: the medium, the message and the myth

  • Cunning Plan 114: building overview understanding of 19th-century social history

      Teaching History feature
    This five-lesson sequence gradually builds overview understanding of aspects of 19th century social history through a depth study of the campaigner and reformer, Josephine Butler. Through the sequence, pupils build on earlier work on historical significance, first, by reviewing their understanding of the huge range of reasons why things get...
    Cunning Plan 114: building overview understanding of 19th-century social history

  • As a primary school teacher have you taught about the Holocaust?

      Primary History article
    Teaching the Holocaust at primary level can be incredibly rewarding and result in pupils broadening their historical understanding as well as encouraging them to consider other issues. The importance of challenging prejudice, ignorance and racism, the importance of not being a bystander and valuing life are just a few of...
    As a primary school teacher have you taught about the Holocaust?

  • Doomed Youth: Using theatre to support teaching about the First World War

      Teaching History article
    Many history teachers will have taken their GCSE pupils to School History Scene's Hitler on Trial for a rigorous and inspirational session, using drama, in preparation for the GCSE examination. Josh Brooman has now broadened the work of School History Scene by writing a new play, Doomed Youth, aimed at...
    Doomed Youth: Using theatre to support teaching about the First World War

  • Questions you have always wanted to ask about...Using photographs as sources of evidence

      Primary History article
    Alan Hodkinson answers questions about using photographs as sources of evidence.
    Questions you have always wanted to ask about...Using photographs as sources of evidence

  • Pride and delight: motivating pupils through poetic writing about the First World War

      Teaching History article
    This project emerged from team-teaching with history teachers in history lessons. Gill Minikin draws upon her expertise as an English teacher to help pupils become excited by the challenge of ‘squeezing language' into poems. History teachers often ask pupils to write poems but they do not necessarily draw upon all...
    Pride and delight: motivating pupils through poetic writing about the First World War

  • And Joe arrives...: stretching the very able pupil in the mixed ability classroom

      Articles
    Kate Hammond examines a sequence of three history lessons in order to evaluate techniques for stretching a very able 11 year-old. She adopts a complex blend of differentiation strategies. Rather than merely bolting on ‘extension activities', she starts with demanding objectives for all, as the whole-class entitlement. She then attempts...
    And Joe arrives...: stretching the very able pupil in the mixed ability classroom

  • What was it like to live here in the past? Resourcing the local study

      Primary History article
    Finding sources for your local study can be a challenge, particularly if you are not familiar with the history of the area around your school. Please note: this article uses the Images of England website which has now closed down. The images can still be found via the Historic England website. This...
    What was it like to live here in the past? Resourcing the local study

  • Triumphs Show 119: bringing the big picture to life using a 3D rollercoaster

      Teaching History feature
    In this edition of 'Triumphs Show' Kate Dacey demonstrates the effectiveness of visual stimuli in improving pupils' historical understanding. Dacey achieved this by using a 3D wall display to depict the turbulent period of the Reformation.
    Triumphs Show 119: bringing the big picture to life using a 3D rollercoaster

  • Triumphs Show 120.1 - Is music the answer to the Irish question in schools?

      Teaching History feature
    Ian Ollerenshaw shares with us a way to help GCSE pupils understand the complexities of the ‘Irish Question’ and start to empathise with diverse perspectives. He uses a medium – music – that is familiar to teenagers, beginning with their own music before moving on to songs specifically about Ireland.
    Triumphs Show 120.1 - Is music the answer to the Irish question in schools?

  • 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

  • It's like they've gone up a year!' Gauging the impact of a history transition unit on teachers of primary and secondary

      Teaching History article
    Year 7 history teachers frequently bemoan the lack of historical learning in the primary sector. Pupils may be well versed in suffixes and similes, but their study of history can be limited. This group of history teachers decided that things could be different. Not only did they bring enquiry methods...
    It's like they've gone up a year!' Gauging the impact of a history transition unit on teachers of primary and secondary

  • Moral dilemmas: history teaching and the Holocaust

      Teaching History article
    The new Holocaust Exhibition at the Imperial War Museum in London has been very favourably received by the general public, and by teachers and their students. Initially controversial - was a war museum the ideal site for such an exhibition, for example? - it has since been widely praised for...
    Moral dilemmas: history teaching and the Holocaust

  • Move Me On 107: Doesn't see point of teaching to those who find history difficult

      Teaching History feature
    This Issue's Problem: Brian, PGCE history student, doesn't see the point of teaching history to pupils who find it very difficult.
    Move Me On 107: Doesn't see point of teaching to those who find history difficult

  • Frameworks for linking pupils' evidential understanding with growing skill in structured, written argument: the 'evidence sandwich'

      article
    History teachers are increasingly good at designing exercises which develop skill in evidence analysis. The ubiquitous ‘source' is invariably analysed for utility and reliability. But how do pupils integrate such understandings with extended written work? How can they be helped to use these understandings in the creation of written argument?...
    Frameworks for linking pupils' evidential understanding with growing skill in structured, written argument: the 'evidence sandwich'

  • Triumphs Show 113: How to make the Elizabethan Religious Settlement sufficiently complicated for Year 8

      Teaching History feature
    This edition of the 'Triumphs Show' explains 'How to make the Elizabethan Religious Settlement sufficiently complicated for Year 8'.
    Triumphs Show 113: How to make the Elizabethan Religious Settlement sufficiently complicated for Year 8

  • Ralph Sadleir: Hackney's Local Hero or Villain: Examples of learning opportunities in museums and historic sites at Key Stage 3

      Teaching History article
    The benefits of learning in historical sites and museums are well documented. De Silva, Smith and Tranter wrote in Teaching History 102, Inspiration and Motivation Edition, about exploring identity through the biography of a house, suggesting the possibility of teaching from the local to capture the national picture. However, students...
    Ralph Sadleir: Hackney's Local Hero or Villain: Examples of learning opportunities in museums and historic sites at Key Stage 3

  • I understood before, but not like this: maximising historical learning by letting pupils take control of trips

      Teaching History article
    We are used, in the current idiom, to ‘sharing objectives with pupils’. Too often, however, they are emphatically our objectives rather than theirs and sharing is shorthand for one-way communication. Helen Snelson’s article explores what sharing objectives can mean when objectives are genuinely jointly produced, rather than ‘cascaded’ and reports...
    I understood before, but not like this: maximising historical learning by letting pupils take control of trips

  • Move Me On 115: the class already know all about WW1

      Teaching History feature
    This Issue's Problem: Vera is worried that her Year 9 class already know all about World War One. 
    Move Me On 115: the class already know all about WW1

  • Move Me On 103: Failing to improve pupils' understanding of evidence

      Teaching History feature
    This Issue's problem: Josie, PGCE history student, is finding that her use of the department's exercises on sources is not improving pupils' understanding of evidence.
    Move Me On 103: Failing to improve pupils' understanding of evidence

  • Move Me On 113: Getting pupils to really care about what happened in the past

      Teaching History feature
    This Issue's Problem: Ronnie Wedgewood is struggling to get pupils really to care about what happened in the past. 
    Move Me On 113: Getting pupils to really care about what happened in the past

  • A creative Egyptian project

      Primary History article
    Ideally when teaching history, teachers will look to deliver projects that will engage and motivate, hopefully making the hard work of being creative stimulating and rewarding, based upon questioning, enquiry, investigation of sources and reaching conclusions grounded in the evidence.Ancient Egypt is one of those history topics which, because it...
    A creative Egyptian project