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  • Pull-out Posters: Primary History 66

      Process map for writing a new Scheme of Work for history
    Pull-out Posters: Primary History 66

  • Out and About in Ryedale

      Historian feature
    Tom Pickles explores Ryedale in Yorkshire, where an extraordinary network of churches bears witness to the social, political, and religious transformations of the Anglo-Saxon period.
    Out and About in Ryedale

  • Anglo-Saxon women and power

      Historian article
    Elite Anglo-Saxon women played a powerful role in the religious affairs and politics of their day and were important patrons of learning and culture.
    Anglo-Saxon women and power

  • Teaching History 134: Local Voices

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Relevant, rigorous and revisited: using local history to make meaning of historical significance – Geraint Brown and James Woodcock (Read article) 12 Cunning Plan: Local history at KS3 – Dan Moorhouse (Read article) 15 Nutshell 16 Riots, railways and a Hampshire hill fort: exploiting local...
    Teaching History 134: Local Voices

  • Lucy Hughes-Hallett on telling an HA branch about a book

      Historian article
    Dave Martin interviews the author of Cleopatra: histories, dreams and distortions, winner of the Fawcett Prize and the Emily Toth Award.
    Lucy Hughes-Hallett on telling an HA branch about a book

  • Teaching History 133: Simulating History

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Stories and their sources: the need for historical thinking in an information age – Ben Walsh (Read article) 10 How to make historical simulations adaptable, engaging and manageable – Dan Moorhouse (Read article) 17 Nutshell 18 ‘If everyone’s got to vote then, obviously…...
    Teaching History 133: Simulating History

  • Pull-out Posters: Primary History 68

      Britain and World timeline 2000BC to 0BC; The Dark Ages
    Pull-out Posters: Primary History 68

  • Teaching History 131: Assessing Differently

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Speed cameras, dead ends, drivers and diversions: Year 9 use a ‘road map’ to problematise change and continuity – Rachel Foster (Read article) 09 The Holy Grail? GCSE History that actually enhances historical understanding! – Katie Hall (Read article) 17 ‘Create something interesting...
    Teaching History 131: Assessing Differently

  • Teaching History 87

      The HA's journal for history teachers
    6 Reading the Bickersteth Diaries - John Bickersteth 8 History at Home - Rob David 14 Nuffield Primary Project (Part I) - John Fines 21 Our History or Your History? (Part 2) - Gillian Wilson 24 Key Stage 2 Multi Cultural Issues (Part I) - Marika Sherwood 27 Primary School...
    Teaching History 87

  • Local history and literacy using written (and other) sources

      Primary History article
    Jo Barkham shows how creative and challenging teaching can stimulate and engage even the youngest pupils in the reading of written, printed and multi-modal sources...
    Local history and literacy using written (and other) sources

  • Teaching History 89

      The HA's journal for history teachers
    4 Editorial 5 Teaching History Briefing 9 'I can't remember doing Romans' by Elizabeth Wood and Cathie Holden 13 Colonies, colonials and World War II by Marika Sherwood 19 Does GCSE provide a valid assessment of the achievements of the more able? by Elizabeth Pickles 22 Time for history by...
    Teaching History 89

  • Teaching History 129: Disciplined Minds

      The HA's journal for secondary history teachers
    02 Editorial 04 HA Secondary News 06 Unnatural and essential: the nature of historical thinking – Sam Wineburg (Read article) 13 Nutshell 14 New alchemy or fatal attraction? History and citizenship – Peter Lee and Denis Shemilt (Read article) 20 Polychronicon: Peterloo – Robert Poole (Read article) 22 Interdisciplinary forays...
    Teaching History 129: Disciplined Minds

  • New, Novice or Nervous? 164: Constructing narrative

      Teaching History feature: the quick guide to the no-quick-fix
    Narrative is shedding its status as the ‘underrated skill’, re-emerging as a requirement of the new GCSE in England. As Counsell has argued, constructing a narrative is ‘no easy option’, however, and asking students to ‘Write an account…’ lacks the comfortable familiarity of ‘Explain why…’ or ‘How far…’. Fortunately, many...
    New, Novice or Nervous? 164: Constructing narrative

  • 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

  • Teaching History 86

      The HA's journal for history teachers
    6 Our History or Your History? - Gillian Wilson 8 The Constructive Use of Role Play at Key Stage 3 - Edwin Towil! 14 Why and how we teach history in schools: the case of the Roman soldier - Terry Haydn 16 In Search of the Missing Railway - Dave Welbourne...
    Teaching History 86

  • Teaching History 125: Significance

      The HA's journal for secondary history teachers
    06 ‘Maybe they haven’t decided yet what is right:’ English and Spanish perspectives on teaching historical significance – Lis Cercadillo (Read article) 10 What they think they know: the impact of pupils’ preconceptions on their understanding of historical significance – Robin Conway (Read article) 16 Polychronicon: The Norman Conquest - Tony McConnell 18...
    Teaching History 125: Significance

  • Teaching History 84

      The HA's journal for history teachers
    4 Viewpoint - Grant Bage 6 Great Britons? An Appraisal of Some Historical Personalities in Key Stage 2 - Peter Vass 10 History and Technology at Key Stage Two: A Practical Partnership-  Paul Taylor 15 From Collingwood to the Teaching of Historical Thinking- Teresa Maclsaac 19 'A Concept Quite Alien'?...
    Teaching History 84

  • Teaching History 122: Rethinking History

      The HA's journal for secondary history teachers
    06 Why don’t the Chinese play cricket? Rethinking progression in historical interpretations through the British Empire – Steven Mastin and Pieter Wallace (Read article) 15 More than just the Henries: Britishness and British history at Key Stage 3 – Robert Guyver (Read article) 24 Polychronicon: Whose conspiracy? The plot of...
    Teaching History 122: Rethinking History

  • Move Me On 121: Teaching outside subject area

      The problem page for history mentors
    This Issue's Problem: Because of the demands of the modular structure on non-specialists, the school's Key Stage 3 schemes of work are extremely detailed, and include individual lesson plans that staff are encouraged to use or adapt depending on their level of confidence. Arnie began by relying on the plan...
    Move Me On 121: Teaching outside subject area

  • Teaching History 119: Language

      The HA's journal for secondary history teachers
    05 Does the linguistic release the conceptual? Helping Year 10 to improve their causal reasoning – James Woodcock (Read article) 24 Are you ready for your close-up? – Heather Scott with Judith Kidd (Read article) 15 The Tudor monarchy in crisis: using a historian’s account to stretch the most able...
    Teaching History 119: Language

  • Forbidden friendships: taverns, nightclubs, bottle bars and emancipation

      Historian article
    The modern gay-rights movement has its origins in a 1960s New York ‘bottle bar’, but as Ben Jerrit explains, drinking establishments have been centres of gay culture and social resistance for centuries. 
    Forbidden friendships: taverns, nightclubs, bottle bars and emancipation

  • Teaching History 118: Re-thinking Differentiation

      The HA's journal for secondary history teachers
    05 Does differentiation have to mean different? – Richard Harris (Read article) 13 Engaging with each other: how interactions between teachers inform professional practice – Simon Letman (Read article) 17 Seeing, hearing and doing the Rennaissance (Part 2) – Maria Osowiecki (Read article) 26 Polychronicon: Henry VII: Diligent bureaucrat or paranoid blunderer? (Read...
    Teaching History 118: Re-thinking Differentiation

  • Teaching History 120: Diversity and Divisions

      The HA's journal for secondary history teachers
    05’Why can’t they just live together happily, Miss?’ Unravelling the complexities of the Arab-Israeli conflict at GCSE – Alison Stephen (Read article) 11 Breaking the 20 year rule: very modern history at GCSE – Chris Culpin (Read article) 15 Cunning Plan: Why was Berlin such a significant theatre of conflict after...
    Teaching History 120: Diversity and Divisions

  • New, Novice or Nervous? 172: Curriculum planning

      Teaching History feature: the quick guide to the ‘no-quick-fix’
    This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too. Quick fixes don’t exist. But in others’ writing, you’ll find something better: conversations in which history teachers have debated or tackled your problems – conversations which...
    New, Novice or Nervous? 172: Curriculum planning

  • Teaching History 117: Dealing with distance

      The HA's journal for secondary history teachers
    This edition deals with how to help pupils to notice in themselves those assumptions that are based on their own familiar world and which actually get in the way of making sense of past actions and belief. How one period visualises another, Ideas for developing chronological understanding, Modern day parallels...
    Teaching History 117: Dealing with distance