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'How do ideas travel?' East meets west - and history meets science
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Jamie Byrom is well-known to readers of Teaching History, not least for introducing us to the concept ‘professional wrestling' in the history department (Teaching History,133, Empire Edition). That article, authored with Michael Riley, focused on...
'How do ideas travel?' East meets west - and history meets science
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Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learning
Teaching History article
Jamie Byrom describes the learning activities within a final enquiry for a National Curriculum area of study - Britain 1066-1500. The strong message in this article is that the learning in each enquiry is only as good as the planning and teaching of the enquiries that precede it. Byrom's model...
Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learning
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How can I improve my use of ICT? Put history first!
Teaching History article
What is the difference between using lots of ICT and using it well? Dave Atkin draws upon work in his own department and with other Gloucestershire teachers in order to identify criteria for effective ICT use. These boil down to ‘putting history first' and getting maximum value out of the...
How can I improve my use of ICT? Put history first!
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'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
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What is progress in history?
Teaching History article
Evelyn Vermeulen argues that in order for teachers to identify outcomes for the learning of history, they must think clearly about the different attributes of the discipline - its ideas, structures and processes - and the relationship between them. Here, she takes us on her own professional thinking journey. She...
What is progress in history?
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The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to Key Stage 3
Teaching History article
Jenny Parsons' work in primary-secondary liaison in history is nationally acclaimed. She is often asked to share her department's practice at courses and conferences. Readers of Teaching History are already familiar with her work in another area: in the ‘Triumphs Show' of Teaching History 93 (the ICT edition in November...
The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to Key Stage 3
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My essays could go on forever: using Key Stage 3 to improve performance at GCSE
Teaching History article
History teachers are waking up to the fact that you cannot raise standards in GCSE by very much if you leave this work until Year 10. To leave it that late is to resort to surface, tactical moves rather than to address the deep reasons why so many pupils find...
My essays could go on forever: using Key Stage 3 to improve performance at GCSE
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Move Me On 96: Struggling with language register - getting pitch right
Teaching History feature
This Issue's Problem: John Ball is having difficulty getting his language register right
Problem:
John is several weeks into his first school placement. He is very much enjoying the PGCE course. It is proving to be the intellectual and practical challenge that he hoped. He has come to the course...
Move Me On 96: Struggling with language register - getting pitch right
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Mentioning the War: does studying World War Two make any difference to pupils' sense of British achievement and identity?
Teaching History article
All of this edition is based on the assumption that the teaching of history can have a significant impact upon the values, views and attitudes of our pupils. But how much impact does it have and of what type? And do we ever examine that impact in order to rethink...
Mentioning the War: does studying World War Two make any difference to pupils' sense of British achievement and identity?
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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
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Ants and the Tet Offensive: teaching Year 11 to tell the difference
Article
The history department at Morpeth School in East London has improved performance at GCSE. The department has also done something unusual: it has abandoned coursework. This might seem a surprising decision but the rationale is interesting and clear. Arguably, the fundamental examination skills are identical to those needed for coursework...
Ants and the Tet Offensive: teaching Year 11 to tell the difference
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Subject exemplification of the Initial Teacher Training National Curriculum for ICT: how the history examples were developed
Article
David Linsell describes how the Teacher Training Agency's history working group provided history-specific examples for the new ICT initial teacher training National Curriculum. He stresses the group's ‘history first' thinking. The aim was to provide realistic examples of ICT use, through which trainee teachers might develop and ultimately demonstrate their...
Subject exemplification of the Initial Teacher Training National Curriculum for ICT: how the history examples were developed
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The Hopi is different from the Pawnee: using a datafile to explore pattern and diversity
Article
Dave Martin identifies the factors which led to new knowledge and understanding in a mixed ability Year 7 class. Not only did these pupils acquire greater knowledge of the native peoples of North America, they also learned transferable techniques for identifying and analysing pattern and diversity. Clear learning objectives led...
The Hopi is different from the Pawnee: using a datafile to explore pattern and diversity
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The 'structured enquiry' is not a contradiction in terms: focused teaching for independent learning
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated
Mike Gorman uses the language of the National Curriculum Order to describe and analyse his practice. Yet he throws down a challenge to those who use it uncritically rather than interpreting it to make their...
The 'structured enquiry' is not a contradiction in terms: focused teaching for independent learning
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Minimalist cause boxes for maximal learning: one approach to the Civil War in Year 8
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated
Ian Gibson and Susan McLelland describe their work using cause boxes. They identity the type of historical learning that they felt was taking place and the range of factors which they judged to be critical...
Minimalist cause boxes for maximal learning: one approach to the Civil War in Year 8
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Interpretations of History: Issues for Teachers in the Development of Pupils' Understanding
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
This article is based on collaborative work between staff at a University department of educational studies and a comprehensive school. Ian Davies and Rob Williams reviews the status and meaning of interpretations in history education...
Interpretations of History: Issues for Teachers in the Development of Pupils' Understanding
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Professional wrestling in the history department: a case study in planning the teaching of the British Empire at key stage 3
Teaching History article
Three years ago (TH 99, Curriculum Planning Edition), Michael Riley illustrated ways in which history departments could exploit the increased flexibility of the revised National Curriculum. He showed that precisely-worded enquiry questions, positioned thoughtfully across the Key Stage, help to ensure progression, challenge and coherence. His picturesque image for this...
Professional wrestling in the history department: a case study in planning the teaching of the British Empire at key stage 3
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Cultivating curiosity about complexity
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
A great deal has been written recently about the importance of encouraging and enabling all students to read beyond their comfort zones, beyond the textbook and certainly beyond the obvious requirements of an examination specification....
Cultivating curiosity about complexity
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Confronting otherness: developing scrutiny and inference skills through drawing
Teaching History article
There are two main reasons why it is important for history teachers to make sense of the art teacher's processes, aims and perspectives: first, if we are concerned to improve pupils' historical knowledge and understanding then we will want to know about how learning in other subjects impacts upon it...
Confronting otherness: developing scrutiny and inference skills through drawing
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Gladstone spiritual or Gladstone material? A rationale for using documents at AS and A2
Teaching History article
Rather than taking a sledgehammer approach to planning for the new AS and A2 courses Gary Howells has used the opportunity to reflect on characteristics of students' historical learning in the post-16 phase. He argues for a much fuller rationale for using documents than mere preparation for exams or coursework....
Gladstone spiritual or Gladstone material? A rationale for using documents at AS and A2
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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
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Move Me On 131: Mentor struggling to help trainee learn to plan independently
Teaching History feature
Richard Baxter's mentor is struggling to know how to help him plan independently.
Richard Baxter is a relatively young trainee with a background in ancient history. He came to the PGCE course straight after completing his undergraduate degree, and is aware of his relative youth as well as what he...
Move Me On 131: Mentor struggling to help trainee learn to plan independently
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The Holy Grail? GCSE History that actually enhances historical understanding!
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Teaching History 109, Examining History Edition, launched a range of debates about the role and value of our public examinations in history, debates which have continued in these pages and in history teacher conferences (such...
The Holy Grail? GCSE History that actually enhances historical understanding!
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Teaching History 97: Visual History
The HA's journal for secondary history teachers
Evidential understanding, period knowledge and the development of literacy: a practical approach to ‘layers of inference’ for Key Stage 3 - Claire Riley (Read article)
How long before we need the US Cavalry? The Pittsburgh Conference on ‘Teaching, Knowing and Learning’. - Peter Lee and Ros Ashby (Read article)
Practical...
Teaching History 97: Visual History
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Teaching History 99: Curriculum Planning
The HA's journal for secondary history teachers
Choosing and planning your enquiry questions in Key Stage 3, The return of King John, Using depth to strengthen overview in the teaching of political change, Using a concluding enquiry to reinforce and assess earlier learning, Using ICT, Making source evaluation meaningful to Year 7 and much more...
Into the Key...
Teaching History 99: Curriculum Planning
