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Polychronicon 159: Interpreting Magna Carta
Teaching History feature
First some history: the question of how historiographic and public historical representations of Magna Carta have changed over the last 800 years is an important one. The ‘myth' of Magna Carta as a foundational document for modern democracy is still very powerful.
That tradition of understanding the legacy and history...
Polychronicon 159: Interpreting Magna Carta
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Engaging Year 9 students in party politics
Teaching History article
Sarah Black wanted to remedy Year 9's lack of knowledge about nineteenth-century politics. With just five lessons to work with, she decided to devise a sequence on Gladstone and Disraeli, shaping the sequence with an enquiry question that invited argument about change and continuity. Black analyses the status and function of different layers of knowledge within her sequence, evaluates the interaction...
Engaging Year 9 students in party politics
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Enabling Year 7 to write essays on Magna Carta
Teaching History article
Setting out to teach Magna Carta to the full attainment range in Year 7, Mark King decided to choose a question that reflected real scholarly debates and also to ensure that pupils held enough knowledge in long-term memory to be able to think about that question meaningfully. As he gradually prepared his pupils to produce their own causation arguments in response to that question, King was startled by...
Enabling Year 7 to write essays on Magna Carta
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New, Novice or Nervous? 159: Writing history essays
Teaching History feature
Until the 1990s, it was unusual for the majority of England's secondary school students to write history essays. The traditional essay was a staple of the old History O Level examinations, but fewer than 20% of pupils did these history exams. In the 1980s, various history teachers became increasingly concerned...
New, Novice or Nervous? 159: Writing history essays
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Triumphs Show 159: teaching paragraph construction
Teaching History feature
My adventures in dancing in the classroom started back in the autumn term. I was working with a group of Year 8 students looking at interpretations of King John and we were selecting and analysing quotations from historians as part of the enquiry question ‘Was King John really so bad?' My students were struggling with...
Triumphs Show 159: teaching paragraph construction
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Pipes's punctuation and making complex historical claims
Teaching History article
Long, unreadable sentences in her students' essays led Rachel Foster to improve her post-16 students' punctuation. Her journey resulted, however, in more than improved punctuation.
It led her to theorise what historians are really doing in their ‘signpost sentences'. She found herself showing students how an academic historian anticipates a chunk of argument in a single, well-turned, opening sentence. Foster created an intervention in which students...
Pipes's punctuation and making complex historical claims
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Finding the place of substantive knowledge in history
Teaching History article
‘What exactly is parliament?' finding the place of substantive knowledge in history
The relationship between knowledge and literacy is a central concern for all teachers. In his teaching, Palek noted that his students were struggling to understand complex substantive concepts such as ‘parliament' and decided to explore the relationship between students'...
Finding the place of substantive knowledge in history
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Move Me On 100: Deciding on lesson objectives
Teaching History feature
This Issue's Problem: Hugh Horsea, PGCE student, is having difficulty deciding on his lesson objectives
Problem:
Hugh is a few weeks into his first placement. He is enthusiastic and hard working and was successful in the first teaching tasks that he undertook. However, now that he has moved beyond directed...
Move Me On 100: Deciding on lesson objectives
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Teaching History 70
The HA's journal for history teachers
9 Change and Continuity: Some Reflections on the First Year's Implementation of Key Stage 3 History in the National Curriculum - Robert Phillips
13 Implementing the National Curriculum, Term 1 - Ruth Watts
17 History Tasks at Key Stage 3: A Survey from Five Schools - Peter D. John
20...
Teaching History 70
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Teaching History 72
The HA's journal for history teachers
11 Using the Attainment Targets in Key Stage 2: AT2, 'Interpretations of History' - Pam Harper
14 Using the Attainment Targets in Key Stage 3: AT2, 'Interpretations of History' - Tony McAleavy
18 A Way of Looking at History: Local-National-World Links - Sylvia L. Collicott
23 Deja vu - The...
Teaching History 72
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Teaching History 75
The HA's journal for history teachers
2 Editorial
3 News
5 The Dearing Final Report - Threat or Opportunity? - Carol White
7 Responses to the Dearing Report: History Post-16 - Laurie Taylor
9 Making Dearing Enduring - A Personal View - Roy Hughes
11 Teaching History at Key Stage 2 - One School's Approach -...
Teaching History 75
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Teaching History 77
The HA's journal for history teachers
6 History, Autonomy and Education or History Helps Your Students Be Autonomous Five Ways (with apologies to PAL dog food) - Peter Lee
11 Theory and Practice Essay: The Use of Resources and Teaching Aids in the Teaching of History, with particular reference to Year Eight - Elizabeth Danks
16...
Teaching History 77
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Teaching History 79
The HA's journal for history teachers
5 The Revised History Order - Sue Bennett and Ian Steele
9 From Plowden to Dearing - Patrick Wood
11 Developing an Understanding of Time - Sydney Wood
15 The Development Of Temporal Concepts in Children and its Significance for History Teaching in the Senior Primary School - Cheryl-Ann Simchowitz...
Teaching History 79
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Teaching History 80
The HA's journal for history teachers
5 Re-Thinking Collingwood: a reply to Keith Jenkins's Re-thinking History - Mamie T.E. Hughes
9 Secondary History Teaching and the OFSTED Inspections: an analysis and discussion of history comments - Paul Bowen
14 The Re-appearance of a Cheshire Cat - teaching the history of Britain at key stage 3 -...
Teaching History 80
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Teaching History 81
The HA's journal for history teachers
7 Fiction, Empathy and Teaching History - Victoria Mills
10 History and Language - Sara Alston
11 Teaching Children About Time - Terry Haydn
13 Art History as an Historical Discipline - C.H. Kauffmann
14 Battling On: family history in the primary classroom - Elizabeth M. Corrigan
19 A Tudor Feast...
Teaching History 81
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Cunning Plan 158: teaching about the history of the UK Parliament
Teaching History feature
2015 is something of a year of anniversaries. It is 50 years since Churchill's death, 200 years since Waterloo, 300 since the Jacobite ‘Fifteen', 600 since Agincourt, 800 since Magna Carta. Clearly every year brings around its own crop of anniversaries; this year just seems to have quite a few...
Cunning Plan 158: teaching about the history of the UK Parliament
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Transforming Year 11's conceptual understanding of change
Teaching History article
For all that history teachers appreciate the need to build substantive knowledge and conceptual understanding systematically over time, they are also likely to have experienced that sickening moment when they realise that a Year 11 pupil has somehow missed something fundamental.
In Anna Fielding's case, her pupil's misconception was related to...
Transforming Year 11's conceptual understanding of change
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Move Me On 158: Modelling tasks
Teaching History feature
This issue's problem: Arthur Wellesley is struggling to model tasks effectively for students.
Arthur has made a positive start to his training, but remains rather nervous in the classroom. He recognises the importance of well-planned lessons and his outline plans generally have a clear, logical structure. His mentor thinks that he...
Move Me On 158: Modelling tasks
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Pedagogical framework for stimulating historical contextualisation
Teaching History article
'Why am I accused of being a heretic?' A pedagogical framework for stimulating historical contextualisation
One of the challenges facing students who want to make sense of a source or an interpretation of the past is the need to place it in its context. Various research studies have shown that students...
Pedagogical framework for stimulating historical contextualisation
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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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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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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
