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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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Getting medieval (and global) at Key Stage 3
Teaching History article
Taking new historical research into the classroom: getting medieval (and global) at Key Stage 3
Although history teachers frequently work with academic historical writing, direct face-to-face encounters with academic historians are rare in secondary history classrooms. This article reports a collaboration between an academic historian and a history teacher that...
Getting medieval (and global) at Key Stage 3
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Subject criteria for GCSE and A Level History published
Guidance
The Department for Education today published subject criteria for both GCSE and A Level History. The new linear A Level History will be ready for first teaching from September 2015 and will retain a 20 percent personal study element. It is still unclear how the two year A Level course...
Subject criteria for GCSE and A Level History published
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History, music and law: commemorative cross-curricularity
Teaching History article
James Woodcock continues his theme from Teaching History 138 about the difference between superficial, thematic cross-curricularity and much more rigorous interdisciplinarity. His concern is to retain rather than compromise the integrity of the subject disciplines. Woodcock argues that interdisciplinary working adds value to learning only when the knowledge and the distinctive...
History, music and law: commemorative cross-curricularity
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Triumphs Show 146: putting an enquiry together
Teaching History feature: celebrating and sharing success
Department meetings have a range of purposes, and all teachers will be aware of some of the more tedious tasks that have to be completed at such meetings. The most exciting meetings for us are those where we can sit down as a history department and design a new enquiry....
Triumphs Show 146: putting an enquiry together
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Pilot GCSE Resources Spreadsheet
Article
The HA has compiled 3 spreadsheets that take you through the main History GCSE specifications World History, Schools History Project and the Pilot GCSE which has a compulsory examined element on Medieval England. Each spreadsheet takes you through each specification, topic by topic and is filled with links to all...
Pilot GCSE Resources Spreadsheet
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Schools History Project ICT Resources Spreadsheet
Article
The HA has compiled 3 spreadsheets that take you through the main History GCSE specifications World History, Schools History Project and the Pilot GCSE which has a compulsory examined element on Medieval England. Each spreadsheet takes you through each specification, topic by topic and is filled with links to all...
Schools History Project ICT Resources Spreadsheet
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Modern World History ICT Resources Spreadsheet
Article
The HA has compiled 3 spreadsheets that take you through the main History GCSE specifications World History, Schools History Project and the Pilot GCSE which has a compulsory examined element on Medieval England. Each spreadsheet takes you through each specification, topic by topic and is filled with links to all...
Modern World History ICT Resources Spreadsheet
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Passive receivers or constructive readers?
Teaching History article
Rachel Foster reports here on research that she conducted into how students engage with academic texts. Unhappy with the usual range of texts that students encounter, often truncated and ‘simplified' in the name of accessibility, she designed a scheme of work which sought to find out how her students responded...
Passive receivers or constructive readers?
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Past Forward: A vision for school history 2002-2012
Book
The Historical Association held a major conference on history education at the Cherwell School, Oxford on Saturday 28th September 2002. Entitled 'Past Forward: A Vision for School History 2002-2012', it was a celebration of recent trends in history teaching and a chance to reflect critically on where history education needs...
Past Forward: A vision for school history 2002-2012
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A Local History Toolkit
Article
IntroductionIn this short paper you will discover some of the tools for ‘doing' local history. They are based on where I live: you can get similar types of sources from where you live, work or teach. Your main source will be a local library or record office, but there is...
A Local History Toolkit
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Developing meaningful cross-curricular approaches
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Some history departments find themselves under pressure to incorporate skills and competences from alternative curricula. Others find that with the pressure to ease transition issues in Year 7, history can almost disappear into an amalgam...
Developing meaningful cross-curricular approaches
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Making cross-curricular links in history
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Alf Wilkinson has been working as ‘National Subject Lead' for History, co-ordinating a programme of support for schools, funded by the DCSF and delivered in partnership with the Historical Association and the CfBT.
Here he...
Making cross-curricular links in history
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Past Forward: University history and school history
Article
Recent trends in university history University historians have little incentive to discover what goes on in school history classrooms and many disincentives, as pressures of work mount and the ogres of university management point to the overwhelming need to improve, or sustain, current Research Assessment Exercise grades. History is rarely...
Past Forward: University history and school history
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Past Forward: Print and electronic resources
Article
It does not need a prophet to see that a more dynamic relationship between print and electronic media is both a need and a possibility for the next ten years of school history. At the moment, however, history is a book-based subject. Books matter. Teachers use them and are keen...
Past Forward: Print and electronic resources
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Past Forward: History for all
Article
This paper takes four premises for granted: (i) that a coherent, motivating, demanding historical education is essential for all citizens in today’s society. This is not a luxury, it is a burning necessity in the interests of social inclusion, human rights and the preservation of democracy; (ii) that the present...
Past Forward: History for all
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Past Forward: GCSE History
Article
This summer was the thirtieth in which I have worked as an Examiner in History for 16- year- olds. This is a really sad confession, but I think it at least might allow me to offer an insider’s perspective. What follows is a consideration of the issues confronting GCSE history...
Past Forward: GCSE History
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AS & A2 History
Article
My complaints about the new AS/A2 specifications have been reported elsewhere,1 but below I outline my main concerns regarding the new examination system, which I see as a missed opportunity to introduce a 16-19 History curriculum that meets the needs of young people in the twenty-first century. The Curriculum 2000...
AS & A2 History
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Triumphs Show 182: A public lecture series
Teaching History feature
The history we present to students, however rigorous and challenging, and however full of integrity in eflecting history as a discipline, is a shiny show of our best resources. Peeling back this curtain and allowing students to see the real world of academic history was a major motivation in inviting some...
Triumphs Show 182: A public lecture series
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Film: An Introduction to Lesson Planning (Parts 6-10)
Teaching History for Beginners webinar series
This film continues our Teaching History for Beginners filmed webinar series. In this two-part film, Rachel Foster (teaching associate and secondary PGCE lead at the university of Cambridge) explores the key principles and processes of lesson planning for new teachers. View the first part here.
This series is designed to support beginning...
Film: An Introduction to Lesson Planning (Parts 6-10)
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Film: An Introduction to Lesson Planning (Parts 1-5)
Teaching History for Beginners webinar series
This film continues our Teaching History for Beginners filmed webinar series. In this two part film, Rachel Foster (teaching associate and secondary PGCE lead at the university of Cambridge) explores the key principles and processes of lesson planning for new teachers. View the second part here.
This series is designed to support beginning history...
Film: An Introduction to Lesson Planning (Parts 1-5)
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Using extra-curricular opportunities to broaden students’ encounters with history
Teaching History article
In this article, Jess Angell shows how her department seeks to make extra-curricular activities accessible to all. There is a strong focus on involving professional historians, since so many students seem not to understand who historians are, or what they do. But the audience is wider than just history students:...
Using extra-curricular opportunities to broaden students’ encounters with history
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Recorded webinar: Supporting less able students in your GCSE classroom
History for all series
In this webinar recording aimed primarily at beginning teachers, Sally Burnham looks at practical strategies to help motivate and support our lower attainers in the history classroom, particularly at GCSE. She explores ways to help students develop secure knowledge, recall that knowledge and use the knowledge effectively so that all students can access...
Recorded webinar: Supporting less able students in your GCSE classroom
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Thinking makes it so: cognitive psychology and history teaching
Teaching History article
What, exactly, is learned knowledge - and why does it matter in history teaching?
Michael Fordham seeks to use the general tenets of cognitive psychology to inform the debate about how history teachers might get the best from their students, in particular in considering the role of memory. Fordham surveys the latest research concerning memory while also arguing that remembering does matter in history...
Thinking makes it so: cognitive psychology and history teaching
