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Film: What's the wisdom on... Evidence and sources
Your Virtual History Department Meeting
We’ve been talking to our secondary school members and we know how difficult life is for teachers in the current circumstances, so we wanted to lend a helping hand.
'What’s the wisdom on…' is a new and already popular feature in our secondary journal Teaching History and provides the perfect stimulus for a...
Film: What's the wisdom on... Evidence and sources
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Film: What's the wisdom on... Extended Writing
Article
'What’s the wisdom on…' is a popular feature in our secondary journal Teaching History and provides the perfect stimulus for a department meeting. 'What’s the wisdom on…' provides history teachers with an overview of the ‘story so far’ of many years of practice-based professional thinking about a particular aspect of history teaching.
To...
Film: What's the wisdom on... Extended Writing
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Film: What's the wisdom on... Extended Reading
Your Virtual History Department Meeting
'What’s the wisdom on…' is a popular feature in our secondary journal Teaching History and provides the perfect stimulus for a department meeting. 'What’s the wisdom on…' provides history teachers with an overview of the ‘story so far’ of many years of practice-based professional thinking about a particular aspect of history teaching.
To...
Film: What's the wisdom on... Extended Reading
-
Film: What's the wisdom on... Causation
Your Virtual History Department Meeting
We’ve been talking to our secondary school members and we know how difficult life is for teachers in the current circumstances, so we wanted to lend a helping hand.
'What’s the wisdom on…' is a brand-new and already popular feature in our secondary journal Teaching History and provides the perfect...
Film: What's the wisdom on... Causation
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Knowing what counts in history: historical understanding and the non-specialist teacher
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
If science graduates think that history teaching is not about questioning, that there is only ‘one answer' in history or that historical facts are unproblematic, does it matter? Should we care? Doug Newton and Lynn...
Knowing what counts in history: historical understanding and the non-specialist teacher
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Engaging with each other: how interactions between teachers inform professional practice
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
What kinds of interaction take place in a history department? What might be their value? Between 1999 and 2003, Simon Letman, then history teacher and Director of Studies at The Royal Hospital School in Ipswich,...
Engaging with each other: how interactions between teachers inform professional practice
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The importance of subject specific training
HA Update
It is my passion for history and interest in young people that has sustained me both as a teacher and latterly as a PGCE history tutor.
Last term a number of seemingly unrelated issues began to coalesce in my mind. Over the summer I met a number of teachers that...
The importance of subject specific training
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What’s The Wisdom On... Consequence
Teaching History feature
Consequence easily becomes ‘causation’s forgotten sibling’, as Fordham noted, in the title of a workshop presented at the 2012 Historical Association conference. The choice to treat consequence separately from causation in this series of articles is, therefore, a very deliberate one. Yet an emphasis on the importance of consequences should...
What’s The Wisdom On... Consequence
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Film: Questioning in the History Classroom Part B
Teaching History for Beginners webinar series
This is the fourth film in the Teaching History for Beginners series. In this film, Ruth Lingard, head of history at Millthorpe School in York and PGCE tutor, takes us through the practical opportunities for effective questioning and the kinds of questions that lend themselves well to different purposes, second order concepts...
Film: Questioning in the History Classroom Part B
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Move Me On 159: Writing Frames
Teaching History feature
This issue's problem: Hannah Mitchell would like to wean pupils off the use of writing frames.
Hannah Mitchell has embarked on her PGCE training after a year spent working as a Teaching Assistant. Her varied experiences in that role - sometimes working one-to-one with young people, within a targeted intervention programme,...
Move Me On 159: Writing Frames
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Adventures in assessment
Teaching History article
In Teaching History 157, Assessment Edition, a number of different teachers shared the ways in which their departments were approaching the assessment and reporting of students’ progress in a ‘post-levels’ world. This article adds to those examples, first by illustrating how teachers from different schools in the Bristol area are...
Adventures in assessment
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Making rigour a departmental reality
Teaching History article
Faced with the introduction of a two-year key stage and a new whole-school assessment policy, Rachel Arscott and Tom Hinks decided to make a virtue out of necessity and reconsider their whole approach to planning, teaching and assessment at Key Stage 3. In this article they give an account of...
Making rigour a departmental reality
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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
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New, Novice or Nervous? 154: Using historical scholarship in the classroom
Teaching History feature
As another World Book Day goes past, you have been watching the English department wax lyrical about all of the wonderful books that pupils might read. You know that there is a wealth of well-written historical scholarship out there for pupils to dive into, yet you are not sure about...
New, Novice or Nervous? 154: Using historical scholarship in the classroom
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Recorded webinar: History teachers as teachers of reading
Developing confident readers and writers in the history classroom and beyond
Students and teachers can perceive literacy, particularly the challenges of extended reading and writing, to be a barrier to enjoyment of and success in history. Repeated lockdowns over the past two years have, despite teachers’ most creative and dedicated responses to remote learning, made it even harder to help children...
Recorded webinar: History teachers as teachers of reading
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Year 8 and interpretations of the First World War
Teaching History article
Dan Smith was concerned that his pupils were drawing on over-simplified generalisations about different periods of the past when they were considering why interpretations change over time. This led him to consider how pupils’ contextual knowledge and chronological fluency might be used more explicitly in order to avoid weak generalisations...
Year 8 and interpretations of the First World War
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Film: The use of educational talk in history learning and teaching
Teaching History for Beginners webinar series
This film continues our Teaching History for Beginners filmed webinar series. In this episode, David Ingledew, senior lecturer in history education and ITE lead at the University of Hertfordshire explores education talk as a follow up from his earlier film on questioning in the history classroom.
Film: The use of educational talk in history learning and teaching
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Film: Formative Assessment
Teaching History for Beginners webinar series
This film continues our Teaching History for Beginners filmed webinar series.
Sally Thorne has been a History teacher since 2003 and is currently Head of History at a secondary school in Bristol. She is also a GCSE examiner, textbook author, conference speaker and SHP adviser. In this short film, Sally unpacks formative assessment.
Film: Formative Assessment
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Film: Building Subject Knowledge Quickly
Teaching History for Beginners webinar series
This film continues our Teaching History for Beginners filmed webinar series.
As a teacher, you may be teaching topics that you have never studied before. In this episode of the Beginning Teacher webinar series, Laura London, Lecturer in Education on the history PGCE at the University of East Anglia gives advice on...
Film: Building Subject Knowledge Quickly
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New, Novice or Nervous? 156: Analysing interpretations
Teaching History feature
This page is for those new to the published writings of history teachers. Every problem you wrestle with, other teachers have wrestled with too. Quick fixes don't exist. But if you discover others' writing, you'll soon find - and want to join - something better: an international conversation in which others...
New, Novice or Nervous? 156: Analysing interpretations
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New, Novice or Nervous? 153: Good Enquiry Questions
Teaching History feature
This page is for those new to the published writings of history teachers. Every problem you wrestle with, other teachers have wrestled with too. Quick fixes don't exist. But if you discover others' writing, you'll soon find - and want to join - something better: an international conversation in which...
New, Novice or Nervous? 153: Good Enquiry Questions
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New, Novice or Nervous? 150: Getting pupils to see change over time
Teaching History feature
This page is the starting point for all who are new to the published writings of history teachers. Every problem you wrestle with, other history teachers have wrestled with too. Quick fixes don't exist. But if you discover others' writing, you'll soon find - and want to join - something...
New, Novice or Nervous? 150: Getting pupils to see change over time
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Dialogue, engagement and generative interaction in the history classroom
Teaching History article
Michael Bird has a long-standing interest in the power of classroom dialogue, not only as a means of elicting students’ prior knowledge or checking their understanding of new ideas and information, but also as a powerful tool for generating new knowledge through a collective process of meaning-making. In this article, he...
Dialogue, engagement and generative interaction in the history classroom
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Recorded webinar: Dealing with the issues from lockdown in the history classroom
Webinar
In the last 12 months students have all missed significant chunks of school and importantly a significant chunk of history lessons. In this special one-off webinar, some members of the HA secondary committee discuss the main issues we face as history teachers and offer some potential solutions. What does catch...
Recorded webinar: Dealing with the issues from lockdown in the history classroom
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Cunning Plan 163.2: Developing an A-level course in medieval history
Teaching History feature
Medieval history has always been a Cinderella era for post-16 students. Some schools offer A-levels in classical civilisation, but most A-level history courses focus on the early-modern and modern periods. A few schools teach an A-level medieval module, with the Crusades being a popular choice. I was therefore excited at...
Cunning Plan 163.2: Developing an A-level course in medieval history
