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Finding voices in the past: exploring identity through the biography of a house
Teaching History article
Heather De Silva, Jenny Smith and Jason Tranter outline a new study unit, planned jointly by their history and geography departments and designed specifically to meet the new requirements for local history required by England’s recently revised National Curriculum for history. They aimed to help pupils to capture a part...
Finding voices in the past: exploring identity through the biography of a house
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Basket weaving in Advanced level history...how to plan and teach the 100 year study
Teaching History article
The current specifications for AS/A2 history require students to study change over a period of at least 100 years. Given that the 100 year study represents just one module out of six and also that it may not complement any of the other modules selected and may therefore be wholly...
Basket weaving in Advanced level history...how to plan and teach the 100 year study
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Cunning Plan 147: Getting students to use classical texts
Teaching History feature
The following plan provides a more detailed practical example of the approaches discussed in the article on using ancient texts.
Having puzzled over what ancient texts actually are - carefully constructed interpretations? testimonies? (but testimonies to what?) myths? - I wanted my Ancient History GCSE class to engage in this...
Cunning Plan 147: Getting students to use classical texts
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What Have Historians Been Arguing About... migration and empire
A Polychronicon of the past
In autumn 2019, Kara Walker’s monumental sculpture, Fons Americanus, went on display in the Tate Modern, offering a poignant, troubling challenge to national commemoration. Walker depicts not the lingering vestiges of imperial glory, but sharks, tears, and haunted memories. She brings history into conversation with its contemporary legacies and engages...
What Have Historians Been Arguing About... migration and empire
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Revealing the big picture: patterns, shapes and images at Key Stage 3.
Teaching History article
It is easy enough to incorporate overview and depth studies into a scheme-of-work. Units are carved up into those topics that last for several weeks and those that are covered in one. Isn’t that enough to satisfy the requirements of the National Curriculum? Many teachers have gone much further than...
Revealing the big picture: patterns, shapes and images at Key Stage 3.
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Have we got the question right? Engaging future citizens in local history enquiry
Teaching History article
Gary Clemitshaw describes a five-lesson sequence integrating history, citizenship and ICT. He examines the varied rationales and problems underlying a citizenship-history link and then argues for the role of the local dimension in securing a connection that preserves the integrity of the discipline of history. He focuses upon causation as...
Have we got the question right? Engaging future citizens in local history enquiry
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Illuminating the shadow: making progress happen in casual thinking through speaking and listening
Teaching History article
Here is another breath of fresh air from the Thomas Tallis history department. In TH 103, Head of Department Tony Hier showed how he developed a rigorous framework for implementing government initiatives and improving departmental professional discourse at the same time. This time, from history teacher Vaughan Clark, we get...
Illuminating the shadow: making progress happen in casual thinking through speaking and listening
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Challenging stereotypes and avoiding the superficial: a suggested approach to teaching the Holocaust
Teaching History article
Alison Kitson provides a rationale for a scheme of work for Year 9 (13-14 year-olds). She argues that teachers should analyse the kind of historical learning that is taking place when the Holocaust is studied. Critical of the assumption that learning will take place as a result of exposure, she...
Challenging stereotypes and avoiding the superficial: a suggested approach to teaching the Holocaust
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Triumphs Show 123: Making sources fun
Teaching History feature
One of the biggest challenges which any history teacher faces is how to make sources fun! Source work does struggles in terms of pupil excitement, understanding and motivation when pitted against the roleplays, dramas and debates. As a history teacher, I am constantly looking for fresh and novel ways to...
Triumphs Show 123: Making sources fun
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You are members of a United Nations Commission...' Recent world crises simulations
Teaching History article
David Ghere presents a teaching and learning rationale for simulations where the location is not identified. This creates a deliberately artificial situation where the student can tackle the problems and carry out the decision-making and problem-solving exercise without preconceptions. The author does not recommend leaving the activity at this stage,...
You are members of a United Nations Commission...' Recent world crises simulations
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'I just wish we could go back in the past and find out what really happened': progression in understanding about historical accounts
Teaching History article
This is the second in a series of articles for Teaching History in which Peter Lee and Denis Shemilt share the findings of Project Chata (Concepts of History and Teaching Approaches). In their first article (see Edition 113), they questioned the wisdom of using the National Curriculum attainment target as...
'I just wish we could go back in the past and find out what really happened': progression in understanding about historical accounts
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Move Me On 183: sees no reason to include Black or Asian British history
Teaching History feature
Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon...
Move Me On 183: sees no reason to include Black or Asian British history
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Move Me On 171: Using existing lesson plans
The problem page for history mentors
The 'Move Me On' feature of Teaching History is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher...
Move Me On 171: Using existing lesson plans
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Move Me On 170: adapting to a second school
The problem page for history mentors
This feature of Teaching History is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an...
Move Me On 170: adapting to a second school
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Walter Tull: Sport, War and Challenging Adversity
Resource packs and schemes of work for KS1 and KS3
Schemes of work and resource packs
Produced by the Northamptonshire Black History Association and originally published in 2008, these packs comprise a teachers' resource book and a schemes of work booklet of 10 activities for teachers to use in the classroom.
The resource book contains a description of how to use this resource,...
Walter Tull: Sport, War and Challenging Adversity
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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
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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? 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
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Move Me On 92: Having problems teaching causation
The problem page for history mentors
This Issue's Problem: Melville Miles, student history teacher, is in Term 3 of his PGCE year. Melville has taught a number of excellent lessons in which he enabled pupils to reach high levels of historical understanding. His diagnostic assessment of pupils' work is unusually sophisticated for a PGCE student. Melville's...
Move Me On 92: Having problems teaching causation
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Triumphs Show 107: opening a new HA branch
Teaching History feature
Heather Scott gives a detailed account of the opening of a new HA branch in West Yorkshire.
Triumphs Show 107: opening a new HA branch
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Triumphs Show 105: Year 9s respond directly to 9/11
Teaching History feature
Caroline Godsell describes the reactions and concerns of two Year 9 classes after the 9/11 attack.
Triumphs Show 105: Year 9s respond directly to 9/11
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'ICT Starter for 10' a primer for Secondary History Educators
Article
This resource is intended to provide a short ‘aide memoire’ to the hard pressed teacher providing a series of ‘launching pads’ for historical enquiry…
'ICT Starter for 10' a primer for Secondary History Educators
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Cunning Plan... for studying medieval Ghana and Aksum
Teaching History feature
This Cunning Plan details an enquiry that I developed in order to achieve two curricular goals: to diversify our historical content and to help students to improve their disciplinary thinking and writing about similarity and difference. The enquiry addresses medieval Africa, specifically the East African kingdom of Aksum (approximately 300...
Cunning Plan... for studying medieval Ghana and Aksum
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Learning from a pandemic
Teaching History article
In order to contextualise and make sense of the Covid-19 pandemic, Verity Morgan worked with her school’s long-standing partner school in Ghana to devise an innovative project combining history and science, past and present. In this article, Morgan sets out the rationale for the project, her detailed adaptation of a British Council...
Learning from a pandemic
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Cunning Plan 165: Helping lower-attaining students
Teaching History feature
My GCSE students were about to embark on their controlled assessment, which asked them to weigh up conflicting views on the British military’s contribution to the D-Day landings. Students were asked to engage with a range of historians’ views and textbooks as well as some contemporary source material to assess...
Cunning Plan 165: Helping lower-attaining students
