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Move Me On 110: Confused by the Key Stage 3 Strategy
Teaching History feature
This Issue's Problem: Winston is confused by the Key Stage 3 Strategy.
Move Me On 110: Confused by the Key Stage 3 Strategy
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Do Mention the War' : the impact of a National Curriculum study unit upon pupils' perceptions of contemporary German people
Teaching History article
What preconceptions do your pupils hold about the Second World War and about German people? How far have these been influenced by home background, by personal experience, by film, by sport, by the Key Stage 2 history curriculum? Paul Coman argues that the last of these deserves greater attention, at...
Do Mention the War' : the impact of a National Curriculum study unit upon pupils' perceptions of contemporary German people
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ICT Resources for GCSE History Teachers
Article
The HA has compiled 3 invaluable spreadsheets that take you through the main History GCSE specifications, topic by topic, providing online resources for each topic and covering all the areas specified by the main awarding bodies. Each spreadsheet takes you through each specification and is filled with links to all the best available...
ICT Resources for GCSE History Teachers
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Content restricted and maturation retarded? Problems with the post-16 history curriculum
Teaching History article
Mike Tillbrook examines the impact of the new AS and A2 courses, raising several serious concerns. He explores problems for effective and rigorous assessment as well as implications of the new course structure for the quality and range of historical learning. Critical of new restrictions in content, he suggests that...
Content restricted and maturation retarded? Problems with the post-16 history curriculum
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Question: When is a comment not worth the paper it's written on? Answer: When it's accompanied by a Level, grade or mark!
Teaching History article
In this article, Simon Butler advances a strong case for ‘comments only’ marking. Good assessment, he argues, is about encouraging students to reflect on their current performance and take responsibility for their own progress. Assigning Levels to pupils’ work is often justified in terms of the generation of targets which...
Question: When is a comment not worth the paper it's written on? Answer: When it's accompanied by a Level, grade or mark!
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Nutshell
Article
This edition of 'Nutshell' highlights concerns about the AS/A2 assessments.
Nutshell
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Nutshell
Article
This edition of 'Nutshell' discusses 'The future of GCSE history'.
Nutshell
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Nutshell
Article
This edition of 'Nutshell' discusses spiritual development.
Nutshell
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Nutshell
Article
This edition of 'In a Nutshell' discusses 'Transforming Teaching and Learning in the Foundation Subjects'.
Nutshell
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Some Reflections on Empathy in History
Article
Undoubtedly, the introduction of empathy into the GCSE National Criteria for History has caused considerable problems for teachers and pupils, as debates in the national educational press have shown. It cannot be presupposed that...
Some Reflections on Empathy in History
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Past Forward: Introduction
Article
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: Introduction
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Past Forward: History, Citizenship and Identity
Article
History teaching is inextricably associated with values and ideology. This paper argues that if history is to remain a vibrant element of the curriculum in the future, then history teachers will have to meet a number of specific challenges. Central in this respect is the issue of history’s unique contribution...
Past Forward: History, Citizenship and Identity
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16-19 Curriculum 2000 in a nutshell
Article
I'VE HEARD OF THIS. BROADER COVERAGE, GAPS BRIDGED BETWEEN GCSE AND A LEVEL AND BETWEEN VOCATIONAL AND ACADEMIC EDUCATION, A HIGHLY LITERATE, NUMERATE AND COMPUTER-LITERATE WORKFORCE FOR THE 21st CENTURY. WHOM SHOULD WE THANK?
Sir Ron Dearing, who else? His review of post-16 education was accepted by the last government...
16-19 Curriculum 2000 in a nutshell
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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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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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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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Past Forward: Keynote address: fulfilling history's potential
Article
How much is it possible to love a subject? “I get so excited about my next history lesson” wrote Peter in December, “that I find myself dreaming about it before it happens”.1 How much is it possible for a teacher to love a subject? You love it so much that...
Past Forward: Keynote address: fulfilling history's potential
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Past Forward: History and ICT
Article
ICT in History has made tremendous leaps forward in recent years, although it needs to be said that these advances do not necessarily represent the day to day experience of every history department. Perhaps the most notable development is in the ICT skills of teachers. The great majority of teachers...
Past Forward: History and ICT
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Past Forward: Historical significance
Article
I recently came across the following in a Sunday newspaper: The Government is expected to announce a major overhaul of mathematics teaching in the next few days and it will be writing to employers and teaching bodies to ask how the subject can be ‘made more relevant to the twenty-first...
Past Forward: Historical significance
