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Primary Sources In Swedish And Australian History Textbooks
IJHLTR Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017
ISSN: 14472-9474
Abstract
This article compares primary sources used in Swedish and Australian school History textbooks on the topic of the Vietnam War. The focus is on analysing representations of Kim Phuc, the young girl who was...
Primary Sources In Swedish And Australian History Textbooks
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'History on Trial'
IJHLTR Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017
ISSN: 14472-9474
Abstract
This study discusses the relevance of morality in the explanation of controversial history. It presents a discourse analysis of two representative adolescents’ narratives from Mexico and Spain about the 16th century Spanish Conquest of...
'History on Trial'
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International Journal 14.2: Editorial review
IJHLTR Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017ISSN: 14472-9474
Introduction: Thinking historically – syntactic ‘know how’ and substantive ‘know that’ knowledge
As an academic discipline History has two dimensions: the ‘know how’ syntactic or procedural knowledge of the skills and processes of ‘Doing History’ and...
International Journal 14.2: Editorial review
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Are historical thinking skills important to history teachers?
IJHLTR Article
International Journal of Historical Learning, Teaching and Research IJHLTR, Volume 14, Number 2 – Spring/Summer 2017
ISSN: 14472-9474
Abstract
This article presents some findings of a qualitative interview study with 42 Austrian history teachers, conducted in the framework of an on-going three-year research project (2015–2018) funded by the Austrian Science Fund. The study...
Are historical thinking skills important to history teachers?
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Teaching Medieval History Resources
Article
We hope you enjoyed reading Teaching Medieval History. To help you explore the topic further we’ve put together some ‘top pick’ resources below which have been made open access for a limited time.
You can open up resources like these and so much more for your school by signing up...
Teaching Medieval History Resources
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Young Quills winners 2020
The Young Quills Awards for best historical fiction
6-9 years category:
The Closest Thing to FlyingBy Gill Lewis, Oxford University Press
10-13 years category:
Our Castle by the SeaBy Lucy Strange, Chicken House
14 years + category:
The Stolen OnesBy Vanessa Curtis, Usborne Publishing
Highly commended:
6-9 years category:
Winter of the Wolves By Tony Bradman, Bloomsbury
10-13...
Young Quills winners 2020
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Global Learning November 2016
Global Learning Project
Although this project has now ended, the links and resources on this page remain useful.
1. Climate Change and Global Learning - New Key Stage 2 Activity Kit
With the 2015 Paris Agreement, and the recent climate conference in Marrakech, climate action is high on the international agenda. This activity...
Global Learning November 2016
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Terms and Conditions
Subject Leader Development Programme/Early Career Development Programme
Please read the terms and conditions carefully before you register for a place on the programme. Please also refer to the CPD Events terms and conditions
The Subject Leader Development Programme (SLDP)/Early Career Development Programme (ECDP) is open to all secondary history educators in a variety of settings and circumstances,...
Terms and Conditions
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Historical scholarship and feedback
Teaching History article
In her introduction to this piece, Carolyn Massey describes history teachers as professionals who pride themselves on ‘a sophisticated understanding of change and continuity’. How often, though, do we bemoan change when it comes, as it so often has recently? Massey’s article provides an example of how to embrace change,...
Historical scholarship and feedback
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Move Me On 164: Similarity & Difference
Teaching History feature
This issue’s problem: Sam Holberry is getting very confused about the concept of similarity and difference
Sam Holberry has returned to his main training school after a short placement in another school. Although he found it challenging to work with students he didn’t know, he enjoyed seeing a wider range...
Move Me On 164: Similarity & Difference
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Fundamental British Values and history teaching
Article
In this article, Michael Maddison provides an overview of what schools must do in relation to promoting British values, as well as preventing extremism and radicalisation, and why it is so important that opportunities are taken in history to deal with these two pressing issues. It is an updated version...
Fundamental British Values and history teaching
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Note-making, knowledge-building and critical thinking are the same thing
Teaching History article
Heidi Le Cocq sets out the classic problem of the history teacher: how does she cover the content and ensure that pupils reflect and analyse at the same time? She relates this to a another problem: how do you prepare pupils well for coursework (ensuring, for example, that they adopt...
Note-making, knowledge-building and critical thinking are the same thing
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HA Secondary History Survey 2015
Survey Report
*Full Survey Report attached below
1.1 Data on which this report is based
This survey was conducted during the summer term 2015. Responses were received from 455 history teachers working in a wide range of different contexts, including sixth form and tertiary colleges. The rapid expansion of the academies programme...
HA Secondary History Survey 2015
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'Right well kept': Peterborough Abbey 1536-1539
Historian article
Although the reasons for and the process of dissolution in Peterborough Abbey compare closely to all other religious houses, the consequences were unique. Peterborough received favourable treatment and so emerged from the dissolution as one of six abbeys to be transformed into new cathedrals. The changes imposed on Peterborough were...
'Right well kept': Peterborough Abbey 1536-1539
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Write Your Own Historical Fiction 2020 – Winners Announced
HA competitions news
This has been one of our best years for entries ever!
With children stuck at home needing a little extra something to do we decided to extend the competition to accommodate home learning, as well as a new age category for pupils in years 10-13. We received well over a...
Write Your Own Historical Fiction 2020 – Winners Announced
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School Direct: Salaried and Fee-paying routes
Routes into Teaching
What is the School Direct route into teaching?
The label ‘School Direct’ refers to training places that the government has allocated directly to a group of schools working in partnership to offer teacher training. Each partnership includes at least one school designated as a ‘Teaching School’, which is likely to...
School Direct: Salaried and Fee-paying routes
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‘Traditional’ or ‘University-led’ PGCE
Routes into Teaching
What is a PGCE?
‘PGCE’ or ‘Post-Graduate Certificate of Education’ is simply the title of the award that is made to postgraduate students who successfully complete a university-accredited programme of initial teacher education. It isn’t actually a very good label for the traditional route into teaching since all the...
‘Traditional’ or ‘University-led’ PGCE
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Confronting otherness: developing scrutiny and inference skills through drawing
Teaching History article
There are two main reasons why it is important for history teachers to make sense of the art teacher's processes, aims and perspectives: first, if we are concerned to improve pupils' historical knowledge and understanding then we will want to know about how learning in other subjects impacts upon it...
Confronting otherness: developing scrutiny and inference skills through drawing
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Teach First
Routes into teaching
Teach First’s vision is that no child’s educational success should be limited by their socio-economic background and it places highly motivated graduates in schools in areas of greatest need.
Teach First differs from other routes into teaching in a number of ways. It describes itself as a ‘two-year leadership development...
Teach First
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Take a fresh look at corporate membership
New and improved features
Share the benefits with your colleagues and students
If you’re looking for wider support for your whole school history provision, then it might be time to consider corporate membership. Corporate membership offers a comprehensive package of support. It delivers all the benefits of individual membership plus an enhanced tier of resource and CPD access to boost the development...
Take a fresh look at corporate membership
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Collaborations between Higher Education Institutions and Schools
Recorded interviews
The following series of recorded interviews and a webinar are focused on the variety of ways in which HEI historians, working at a diverse range of institutions, have collaborated with local school history teachers and their pupils. The diverse range of approaches discussed in the interviews highlight that there is...
Collaborations between Higher Education Institutions and Schools
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The Hopi is different from the Pawnee: using a datafile to explore pattern and diversity
Article
Dave Martin identifies the factors which led to new knowledge and understanding in a mixed ability Year 7 class. Not only did these pupils acquire greater knowledge of the native peoples of North America, they also learned transferable techniques for identifying and analysing pattern and diversity. Clear learning objectives led...
The Hopi is different from the Pawnee: using a datafile to explore pattern and diversity
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Move Me On 96: Struggling with language register - getting pitch right
Teaching History feature
This Issue's Problem: John Ball is having difficulty getting his language register right
Problem:
John is several weeks into his first school placement. He is very much enjoying the PGCE course. It is proving to be the intellectual and practical challenge that he hoped. He has come to the course...
Move Me On 96: Struggling with language register - getting pitch right
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Minimalist cause boxes for maximal learning: one approach to the Civil War in Year 8
Article
Ian Gibson and Susan McLelland describe their work using cause boxes. They identity the type of historical learning that they felt was taking place and the range of factors which they judged to be critical in making it happen. Work with the cause boxes was carefully positioned within a sequence...
Minimalist cause boxes for maximal learning: one approach to the Civil War in Year 8
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Knowing what counts in history: historical understanding and the non-specialist teacher
Article
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 Newton argue that it matters very much for the teaching of history. Their article focusses...
Knowing what counts in history: historical understanding and the non-specialist teacher
