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  • Significance

      Key Concepts
    Please note: these links were compiled in 2009. For a more recent resource, please see: What's the Wisdom on: Historical significance.  This selection of Teaching History articles on 'Significance' are highly recommended reading to anyone who wants to get to grips with this key concept. All Teaching History articles are free to HA Secondary Members...
    Significance

  • The International Journal Volume 9 Number 1

      International Journal
    International Journal of Historical Learning, Teaching and Research Volume 9, Number 1 - July 2010 ISSN 1472-9466 1. Editorial - Hilary Cooper and Jon Nichol 2. Articles Current reflections - 2010, on John Fines' Educational Objectives for the Study of History: A Suggested Framework and Peter Rogers' The New History,...
    The International Journal Volume 9 Number 1

  • Polychronicon 136: Interpreting the Beatles

      Teaching History feature
    ‘The Beatles were history-makers from the start,' proclaimed the liner notes for the band's first LP in March 1963. It was a bold claim to make on behalf of a beat combo with one charttopping single, but the Beatles' subsequent impact on 1960s culture put their historical importance (if not...
    Polychronicon 136: Interpreting the Beatles

  • Move Me On 146: Knowing enough to be able to start planning

      Teaching History feature
    This issue's problem: Jim Boswell is constantly anxious about whether he knows enough to be able to start planning. Jim Boswell is an articulate, enthusiastic student teacher, with previous voluntary work experience teaching English to young asylum-seekers and refugees. Other previous roles in sports coaching and refereeing have clearly paid dividends...
    Move Me On 146: Knowing enough to be able to start planning

  • Fact Based Quiz Ideas For Turning 3s into 4s and 5s

      Briefing Pack
    Please note: this resource pre-dates the 2014 National Curriculum and some content and links may be outdated. If you are looking to raise your 3/4 grades into 4s/5s, a big focus is going to be fact retention. This can be in the form of fact based quizzes and organisational activities,...
    Fact Based Quiz Ideas For Turning 3s into 4s and 5s

  • Progression & Assessment without Levels - Guide

      Progression & Assessment
    In the 2014 national curriculum for primary and secondary history one of the key differences is that, for the first time since 1991, there are no level descriptions against which you can assess pupils' progress.  The new attainment target says simply that: ‘By the end of each key stage, pupils...
    Progression & Assessment without Levels - Guide

  • The Reformed Electoral System in Great Britain, 1832-1914

      Classic Pamphlet
    The struggle for parliamentary reform between 1830 and 1832 has long been regarded as one of the decisive battles of British political history. The Tories lamented that the passage of the Reform Bill meant the destruction of the constitution. Middle class Radicals welcomed the Reform Bill as the instrument that...
    The Reformed Electoral System in Great Britain, 1832-1914

  • Approaches to the History Curriculum: skills based curriculum

      Briefing Pack
    In 2010 many schools were adopting thematic or skills based curricula in England. This is one way of organising a curriculum. Some of the pros and cons of this approach are elaborated here.  There are an increasing number of schools now adopting a thematic or skills based curriculum for year...
    Approaches to the History Curriculum: skills based curriculum

  • Cunning Plan 105: Crusades enquiry

      Teaching History feature
    Jamie Byrom’s article ‘Using a concluding enquiry to reinforce and assess earlier learning’ (TH 99) offered a practical solution both to weak knowledge acquisition in Year 7 and to effective, worthwhile assessment. This enquiry follows the same model. The assumption is that pupils would be carrying out this enquiry at...
    Cunning Plan 105: Crusades enquiry

  • More than just the Henries: Britishness and British history at Key Stage 3

      Teaching History article
    Please note: this article pre-dates the current national curriculum With the first teaching of a revised history curriculum due in September 2008 the debate over content and order is well under way. Robert Guyver, involved in the design of the curriculum development experiment that evolved into the 1991 version of...
    More than just the Henries: Britishness and British history at Key Stage 3

  • Cunning Plan 103: why did Henry VIII marry so many times?

      Teaching History feature
    This enquiry sequence was inspired by an Historical Association lecture given last year by Susan Doran entitled, ‘Why did Elizabeth I not marry?’ Through its 14-19 conferences, sections of this journal and local branch activity, the Historical Association has started to secure stronger connection between up-to-date historical scholarship and classroom...
    Cunning Plan 103: why did Henry VIII marry so many times?

  • Approaches to the History Curriculum: Project based learning

      Briefing Pack
    Rationale/Origins Project based learning has been around for decades; it is not a new idea. When we think back to the curriculum of the 1970s and early 80s, integrated Humanities was once again all the rage. As the Nuffield review of 2008 highlights "between 1975 and 1983, HMI tried to...
    Approaches to the History Curriculum: Project based learning

  • Polychronicon 142: 'instructive reversals' - (re)interpreting the 1857 events in Northern India

      Teaching History feature
    The dramatic, chaotic and violent events that took place in Northern India in 1857/8 have been interpreted in many ways, as, for example, the ‘Indian Mutiny', the ‘Sepoy War' and the ‘First Indian War of Independence'. The tales that have been told about these events have been profoundly shaped, however,...
    Polychronicon 142: 'instructive reversals' - (re)interpreting the 1857 events in Northern India

  • Interpretations and history teaching

      Teaching History article
    Gary Howells offers us a challenge: are we sure that we are teaching the study of interpretations correctly? It is much criticised at GCSE, but do we really engage our students in the process of writing history, and in understanding how history works, from 11-14? Or do we use reductive...
    Interpretations and history teaching

  • Do we have to read all of this?' Encouraging students to read for understanding

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. What’s the hardest part of history? Heads of Year 9 at options time seem depressingly clear - ‘Don’t do history, there’s too much writing.’ David Hellier and Helen Richards show that at The Green School...
    Do we have to read all of this?' Encouraging students to read for understanding

  • Cunning Plan 137: making homework more exciting

      Teaching History journal feature
    Ever since I started teaching, homework has been something of a bugbear. Administration alone is a hassle: not only remembering when to set and collect it in, but keeping track of the various students who fail to deliver anything on time (except highly creative excuses) and of the follow-up action...
    Cunning Plan 137: making homework more exciting

  • The International Journal Volume 3 Number 2

      Journal
    International Journal of Historical Learning, Teaching and Research Volume 3 Number 2 July 2003 ISSN 1472 - 9466 Editorial Keith Crawford - The Role and Purpose of Textbooks   Articles Jason Nicholls  - Methods in School Textbook Research   Penelope Harnett - History in the Primary School: the Contribution of...
    The International Journal Volume 3 Number 2

  • Research Methods in Heritage, Museums & Galleries

      Reading List
    Reading List for those interested in research methods in heritage, museums and galleries from Newcastle University... Essential Reading Dicks, Bella, From Mine to Museum: The Evolution of Heritage in the Rhondda in Heritage, place, and community by Dicks, Bella University of Wales Press, 2000  Dicks, Bella, Heritage and Local Memory in...
    Research Methods in Heritage, Museums & Galleries

  • The International Journal Volume 3 Number 1

      Journal
    International Journal of Historical Teaching, Learning and Research Volume 3 Number 1 January 2003 Editorial British Island Stories: History, Schools and Nationhood - Robert Phillips   Articles School History, National History and the Issue of National Identity - Ann Low-Beer   Nationalism and the Origins of Prejudice - Cedric Cullingford  ...
    The International Journal Volume 3 Number 1

  • 'If Jesus Christ were amongst them, they would deceive Him'

      Teaching History article
    During discussions about planning, Tim Kemp and Charlotte Bickmore recently concluded that despite the name they give to their major Year 8 unit (The Making of the United Kingdom), they tend mainly to focus on England, and even more especially, on London. They have a good point. Ask an average...
    'If Jesus Christ were amongst them, they would deceive Him'

  • How did changing conceptions of place lead to conflict in the American West? Reflecting on revision methods for GCSE

      Teaching History article
    Mary Woolley decided to make four revision sheets for her lower-band Year 11 set. Each was to help them view their American West study through a different lens. She was rather uncertain, however (and so were the pupils) about her fourth sheet on places. Her reflections on the revision sheet...
    How did changing conceptions of place lead to conflict in the American West? Reflecting on revision methods for GCSE

  • Interpretations

      Key Concepts
    Please note: these links were compiled in 2009. For a more recent resource, please see: What's the Wisdom on: Interpretations of the past.  A selection of useful Teaching History Articles on 'Interpretations' and are highly recommended reading to those who would like to get to grips with this key concept: 1....
    Interpretations

  • What is APP?

      Article
    Assessing Pupils' Progress in History APP is a tool to view pupil progress periodically by making use of collections of day to day learning in order to ‘make periodic judgements on pupils' progress using a wide range of evidence taken from a variety of classroom contexts.'[i]  QCDA is currently working...
    What is APP?

  • Causation

      Key Concepts
    Please note: these links were compiled in 2009. For a more recent resource, please see: What's the Wisdom on: Causation.  These Teaching History Articles on 'Causation' are highly recommended reading to those who would like to get to grips with this key concept: 1. Move Me On 92. Problem page for history mentors. Teaching...
    Causation

  • Why history matters? Round Table discussion podcast

      Podcasts
    Podcast of the round table discussion available here!The History Matters Annual Conference in May saw the best turnout we've had for some time with a healthy and representative mix of HA members. Our thanks to all those who contributed their time and energy in delivering workshops and lectures. Our afternoon...
    Why history matters? Round Table discussion podcast