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  • The International Journal Volume 5 Number 1

      Journal
    François AudigierHistory in the Curriculum   Nadine Fink Pupils' Conceptions of History and History Teaching    Philippe HaeberliRelating to History: an Empirical Typology   Peter LeeHistorical Literacy   Keith Barton and Alan W. McCullyLearning History and Inheriting the Past: the Interaction of School and Community Perspectives in Northern Ireland  ...
    The International Journal Volume 5 Number 1

  • Super history teaching on the Superhighway: the Internet for beginners

      Article
    Isobel Jenkins and Mike Turpin answer some of those basic questions which many history teachers are afraid to ask, like ‘What exactly is it anyway?' and ‘Is this really worth my valuable time?' They outline the internet's value as a means of improving information access and as a way of...
    Super history teaching on the Superhighway: the Internet for beginners

  • History using information technology: past, present and future

      Article
    Alaric Dickinson gives an overview of recent developments in the teaching of history using ICT and relates these to different contexts. He examines the appeal of the History Using IT materials and places these in the context of earlier developments. He also considers the role of ICT in the context...
    History using information technology: past, present and future

  • Move Me On 102: Securing progression in historical understanding

      Teaching History feature
    This Issue's Problem: Tony is confused about Progression in historical understanding...
    Move Me On 102: Securing progression in historical understanding

  • 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

  • The International Journal Volume 1 Number 1

      Journal
    Editorial  Old Wine, New Bottles : National Identity, Citizenship and the History Curriculum for the 21st Century   Articles Penelope Harnett - History in the Primary School: Re-Shaping Our Pasts. The Influence of Primary School Teachers' Knowledge and Understanding of History on Curriculum Planning and Implementation.     Laura Capita,...
    The International Journal Volume 1 Number 1

  • A scaffold, not a cage: progression and progression models in history

      Teaching History article
    The need to understand ways of defining progression in history becomes ever more pressing in the face of a target-setting, assessment-driven regime which requires us to measure progress at every turn. We must defend our professional expertise in terms of measurable outcomes. Did we add value? Have our end of...
    A scaffold, not a cage: progression and progression models in history

  • Film: Bricks and the making of the city - London in the 19th century

      Virtual Branch
    In this HA Virtual Branch talk Peter Hounsell drew on his recently published book Bricks of Victorian London, exploring the crucial role brick production played in the creation of Britain's capital and why the important place of bricks in the fabric of the city isn't always obvious. Peter Hounsell has published...
    Film: Bricks and the making of the city - London in the 19th century

  • Triumphs Show 144: Active learning to engage ‘challenging students'

      Teaching History feature
    Active learning to engage and challenge ‘challenging students' Historical significance may have been the ‘forgotten element' in 2002 when Rob Phillips first offered us the acronym ‘GREAT', but it has been seized upon with enthusiasm by the history education community. Christine Counsell's now famous five ‘R's (remarkable, remembered, resonant, resulting...
    Triumphs Show 144: Active learning to engage ‘challenging students'

  • Film: Ravenna: Capital of Empire, Crucible of Europe

      Virtual Branch Lecture Recording
    Ravenna was the capital of the Western Roman Empire from 402 CE until 751 CE, then later, the capital of the immense kingdom of Theoderic the Goth and finally the centre of Byzantine power in Italy. In this talk Professor Judith Herrin explores the history of the city, its peoples...
    Film: Ravenna: Capital of Empire, Crucible of Europe

  • Remembering the First World War: Using a battlefield tour of the Western Front

      Teaching History article
    Remembering the First World War: Using a battlefield tour of the Western Front to help pupils take a more critical approach to what they encounter The first year of the government's First World War Centenary Battlefield Tours Programme is now under way, allowing increasing numbers of students from across Britain...
    Remembering the First World War: Using a battlefield tour of the Western Front

  • What time does the tune start? From thinking about 'sense of period' to modelling history at Key Stage 3

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. A ‘sense of period' is the contextual backdrop to the study of any aspect of history. As experienced historians, we tend to take for granted both our structural map of the past and our rich...
    What time does the tune start? From thinking about 'sense of period' to modelling history at Key Stage 3

  • Webinar series: The Olympic Games

      Running June-July 2024
    The Olympic Games:Culture and political impact across the twentieth century A series of free talks 2024 is an Olympic Games year. Held every four years (with the exception of during the World Wars and Covid-19 restrictions), the modern Olympics is the largest international sporting event in the world. However, historically it...
    Webinar series: The Olympic Games

  • Using causation diagrams to help sixth-formers think about cause and effect

      Teaching History article
    Alex Alcoe was concerned that mastery of certain keywords and question formulae at GCSE perhaps obscured fundamental gaps in his students’ understanding of the nature of causation. These gaps were revealed when he invited Year 12 students to make explicit, by annotating a diagram, their understanding of the relationship between...
    Using causation diagrams to help sixth-formers think about cause and effect

  • Move Me On 173: teaching the GCSE thematic study

      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 173: teaching the GCSE thematic study

  • Questions to help you review your KS3 curriculum

      Guidance for history teachers
    This resource is free to everyone. For access to our library of high-quality secondary history materials along with free or discounted CPD and membership of a thriving community of history teachers and subject leaders, join the Historical Association today  With Ofsted incorporating curriculum into inspections from September 2019 and finally...
    Questions to help you review your KS3 curriculum

  • Teaching the Historic Environment

      Guidance for teaching the Historic Environment in new GCSE courses
    The GCSE History criteria specify that the courses should cover three geographical contexts: local, British and European/wider world. The requirement to include some local history has been developed into the study of a locality in its Historic Environment. This has been developed in four different ways by the Awarding bodies...
    Teaching the Historic Environment

  • ‘Weaving’ knowledge

      Teaching History article
    Diane Relf was concerned by what felt like an unbridgeable gulf between Year 7’s vocabulary and comprehension, and her aspirations both for their inclusion in history and their later academic success. As a subject leader without the benefit of any history-specific training at the start of her career, she embarked on...
    ‘Weaving’ knowledge

  • Move Me On 172: Not just relying on the textbook

      Teaching History journal feature
    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 172: Not just relying on the textbook

  • What’s The Wisdom On... Extended writing

      Teaching History feature
    Writing history is hard! But the things that make it challenging are the things that make it worth doing. They are also the key to enabling all students to write, to embrace the challenge and to enjoy its rewards enough to keep going. A big mistake is to kid ourselves...
    What’s The Wisdom On... Extended writing

  • Power, authority and geography

      Teaching History article
    Dissatisfied by her previous enquiries on medieval kingship and inspired by Helen Castor’s 'She-Wolves', Elizabeth Carr sought to incorporate the stories of powerful medieval women such as Empress Matilda and Eleanor of Aquitaine into her Key Stage 3 curriculum. Carr used these stories to highlight to her pupils the crucial...
    Power, authority and geography

  • What’s the wisdom on… Interpretations of the past

      Teaching History feature
    How often do your pupils actually look at the products of historians – their scholarly writing, their debates, their to-and-fro of argument? What's the Wisdom On... is a short guide providing new history teachers with an overview of the ‘story so far’ of practice-based professional thinking about a particular aspect of...
    What’s the wisdom on… Interpretations of the past

  • Move Me On: struggling with different emphases on teacher talk

      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: struggling with different emphases on teacher talk

  • 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

  • Film: Interpretations at GCSE

      Film: Secondary History Workshop Annual Conference 2019
    This secondary workshop took place at at the Historical Association Annual Conference, Chester, May 2019. To teach successfully at GCSE, should you focus your work on practice exam questions? Is boosting grades about re-writing mark-schemes in pupil-friendly language and showing model answers? Success at GCSE involves teaching interpretations properly, not just...
    Film: Interpretations at GCSE