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So, what exactly does an AST do?
Teaching History article
Professional development lies at the heart of any thriving, forward-thinking profession. In teaching, however, despite the government’s recent drive to ‘modernise’ the profession, it can still be a bit hit and miss. What are the opportunities for ambitious and successful teachers of history to widen their horizons and engage in...
So, what exactly does an AST do?
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Film: Making the most of your secondary membership as a trainee
A guide to key benefits for trainee secondary history teachers
Are you a trainee teacher, new to or interested in HA secondary membership and want some guidance on where to start? In this webinar we guide you through some key benefits included as part of your membership - from essential online resources and journal support for beginning teachers to available CPD and accreditation routes...
Film: Making the most of your secondary membership as a trainee
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Securing contextual knowledge in year 10
Teaching History article
Using regular, low-stakes tests to secure pupils' contextual knowledge in Year 10
Lee Donaghy was concerned that his GCSE students' weak contextual knowledge was letting them down. Inspired by a mixture of cognitive science and the arguments of other teachers expressed in various blogs, he decided to tackle the problem...
Securing contextual knowledge in year 10
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Move Me On 157: Getting knowledge across
Teaching History feature
This issue's problem: Rose Valognes feels she hasn't got enough ways of getting knowledge across to the students before they can do something with it.
After a positive start to her training year, Rose Valognes seems to have got stuck in a rut in her thinking, with her lessons falling...
Move Me On 157: Getting knowledge across
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Getting Year 10 to understand the value of precise factual knowledge
Teaching History article
Up until the early 1990s, historical knowledge sometimes had rather a bad press. Various developments, in National Curriculum, at GCSE and, importantly, in ordinary teachers’ practice and debate, then led to a much closer integration of what we once called ‘content’ and ‘skills’. Tony McAleavy examined changing perceptions of the...
Getting Year 10 to understand the value of precise factual knowledge
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Royal Women: Queen Anne, Elizabeth I and Elizabeth II
Royal Women
In June 2012 the Historical Association and Historic Royal Palaces joined forces to offer a fantastic CPD opportunity in line with the Queen's diamond jubilee. Two CPD events around the theme of Royal Women charted the private histories of queens of the past from within the walls of their palaces. What...
Royal Women: Queen Anne, Elizabeth I and Elizabeth II
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Polychronicon 140: Why did the Cold War End?
Teaching History feature
The end of the Cold War is a controversial subject. Contemporary analysts did not see it coming. Any explanation of its ending which seeks to build up a network of causation will therefore be forced to make arguments based on events whose significance was not necessarily seen at the time....
Polychronicon 140: Why did the Cold War End?
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Move Me On 156: Assessment for Learning
Teaching History feature
This issue's problem: Fred North treats ‘Assessment for Learning' as though it is a bolt-on extra unconnected to his learning objectives
Fred is an enthusiastic trainee who has generally made a good impression on students and colleagues over the course of his first term. He has been determined to establish a...
Move Me On 156: Assessment for Learning
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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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Triumphs Show 139: Whodunnit? The Felling mining disaster of 1812
Teaching History feature
Whodunnit? The Felling mining disaster, 1812
The room buzzes as pathologists swap stories about injuries on the latest bodies. Some have virtually all limbs missing, others have been crushed by rockfall. Others have been found seemingly asleep with not a mark on their bodies.
You have stepped into a Year...
Triumphs Show 139: Whodunnit? The Felling mining disaster of 1812
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Making sense of the eighteenth century
Teaching History article
Making sense of the eighteenth century
Pressures on curriculum time force us all to make difficult choices about curriculum content, but the eighteenth century seems to have suffered particular neglect. Inspired by the tercentenary of the accession of the first Georgian king and the interest in the Acts of Union prompted...
Making sense of the eighteenth century
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Polychronicon 154: Elizabeth I
Teaching History feature
Elizabeth I is admired today for her power dressing and her power portraits; her political acumen and her success in a man's world.
The adulation of Elizabeth started during her own lifetime when she was praised as a goddess and even as a celestial power. Elizabeth's semi-mythical status is reflected...
Polychronicon 154: Elizabeth I
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Learning lessons from genocides
Teaching History article
‘Never again'? Helping Year 9 think about what happened after the Holocaust and learning lessons from genocides
‘Never again' is the clarion call of much Holocaust and genocide education. There is a danger, however, that it can become an empty, if pious, wish. How can we help pupils reflect seriously on...
Learning lessons from genocides
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Helping Year 9 debate the purposes of genocide education
Teaching History article
Connecting the dots: helping Year 9 to debate the purposes of Holocaust and genocide education
Why do we teach about the Holocaust and about other genocides? The Holocaust has been a compulsory part of the English National Curriculum since 1991; however, curriculum documents say little about why pupils should learn...
Helping Year 9 debate the purposes of genocide education
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How Michael moved us on: transforming Key Stage 3 through peer review
Teaching History article
Thomas Tallis history department have an interesting approach to planning. Whereas, all too often, this most time-consuming and intellectually demanding of teachers’ tasks is rendered invisible, and is supposed to happen by magic in the middle of the night, this department chose to make the planning process genuinely collaborative, pivotal...
How Michael moved us on: transforming Key Stage 3 through peer review
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Helping Year 9 evaluate explanations for the Holocaust
Teaching History article
‘It made my brain hurt, but in a good way': helping Year 9 learn to make and to evaluate explanations for the Holocaust
Why genocides occur is a perplexing and complex question. Leanne Judson reports a strategy designed to help students think about perpetration and evaluate and propose explanations for...
Helping Year 9 evaluate explanations for the Holocaust
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Getting Year 7 to vocalise responses to the murder of Thomas Becket
Teaching History article
Mary Partridge wanted her pupils not only to become more aware of competing and contrasting voices in the past, but to understand how historians orchestrate those voices. Using Edward Grim's eye-witness account of Thomas Becket's murder, her Year 7 pupils explored nuances in the word ‘shocking' as a way of...
Getting Year 7 to vocalise responses to the murder of Thomas Becket
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Move Me On 152: How to teach meaningful overviews
Teaching History feature
This Issue's Problem: Martin King is worried about how to teach meaningful overviews...
Move Me On 152: How to teach meaningful overviews
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Polychronicon 152: Changing interpretations of the workhouse?
Teaching History feature
The workhouse has long held a negative reputation in the popular imagination as the dreaded destination of the destitute, an institution guaranteed to strike fear into the hearts of the Victorian poor. This is partly owing to its design under the New Poor Law of 1834 as an explicit punishment...
Polychronicon 152: Changing interpretations of the workhouse?
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Triumphs Show 150.2: Year 13 game for reaching substantiated judgements
Teaching History feature
Year 13 play a competitive game to help them arrive at strong and substantiated judgements.
Year 13 were in the library again, sinking under tomes of weighty works on the German Reformation. James was feverishly rifling through a book on the ‘Reformation World' for something (anything!) to do with Luther's...
Triumphs Show 150.2: Year 13 game for reaching substantiated judgements
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Improving Year 12's extended writing
Teaching History article
From Muddleton Manor to Clarity Cathedral: improving Year 12's extended writing through an enhanced sense of the reader
Mary Brown recognised that her A-level students were finding extended writing difficult, particularly in terms of guiding the reader through the argument with appropriate ‘signposting'. To help her students manage this, Brown...
Improving Year 12's extended writing
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Move Me On 149: how to provide appropriate support for particular students
Teaching History feature
This issue's problem: Helen Troy is uncertain how to provide appropriate support for certain students without restricting what they can achieve.
Helen showed considerable determination in securing her teacher training place. Her own education had been within a highly selective school system and her first application was unsuccessful because of...
Move Me On 149: how to provide appropriate support for particular students
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Polychronicon 149: Interpreting the Persian Wars
Teaching History feature
Truth-loving Persians do not dwell upon The trivial skirmish fought near Marathon.
So begins Robert Graves' poem, The Persian Version. The conceit of the poem is to invert the standard narrative of the Persian war of the early fifth century BC - a narrative drawn from Greek sources such as...
Polychronicon 149: Interpreting the Persian Wars
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Cunning Plan 149.1: a Year 7 lesson on Gladiators
Teaching History feature
This seemingly straightforward question will prompt correspondingly straightforward answers from your mixed-ability Year 7 class, such as ‘they were slaves who fought with swords until one of the men died for the crowd's entertainment', as one of my pupils answered. Scratch the surface, and almost every word in this response...
Cunning Plan 149.1: a Year 7 lesson on Gladiators
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T.E.A.C.H Online
T.E.A.C.H Online - Teaching Emotive and Controversial History
Please note: this unit was produced before the 2014 curriculum and therefore while much of the advice is still useful, some references and links may be out of date.
T.E.A.C.H. Online is a resource that follows on from the Historical Association's T.E.A.C.H. Report published in 2007 with support from DCSF. It offers further...
T.E.A.C.H Online
