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  • Historical scholarship, archaeology and evidence in Year 7

      Teaching History article
    The stimulus for this article came from two developmental tasks that Barbara Trapani was set during the course of her initial teacher education programme: planning her first historical enquiry and bringing the work of an historian into the classroom. Trapani chose to tackle the two tasks together, using Susan Whitfield’s...
    Historical scholarship, archaeology and evidence in Year 7

  • Move Me On 118: Can't find connection between fun and serious learning

      Teaching History feature
    This Issue's Problem: Eddie can't find the connection between fun and serious learning.
    Move Me On 118: Can't find connection between fun and serious learning

  • Move Me On 136: Struggling to teach elite politics/international relations

      Teaching History feature
    This issue's problem: Ernest Briggs, who wants pupils to engage with the real lives of ordinary people in the past, is struggling to learn to teach courses that he thinks are too narrowly focused on elite politics and international relations. Ernest, initially one of the most animated and enthusiastic trainees on...
    Move Me On 136: Struggling to teach elite politics/international relations

  • Identity in history: why it matters and must be addressed!

      Teaching History journal article
    Sophia Nzeribe Nascimento, a mixed-race teacher working in a diverse London school, set out to explore her students’ assumptions about who historians are. While her own ethnicity and gender may have convinced at least some of her students that history is not exclusively the preserve of old white men, she...
    Identity in history: why it matters and must be addressed!

  • Acquainted or intimate? Background knowledge and subsequent learning

      Teaching History journal article
    Heather Fearn was intrigued by the factors that might have led her higher-performing students to talk in historically mature ways about unseen sources without any prior knowledge of the topic in hand. She began to wonder if what she was hearing was not best accounted for by a content-free disciplinary...
    Acquainted or intimate? Background knowledge and subsequent learning

  • From flight paths to spiders’ webs: developing a progression model for Key Stage 3

      Teaching History journal article
    The disapplication of level descriptions in the 2014 National Curriculum has spurred many history departments to rethink their approach not only to assessment but to their models of progression. In this article Rachael Cook builds on the recent work of history teachers such as Ford (TH157), Hawkey et al (TH161),...
    From flight paths to spiders’ webs: developing a progression model for Key Stage 3

  • Bringing psychology into history: why do some stories disappear?

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. History is always a relationship between the present and the past and the meaning of the past shifts as values and events change in the present. In this article Anne Llewellyn and Helen Snelson use...
    Bringing psychology into history: why do some stories disappear?

  • Trampolines and Springboards

      Journal article
    Frustrated by his pupils’ tendency to compartmentalise source analysis into two discrete parts of ‘source’ and ‘own knowledge’, Jonathan Sellin reflected that his use of scaffolds might be to blame. Inspired by recent work by teacher-researchers Hammond and King on the importance of secure substantive knowledge in the area of...
    Trampolines and Springboards

  • Triumphs Show 171: preparatory reading for A-level essays

      Teaching History feature: celebrating and sharing success
    The first question my A-level students always used to ask when receiving back an essay was, ‘What mark did I get?’ The second question I used to hope they would ask was ‘How could I improve my work?’ I stress ‘used to’ because increasingly I do not give marks when...
    Triumphs Show 171: preparatory reading for A-level essays

  • Triumphs Show 170: making a place for fieldwork in history lessons

      Journal article
    Why ‘do’ local history? The new (grades 9–1) GCSE specifications place a lot of importance on the local environment. The rationale for this is to get students to situate a site in its historical context, and to examine the relationship between local and national developments. Initially this change was the...
    Triumphs Show 170: making a place for fieldwork in history lessons

  • ‘This extract is no good, Miss!’

      Journal article
    Frustrated that her A-level students were being overly dismissive when asked to judge the convincingness of academic historians’ arguments, Paula Worth drew on previous history-teacher research and theories of history for inspiration. After noting that her students would unjustly reject esteemed historians’ accounts for lack of comprehensiveness, Worth explains here...
    ‘This extract is no good, Miss!’

  • Reading? What reading?

      Journal article
    Discussions with sixth-form students about reading led Carolyn Massey and Paul Wiggin to start a sixth-formreading group. They describe here the series of themed sessions that they planned, and the student discussion and reflections that resulted. Listening to their students discuss their reading led Massey and  Wiggin to reflect on what is meant by ‘reading around’ the subject, and its role in students’ intellectual...
    Reading? What reading?

  • From temple to forum: teaching final-year history students to become critical museum visitors

      Journal article
    Across the globe, the centenary of World War I has prompted the creation of new exhibitions devoted to its commemoration. In New Zealand, Michael Harcourt wanted to explore whether teaching strategies intended to help students to engage critically with such exhibitions would have any lasting impact on the young people’s...
    From temple to forum: teaching final-year history students to become critical museum visitors

  • Using sites for insights

      Teaching History article
    Working alongside local history teachers to prepare for the new GCSE specifications Steve Illingworth and Emma Manners were struck that many teachers were concerned about two issues in particular: the breadth and depth of knowledge demanded and new forms of assessment, especially the historic environment paper. In this article they...
    Using sites for insights

  • Learning without limits

      Teaching History article
    Richard Kerridge writes here about his efforts to help students to overcome an experience that was once his own: of being labelled low-ability, with all the attendant lowering of expectations that this entails. He recognises the merits of rigorously ensuring that all students should be able to access their entitlement...
    Learning without limits

  • 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

  • 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

  • New, Novice or Nervous? 167: Confidence with substantive knowledge

      Teaching History feature
    This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too...   History is a complex enterprise. In order to produce sophisticated arguments, pupils need firm foundations. One foundation is knowledge of the argumentative structures that historians...
    New, Novice or Nervous? 167: Confidence with substantive knowledge

  • 'I feel if I say this in my essay it’s not going to be as strong’

      Teaching History article
    Jim Carroll was concerned that A-level textbooks failed to provide his students with a model of the multi-voicedness that characterises written history. In order to show his students that historians constantly engage in argument as they write, Carroll turned to academic scholarship for models of multi-voiced history. Carroll explains here...
    'I feel if I say this in my essay it’s not going to be as strong’

  • New, Novice or Nervous? 166: Controversial issues

      Teaching History feature
    History thrives on questioning, debate and controversy. What makes something controversial varies, however, and we may fail to notice, unless we think very carefully about it, the particular ways in which our lessons can become controversial for our pupils. When we tackle historical issues that might be seen as controversial, disturbing, shocking or...
    New, Novice or Nervous? 166: Controversial issues

  • Putting Catlin in his place?

      Teaching History article
    Jess Landy’s desire to introduce her pupils to a more complex narrative of the American West led her to the life story and work of a remarkable individual, George Catlin.  In this article she shows how she used this unusual micro-narrative in order to challenge pupils’ ideas not just about the bigger narrative of which it is a part, but about the...
    Putting Catlin in his place?

  • 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

  • Cunning Plan 97: A-Level: International Relations 1890-1914

      Teaching History feature
    'No war is inevitable until it starts.' Good quote. Not mine, but A.J.P. Taylor's. The outbreak of the First World War is a good way to test it! Did the statesmen of the day know the First World War was coming? Put another way, why was there no general European...
    Cunning Plan 97: A-Level: International Relations 1890-1914

  • Bringing together students from Bradford and Peshawar

      Article
    Connecting Classrooms: bringing together Bradford and Peshawar, primary and secondary schools, history and English In this article, Dianne Excell shares her experience of a crossphase, collaborative project funded by the British Council that brought together teachers and pupils from three schools in Bradford and five schools in Peshawar, Pakistan. Although...
    Bringing together students from Bradford and Peshawar

  • What do you think? Using online forums to improve students' historical knowledge and understanding

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. In Teaching History 126, the Open University's Arguing in History project team demonstrated the power that discussion fora can have to develop pupil thinking. In this article, Dave Martin revisits this theme through a discussion...
    What do you think? Using online forums to improve students' historical knowledge and understanding