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  • Move Me On 133: Relying too much on teacher talk and alienating students

      Teaching History feature
    This Issue's problem: Margaret Cooper has struggled hard to realise her ambition to train to be a teacher but, now that she is taking responsibility for whole-class teaching, she is finding that her assumptions are being challenged and she is losing confidence...
    Move Me On 133: Relying too much on teacher talk and alienating students

  • Polychronicon 133: The Crusader States in the Levant

      Teaching History feature
    In my first Polychronicon article on ‘The Crusades' I pointed out that research historians are increasingly specialising either on the crusades themselves or on the crusader states. There are good reasons for this, but in my opinion it makes little sense for school or university teachers to treat these topics...
    Polychronicon 133: The Crusader States in the Levant

  • Triumphs Show 133: Little Miss Cold War

      Teaching History feature
    Students can find it hard to understand and remember the differing schools of interpretation that they encounter at A2. The process of studying differing historiographic claims can also seem rather dry and tedious. It is crucial that they grasp differences in interpretation if they are to succeed in their examinations,...
    Triumphs Show 133: Little Miss Cold War

  • Move Me On 99: Struggling with just about everything

      Teaching History feature
    This Issue's Problem: Sophie Scholl, PGCE Student. is experiencing very seious difficulties...in just about everything. Problem: Sophie is approaching the end of her second school placement. It was clear from her first placement report that she was finding the process of learning to teach extremely difficult, but she displayed a...
    Move Me On 99: Struggling with just about everything

  • Cunning Plan 99: 'a world study after 1900'

      Teaching History feature
    This unit could still become a trawl through two World Wars and then the Cold War (if you don't run out of time). So, when reviewing your planning why not take advantage of being at the turn of a century? Ask pupils what will the twentieth century be remembered for?...
    Cunning Plan 99: 'a world study after 1900'

  • Move Me On 98: Marking & Assessment

      Teaching History feature
    This Issue's problem: Bill Penn, PGCE student, is struggling with marking and assessment Problem Bill Penn is three weeks into his main school placement and making excellent progress. One problem, however, is beginning to emerge. He is being extraordinarily conscientious in his marking but is rapidly losing heart. He is increasingly...
    Move Me On 98: Marking & Assessment

  • Achieving progression from the GCSE to AS

      Teaching History article
    As the new specifications [as we must all learn to call them] arrive in schools and colleges, we must all grapple with the concept of a new qualification - a new AS representing an intermediate standard. What does AS involve? In what ways does it represent progression from GCSE? Angela...
    Achieving progression from the GCSE to AS

  • Move Me On 97: Having difficulty evaluating own lessons

      Teaching History feature
    Move Me On 97 This Issue's problem: Maggi Paton, PGCE student, is having difficulty evaluating her lessons Problem: It is the first term of Maggie's PGCE course and she is a few weeks into her first school placement. Initially, her mentor and other staff were impressed by her: she had...
    Move Me On 97: Having difficulty evaluating own lessons

  • 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

  • Move Me On 95: Becoming frustrated with A level

      Teaching History feature
    This Issue's Problem: Mary nightingale, PGCE Student, is becoming frustrated with her 'A' Level Teaching Problem: Mary Nightingale is in the third term of her PGCE course. Although her work with classes at Key Stage 3 and 4 is very successful, she is becoming increasingly frustrated with her A level...
    Move Me On 95: Becoming frustrated with A level

  • Cunning Plan 95: Medicine through Time

      Teaching History feature
    GCSE development studies require students to assess change over vast periods of time. How can we cover the content whilst ensuring that our students do not lose sight of the big picture? Look to your choice of big enquiries for the solution. Here is one efficient and motivating approach devised...
    Cunning Plan 95: Medicine through Time

  • Polychronicon 132: Roman Emperors

      Teaching History feature
    Everyone has seen a Roman emperor. Whether at the British Museum's current Hadrian exhibition, or in Derek Jacobi's stuttering Claudius, or in Joachim Phoenix's psychotic Commodus, most people are aware of Roman emperors to some extent or other.1 They can be semi-legendary, or have been entirely ignored by  posterity. Some...
    Polychronicon 132: Roman Emperors

  • Cunning Plan 132: Year 7 and the new National Curriculum

      Teaching History feature
    How can we plan for a coherent Year 7 that makes the most of the new National Curriculum freedom and its almost limitless possible content? Answer: borders, boundaries (and books) Please note: this article was published before the current 2014 National Curriculum.
    Cunning Plan 132: Year 7 and the new National Curriculum

  • Cultivating curiosity about complexity

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. A great deal has been written recently about the importance of encouraging and enabling all students to read beyond their comfort zones, beyond the textbook and certainly beyond the obvious requirements of an examination specification....
    Cultivating curiosity about complexity

  • Move Me On 94: Struggling to find questioning style to develop pupils' thinking

      The problem page for history mentors
    This Issue's Problem: William Cuffay, PGCE student, is struggling to find a questioning style which will develop pupils' thinking. Problem: William Cuffay is half way through the second term of his PGCE course and is showing considerable promise. He is thorough in his lesson preparation, and has a clear sense...
    Move Me On 94: Struggling to find questioning style to develop pupils' thinking

  • Role Play 1: The Society Game

      Teaching History Article
    Applicable to Britain 1066-1500, Britain 1500-1750, Britain 1750-1900, and many aspects of GCSE and AS/A2 courses. The version given in full here is for use in a study of Victorian Britain. This tackles the troublesome concept of relative status in a changing society. Exactly what is it that bestows status...
    Role Play 1: The Society Game

  • The T.E.A.C.H. Project

      A Report from The Historical Association on the Challenges and Opportunities for Teaching Emotive and Controversial History 3-19
    The report look at approaches that enable teachers to tackle these issues in ordinary lessons through rigorous and engaging teaching while at the same time challenging discrimination and prejudice.
    The T.E.A.C.H. Project

  • Film: What a strange place to be buried

      Virtual Branch Film
    Anna Cusack joined the HA Virtual Branch to discuss unique burial locations in London c.1600-1800. Anna recently completed a PhD at Birkbeck, University of London on the marginal dead of seventeenth and eighteenth-century London, focusing specifically on suicides, executed criminals, Quakers, and Jews and the treatment of their bodily remains...
    Film: What a strange place to be buried

  • Holistic assessment through speaking and listening

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Giles Fullard and Kate Dacey wanted to enrich their department's planning for progression across Key Stage 3 with a strong sequence of activities fostering argument. They wanted an opportunity for students to draw together their...
    Holistic assessment through speaking and listening

  • Does scaffolding make them fall? Reflecting on strategies for developing causal argument in Years 8 and 11

      Teaching History article
    Jennifer Evans and Gemma Pate, history teachers in two Essex schools, had noticed that sometimes a writing frame did the opposite of what was intended. Sometimes a card sort fostered rich discussion and ownership; sometimes it led the students down a reductive rather than mind-opening path. Sometimes modelling of paragraphs...
    Does scaffolding make them fall? Reflecting on strategies for developing causal argument in Years 8 and 11

  • Introductory film: Brezhnev - Interpretations

      Part of the HA Interpretations Film Series: Power and authority in Russia and the Soviet Union
    Log in below to preview the introductory film - available to all registered users of the website. This open access introductory film forms part of our ongoing film series on Power and authority in Russia and the Soviet Union. All the films are available through the Student Zone with corporate secondary membership. ...
    Introductory film: Brezhnev - Interpretations

  • Polychronicon 130: Dental, transcendental, regimental: Making Mangal Pandey

      Teaching History feature
    Have you stuggled to find an invigorating, exciting local enquiry to motivate your Year 9 class ? How do you engage students in lively debate? This was the challenge for one Norfolk school who wanted to develop a local study on the Poor Law and to create opportunities for students...
    Polychronicon 130: Dental, transcendental, regimental: Making Mangal Pandey

  • Was the workhouse really so bad? An encounter with a cantekerous tramp

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Have you stuggled to find an invigorating, exciting local enquiry to motivate your Year 9 class ? How do you engage students in lively debate? This was the challenge for one Norfolk school who wanted...
    Was the workhouse really so bad? An encounter with a cantekerous tramp

  • Duffy's devices: teaching Year 13 to read and write

      Teaching History article
    Rachel Ward’s intriguing title seems a little out of place in an edition on teaching the most able. The point she makes, though, is that even our very brightest post-16 students need to be encouraged both to engage with the historiography surrounding their course and to learn to write with...
    Duffy's devices: teaching Year 13 to read and write

  • Move Me On 128: Assessment without Levels

      Teaching History feature
    This Issue's Problem: Meg Dawson is keen to find ways of recognising and recording students’ progress and achievements without resorting to ‘levels’.
    Move Me On 128: Assessment without Levels