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  • Analysing Anne Frank: a case study in the teaching of thinking skills

      Teaching History article
    For those lucky history departments in and around Newcastle this article will not be news. Peter Fisher alludes to the quasi-religious atmosphere that is often discernible amongst history teachers who have been working with the Thinking Skills groups linked to University of Newcastle Department of Education. He is not exaggerating...
    Analysing Anne Frank: a case study in the teaching of thinking skills

  • Ordinary pupils, extraordinary results: a structured approach to raising attainment at GCSE

      Article
    It is a very common complaint that history GCSE is unfairly demanding compared with other subjects. Well, it probably is. But that does not stop history at Robert Clack School from outperforming every other subject except art. Nor is this the story of one of those schools with an unusually...
    Ordinary pupils, extraordinary results: a structured approach to raising attainment at GCSE

  • Why Gerry likes history now: the power of the word processor

      Article
    Ben Walsh argues that many teachers of history completely miss the point of the word processor. Criticising those who use it merely for 'typing up' he reminds us that the purpose of the word processor, as with any other resource, is to teach good history. He analyses the types of...
    Why Gerry likes history now: the power of the word processor

  • The 'structured enquiry' is not a contradiction in terms: focused teaching for independent learning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated Mike Gorman uses the language of the National Curriculum Order to describe and analyse his practice. Yet he throws down a challenge to those who use it uncritically rather than interpreting it to make their...
    The 'structured enquiry' is not a contradiction in terms: focused teaching for independent learning

  • Move Me On 92: Having problems teaching causation

      The problem page for history mentors
    This Issue's Problem: Melville Miles, student history teacher, is in Term 3 of his PGCE year. Melville has taught a number of excellent lessons in which he enabled pupils to reach high levels of historical understanding. His diagnostic assessment of pupils' work is unusually sophisticated for a PGCE student. Melville's...
    Move Me On 92: Having problems teaching causation

  • Being ambitious with the causes of the First World War: interrogating inevitability

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated Gary Howells asks hard questions about typical teaching and assessment of historical causation at Key Stage 3. Popular activities that may be helpful in addressing particular learning areas, or in teaching pupils to use the...
    Being ambitious with the causes of the First World War: interrogating inevitability

  • Emotional response or objective enquiry? Using shared stories and a sense of place in the study of interpretations for GCSE

      Article
    In this article, Andrew Wrenn explores some issues that teachers might consider when supporting 14 and 15 year olds in their study of war memorials as historical interpretations. Tony McAleavy has argued that ‘popular' and ‘personal' interpretations and representations are just as worthy of study at Key Stage 3 as...
    Emotional response or objective enquiry? Using shared stories and a sense of place in the study of interpretations for GCSE

  • Sharing The Past: Northamptonshire's Black History

      Book Review
    Northamptonshire Black History Association Pub 2008; ISBN:978 0 9557139 1 0; £12.95 [+£2.30 p and p] from: NBHA, Doddridge Centre, 109 St James Road, Northampton, NN5 5LD. How fortunate Northamptonshire history teachers are! With the current emphasis on community cohesion and diversity in the New Secondary Curriculum, they are presented...
    Sharing The Past: Northamptonshire's Black History

  • Emotional response or objective enquiry? Using shared stories and a sense of place

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. In this article, Andrew Wrenn explores some issues that teachers might consider when supporting 14 and 15 year olds in their study of war memorials as historical interpretations. Tony McAleavy has argued that ‘popular' and...
    Emotional response or objective enquiry? Using shared stories and a sense of place

  • Reading Branch History

      Branch History
    Brief outline history of the Reading Branch of the Historical Association Reading is one of the places to have had a branch before the First World War, between 1908 and 1911 as was shown in The Historian, ‘The Branches of the Historical Association 1906-2006'. The story of the current Reading...
    Reading Branch History

  • Plymouth Branch Programme

      Article
    www.ha-plymouth.org.uk   Enquiries to Alan H. Cousins Tel. 01752 843750 a.cousins345@btinternet.com  Booking for lectures: Booking is easy - just click on the title of the lecture and it will take you to the Eventbrite page. Eventbrite tickets will be free to Members; otherwise £6 or concessions £4. Meetings start at...
    Plymouth Branch Programme

  • Communicating about the past: Resource G

      Article
    James Woodcock, 'Does the linguistic release the conceptual? Helping Year 10 to improve their causal reasoning' in Teaching History 119: Language issue (June, 2005) In this subtle article, James Woodcock experiments with introducing new vocabulary to a mixed-ability year 10 class working towards the enquiry question '"Hitler was not to...
    Communicating about the past: Resource G

  • Britain's Olympic visionary

      Historian article
    Forty-six years before the modern Olympics began, the small Shropshire market town of Much Wenlock was the seemingly unlikely setting for the establishment of an ‘Olympian Games'. Commencing in 1850, they were to become an annual festival in the town. The architect of this sporting enterprise was a local surgeon...
    Britain's Olympic visionary

  • From tragedy to triumph: The courage of Henrietta, Lady of Luxborough 1699-1756

      Historian article
    Why is Henrietta Luxborough, who was born in 1699, of interest today? In the first place because of whom she was; in the second because of what happened to her; and in the third because of her courage which enabled her to overcome adversity and lead a life utterly different...
    From tragedy to triumph: The courage of Henrietta, Lady of Luxborough 1699-1756

  • Teaching and learning through personal, family and local history

      E-CPD
    N.B. This unit was produced before the 2014 curriculum and therefore while much of the advice is still useful, there may be some out of date references or links.  This unit is concerned with the way that primary age pupils can make use of their own personal, family and local history...
    Teaching and learning through personal, family and local history

  • Support Us

      Information
    As a charity the HA is completely independent of any government or statutory support, so we rely heavily on the work of volunteers (branch officers, workshop leaders and contributors to our publications). We also need donations and legacies to develop new resources and to help ensure everyone can access great...
    Support Us

  • Who do we represent?

      Information
    You don’t have to be an historian or history teacher to join the HA; you just need to love history. Our membership includes many thousands of history teachers and schools, academic historians, museum and heritage organisations, students of history of all ages – and many other individuals who just love...
    Who do we represent?

  • York and North Yorkshire Branch Programme

      Article
    All enquiries to Elizabeth McCulloch, Elizabeth.McCulloch@boothamschool.com  07884 435 701 Talks free to members, £2 for visitors.     York & North Yorkshire Branch Programme 2026-27 Autumn Term 2026   5pm - 6.30pm, Tuesday 29th September,  at Millthorpe School Hall, Nunthorpe Avenue, York, YO23 1WF Dawn of the Vikings Alex Harvey, archaeology postgraduate,...
    York and North Yorkshire Branch Programme

  • Teaching history through photographs in the internet and digital age

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content and links may be outdated. Images allow us to step back in time and ask important historical questions such as ‘Were the Victorians just like us?' Growing digitisation and the spread of the internet allow teachers and learners...
    Teaching history through photographs in the internet and digital age

  • Think Bubble 49: Frozen moments

      Primary History article
    Whenever I look at an old sepia photograph or one of those amazing 19th century genre pictures like William Powell Frith's Ramsgate Sands, it is not the immediate images that grab my attention. Although the detail is often remarkable, in the case of Ramsgate Sands the attentive mother gently introducing...
    Think Bubble 49: Frozen moments

  • Teaching History 131: Assessing Differently

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Speed cameras, dead ends, drivers and diversions: Year 9 use a ‘road map’ to problematise change and continuity – Rachel Foster (Read article) 09 The Holy Grail? GCSE History that actually enhances historical understanding! – Katie Hall (Read article) 17 ‘Create something interesting...
    Teaching History 131: Assessing Differently

  • Helping pupils with Special Educational Needs to develop a lifelong curiosity for the past

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Pupils in England have an entitlement to study history or geography until the age of sixteen. However, increasingly, some pupils seem to be discouraged from taking up this opportunity as it can be seen as...
    Helping pupils with Special Educational Needs to develop a lifelong curiosity for the past

  • Bolton Branch History

      Branch History
    The Bolton Branch of the Historical Association, having been founded in 1927, celebrated its 80th birthday suitably spectacularly in October 2007. Not only did it have, for the occasion, a distinguished Chief Guest as visiting lecturer, and an audience of nearly 200, but it also had a large, decorative and...
    Bolton Branch History

  • A Guide to the Key Stage 3 programme (pre-2014)

      Key Stage 3 Guide
    Please note: this unit was produced for a previous national curriculum (pre-2014). However, much of the advice remains useful and it provides a context to topics that continue to be very important for history teachers. Subject leaders, ITE providers and others may find it useful to consider how currently relevant topics were...
    A Guide to the Key Stage 3 programme (pre-2014)

  • Ealing Branch Programme

      Article
    All enquiries to Dr Philip Woods philipgwoods@outlook.com tel. 07922046578 All talks (with the exception of November meeting) start at 7.30pm on the second Tuesday of the month, and take place at Ealing Green Church, The Green, Ealing, W5 5QT. For details of transport and parking please see our website. Talks...
    Ealing Branch Programme