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Found 1,513 results matching 'evidence framework'

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  • American Vikings past and present: untangling myth from reality

      Historian article
    There is now compelling evidence that Norse people – popularly known as Vikings – had some interaction with the First Peoples of North America. Martyn Whittock looks at how the appeal of a Viking legend has combined with archaeological discoveries to create a powerful attachment in the North American imagination...
    American Vikings past and present: untangling myth from reality

  • HA response to the DFE consultation on CPD

      CPD Consultation
    In September, the government launched a call for evidence concerning teachers professional development. The Historical Association has responded to the call for evidence on behalf of our members. You can read our response below.
    HA response to the DFE consultation on CPD

  • What can you do with an old postcard?

      Primary History article
    Whether looking at ‘events in living memory’ at Key Stage 1, or a local history study at Key Stage 2, old postcards are extremely useful. They are also relatively cheap and easy to get hold of. One aspect that can easily be explored using old postcards is evidence - they are an...
    What can you do with an old postcard?

  • The International Journal Volume 11, Number 1

      Journal
    Editorial Articles Eleni Apostolidou Teaching and Discussing Historical Significance with 15 year-old students in Greece Manuela Carvalho and Isabel Barca Students' Use of Historical Evidence in European Countries P. Checkley and C. Checkley ‘Future Teachers of the Past' - An initial analysis of Initial Teacher Training students and their preparation...
    The International Journal Volume 11, Number 1

  • Time for a story

      Using stories in the Early Years and Foundation Stage
    Stories are an important part of a young child’s way of making sense of their world. Hilary Cooper’s excellent article ‘Why Stories?’ explores some of the reasons why stories are important to young children and their growing ‘understanding of the world’. This article is going to explore some recommended stories...
    Time for a story

  • The Charles Dickens Primary School Project

      Historian article
    For many years London South Bank University [LSBU] trainee teachers have been engaged in a wide range of mini history-led, cross-curricular projects in local primary schools, culminating in the students teaching lessons to groups of children. Some of these projects have been on different aspects of community history, including in-depth...
    The Charles Dickens Primary School Project

  • The National Curriculum Attainment Target (from 2008)

      HITT Resource
    Level 4 Pupils show their knowledge and understanding of local, national and international history by describing some of the main events, people and periods they have studied, and by identifying where these fit within a chronological framework. They describe characteristic features of past societies and periods to identify change and...
    The National Curriculum Attainment Target (from 2008)

  • ‘Miss, what’s the point of sources?’ Helping Year 11 to understand the discipline

      Teaching History article
    Clare Bartington noticed that her students’ focus on the specific kinds of question used in examinations appeared to have undermined their understanding of how historians actually use sources. Instead of approaching the traces or ‘leftovers’ of the past as potential sources of evidence in relation to a particular question, her students believed...
    ‘Miss, what’s the point of sources?’ Helping Year 11 to understand the discipline

  • Recorded webinar: Natural disasters in medieval Britain

      Article
    Natural disasters frequently affected medieval populations. This webinar explores some examples of what happened when meteorological hazards struck medieval communities, how they reacted and what steps they took to protect themselves against future risks. Through archaeological and historical sources of evidence, Peter Brown explores the diverse impacts unleashed by disasters...
    Recorded webinar: Natural disasters in medieval Britain

  • Frameworks for linking pupils' evidential understanding with growing skill in structured, written argument: the 'evidence sandwich'

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. History teachers are increasingly good at designing exercises which develop skill in evidence analysis. The ubiquitous ‘source' is invariably analysed for utility and reliability. But how do pupils integrate such understandings with extended written work?...
    Frameworks for linking pupils' evidential understanding with growing skill in structured, written argument: the 'evidence sandwich'

  • Epistemic insights: bringing subject disciplines together

      Primary History article
    "Teaching epistemic insight goes hand in hand with teaching a broad and balanced curriculum. It includes building students’ understanding of the ways that different types of disciplinary knowledge can help us to address questions that bridge subjects and disciplines." (Teaching and Learning about Epistemic Insight brochure, https://crc.up.pt/wp-content/uploads/sites/101/2017/09/epistemic-insight-brochure.pdf) The Epistemic Insight Project...
    Epistemic insights: bringing subject disciplines together

  • Extending the curriculum: why should we consider ‘value added’?

      Primary History article
    While the focus provided by the new Ofsted framework has allowed schools to begin to, perhaps, rebalance the curriculum, the time allocated to the foundation subjects is still fairly marginal in many schools. This means that hard decisions have to be taken about what to include and what to leave...
    Extending the curriculum: why should we consider ‘value added’?

  • Why this? Why now? Reviewing your history curriculum

      North West History Forum keynote
    Richard Kennett gave the keynote at the first HA North West History Forum at the end of January. He has turned his talk into this article so more of us can benefit from his thinking about curriculum. This piece is unashamedly about curriculum. Put simply, curriculum is what stuff we choose...
    Why this? Why now? Reviewing your history curriculum

  • My Favourite History Place: A Short History of Brill

      Historian feature
    In this article Josephine Glover discusses the long history of her ‘favourite history place’, the Buckinghamshire village of Brill. She explains how there has been a human settlement there since Mesolithic times. Using various fragments of evidence, she pieces together the extent to which the village was important to early...
    My Favourite History Place: A Short History of Brill

  • Writing: demonstration and modelling

      Primary History article
    Pupils' historical writing can take thousands of different forms, for example, an advert, comic, magazine article, love letter, short story, exam essay, poster or account of a castle visit. For pupils to compose in any genre they must understand and assimilate the genre's skeletal framework, its mode, tenor, field - pp....
    Writing: demonstration and modelling

  • Teaching History 158 - A Grounding in History

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 HA Update 08 Andrew Stacey-Chapman - From a compartmentalised to a complicated past: developing transferable knowledge at A-level (Read article) 16 Cunning Plan: teaching about the history of the UK Parliament - Tony McConnell (Read article) 18 Dominik Palek - 'What exactly is parliament?'...
    Teaching History 158 - A Grounding in History

  • Out and About: Locating the Local Lockup

      Historian feature
    If you are arrested for a crime today, you will very likely be taken to a police station and locked in a cell while officers decide if they have enough evidence to charge you. But have you ever wondered what happened to criminals and other disorderly folk – roughs, drunks...
    Out and About: Locating the Local Lockup

  • Creating a progression model for teaching historical perspectives in Key Stage 3

      Teaching History article
    Jacob Olivey set out to design enquiries which would enable his pupils to reconstruct, using evidence, the perspectives of people in the past. In this article he shares in detail the planning and outcomes of two enquiries: one for Year 7 and one for Year 8. Olivey offers a example...
    Creating a progression model for teaching historical perspectives in Key Stage 3

  • On-demand webinar: Helping children build secure evidential thinking

      Building and securing disciplinary thinking in primary history
    Building and securing disciplinary thinking in primary history Session 5: Helping children build secure evidential thinking Handling sources is something all children learn to do in Key Stage 2 history, but often that crucial distinction between ‘source’ and ‘evidence’ is confused. No archaeologist digs up ‘evidence’. And labelling sources as either...
    On-demand webinar: Helping children build secure evidential thinking

  • My Favourite History Place: Bulguksa Temple, Korea

      Historian feature
    Set among the forested Toham mountains in southeast Korea, Bulguksa (Bulguk Temple, the Temple of the Buddha Land), was founded during the Silla Dynasty (57 BC–AD 935). The history of this 1,300 year old sacred site reflects the long and sometimes turbulent history of Buddhism and its heritage in Korea, up to its...
    My Favourite History Place: Bulguksa Temple, Korea

  • Recorded Webinar: Robespierre and Danton: Heroes of the French Revolution?

      Article
    One of the oldest myths of the French Revolution is the lethal rivalry between Robespierre and Danton: Robespierre the cold, bloodthirsty dictator who ruled France through Terror, versus Danton, the warm, humane, inspirational orator who wanted to stop Terror. Throughout the 19th century Robespierre was mostly depicted as a villain,...
    Recorded Webinar: Robespierre and Danton: Heroes of the French Revolution?

  • The Historian 164: Out now

      The magazine of the Historical Association
    Read The Historian 164: Ancient Worlds A couple of generations ago an edition of a history publication on the theme of ancient worlds would probably just have included features on the Greeks and the Romans. It is now widely accepted that ancient history should have a broader focus, embracing developments in...
    The Historian 164: Out now

  • What was Witchcraft in the Early Sixteenth Century?

      Article
    In this article, Dr Jonathan Durrant (Principal Lecturer in History, University of South Wales) argues that we know no more now than we did in the late 1980s about what witchcraft was as men and women of the early sixteenth century understood it. Dr Durrant looks at evidence from Henry VIII's Witchcraft Act of 1542 to explore British and European perceptions of witches...
    What was Witchcraft in the Early Sixteenth Century?

  • Teaching History 177: Building Knowledge

      The HA's journal for secondary history teachers
    02 Editorial (Read article for free) 03 HA Secondary News 04 HA Update 08 Modelling the discipline: how can Yasmin Khan’s use of evidence enable us to teach a more global World War II? – David Hibbert and Zaiba Patel (Read article) 16 Bridging the gap: supporting early career teachers’...
    Teaching History 177: Building Knowledge

  • History in England’s primary schools: What do secondary history teachers need to know?

      HA Update
    What’s been happening in primary history lately? Invited to write an update on this, I decided to identify some themes that might be helpful to secondary teachers.  As a senior lecturer in primary education with responsibility for history and as a member of the HA Primary Committee, I was able...
    History in England’s primary schools: What do secondary history teachers need to know?