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  • Circle Time in the secondary history classroom

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Circle Time is a commonly used technique in primary classrooms and is sometimes used in secondary personal and social education lessons. This open form of classroom organisation allows pupils to share opinions in a democratic...
    Circle Time in the secondary history classroom

  • GCSE Podcast: Tackling the GCSE History Exam

      Multipage Article
    In this series of podcasts Dr Tim Lomas offers some advice and suggestions for tackling the GCSE History Exam.
    GCSE Podcast: Tackling the GCSE History Exam

  • CARGO Classroom: digital resources for diverse histories

      Visionary leaders of African and African Diaspora descent
    To address the urgent need for digital learning resources, and to address the imbalance of perspectives in the History curriculum, CARGO Classroom is now providing multimedia learning tools for Key Stage 3 History via a freely accessible, interactive website: cargomovement.org/classroom “CARGO is about doing. We talk a lot. We talk about...
    CARGO Classroom: digital resources for diverse histories

  • Teaching History 80

      Journal
    2 Editorial 3 News 5 Re-Thinking Collingwood: a reply to Keith Jenkins's Re-thinking History Mamie T.E. Hughes 9 Secondary History Teaching and the OFSTED Inspections: an analysis and discussion of history comments Paul Bowen 14 The Re-appearance of a Cheshire Cat - teaching the history of Britain at key stage...
    Teaching History 80

  • The International Journal Volume 12, Number 2

      Journal
    Editorial New Zealand - Developing an Historical Empathy Pathway with New Zealand Secondary School Students - Martyn Davidson, University of Auckland Cyprus - Deanna Troi and the Tardis: Does Historical Empathy have a Place in Education? Lukas N. Perikleous, University of Cyprus Brazil - An Investigation of the Ways in which...
    The International Journal Volume 12, Number 2

  • Developing sixth-form students' thinking about historical interpretation

      Teaching History article
    Understanding historical interpretation involves understanding how historical knowledge is constructed. How do sixth formers model historical epistemology? In this article Arthur Chapman examines a small sample of data relating to sixth form students' ideas about why historians construct differing interpretations of the past. He argues that understanding interpretation requires students to...
    Developing sixth-form students' thinking about historical interpretation

  • What Have Historians Been Arguing About... the impact of the English Reformation

      Teaching History feature
    Since the first stirrings of religious reform in the sixteenth century, people have been writing the history of the Reformation, debating what happened and why it happened. John Foxe arguably became the first historian of the English Reformation when he published Actes and Monuments in 1563. Better known as ‘The...
    What Have Historians Been Arguing About... the impact of the English Reformation

  • Where are we and where are we going?

      Teaching History article
    Richard Harris draws on their own and others’ research to take stock of where the history teaching community is in terms of curriculum thinking. Harris argues that despite a number of positive developments in recent years, certain issues continue to have undesirable effects on curriculum design. Such issues include inertia...
    Where are we and where are we going?

  • Move Me On 153: Teaching about genocide

      Teaching History feature
    This issue's problem: Susie Cook is struggling to sustain an emphasis on developing historical knowledge and understanding in teaching about genocide. Susie Cook worked for nearly ten years as a web designer before deciding to move into teaching. Once she had secured her place on the programme she spent several months...
    Move Me On 153: Teaching about genocide

  • Participate in our Surveys

      Get Involved
    On a national level the Historical Association supports teachers, academics, academic and school studies and professionals in the heritage sector. We represent our member's interests to other historical bodies, on government committees and in the public arena. We hold regular surveys to garner our member's views and concerns as well...
    Participate in our Surveys

  • Film: What's the wisdom on... Extended Writing

      Article
    'What’s the wisdom on…' is a popular feature in our secondary journal Teaching History and provides the perfect stimulus for a department meeting. 'What’s the wisdom on…' provides history teachers with an overview of the ‘story so far’ of many years of practice-based professional thinking about a particular aspect of history teaching. To...
    Film: What's the wisdom on... Extended Writing

  • Into the Key Stage 3 history garden: choosing and planting your enquiry questions

      Teaching History article
    Drawing upon a range of practice, Michael Riley analyses the characteristics of a good enquiry question. He explores the importance of careful wording of the question if it is genuinely to help the teacher to integrate areas of content into a purposeful learning journey and without distortion.He then moves on...
    Into the Key Stage 3 history garden: choosing and planting your enquiry questions

  • Cunning Plan 163.2: Developing an A-level course in medieval history

      Teaching History feature
    Medieval history has always been a Cinderella era for post-16 students. Some schools offer A-levels in classical civilisation, but most A-level history courses focus on the early-modern and modern periods. A few schools teach an A-level medieval module, with the Crusades being a popular choice. I was therefore excited at...
    Cunning Plan 163.2: Developing an A-level course in medieval history

  • HA Primary Survey: in important times, we need important points of view

      HA primary history survey 2024
    Without your voice, history education will be in the hands of those that shout the loudest.  Education is something of which we all have first-hand experience, but it is ever-changing and evolving. That is why the Historical Association (HA) monitors the status of history education as an essential part of...
    HA Primary Survey: in important times, we need important points of view

  • Primary History 28

      Journal
    Planning for Diversity in the KS2 History Programme, Looking at buildings as a source to developing historical enquiries, Using artefacts and roleplay in ross-phase, cross-curricular and community partnership work, Queen Victoria, Enhancing Temporal Cognition, practical activities for the primary classroom and much more... Click the link below to read the...
    Primary History 28

  • Past Forward: Historical significance

      Article
    I recently came across the following in a Sunday newspaper: The Government is expected to announce a major overhaul of mathematics teaching in the next few days and it will be writing to employers and teaching bodies to ask how the subject can be ‘made more relevant to the twenty-first...
    Past Forward: Historical significance

  • Teaching History 79

      Journal
    2 Editorial 3 News 5 The Revised History Order Sue Bennett and Ian Steele 9 From Plowden to Dearing Patrick Wood 11 Developing an Understanding of Time Sydney Wood 15 The Development Of Temporal Concepts in Children and its Significance for History Teaching in the Senior Primary School Cheryl-Ann Simchowitz...
    Teaching History 79

  • The Historian 161: The Silk Roads

      The magazine of the Historical Association
    4 Letters – Ask The Historian 5 Editorial (Read article) 6 The ‘Silk Roads’: the use and abuse of a historical concept – Susan Whitfield (Read article) 14 From Norwich to Nara: reflections on Silk Road connections – Simon Kaner (Read article) 20 Sutton Hoo and long-distance contacts – Andy...
    The Historian 161: The Silk Roads

  • Lecture: From sex to the suffragettes

      Podcast: Keynote Lecture Annual Conference 2019
    Over the last few years, we have seen a widespread cultural failure in our history. From the rose-tinted nostalgia of politicians to a rise in destructive ideologies, history has become weaponised by those who seek to misuse, misrepresent and misunderstand it. At the same time, the field of history is...
    Lecture: From sex to the suffragettes

  • Careers in History Pack Year 9

      Teachers' Notes
     
    Careers in History Pack Year 9

  • EYFS: What does good curriculum provision look like?

      HA Primary Subject Leader Area
    In this joint piece, Helen and Rob explore the EYFS Development Matters framework and its relevance to developing children’s understanding of the past. Helen suggests some key resources and approaches which work well in EYFS as well as some key questions to frame discussions with early years staff. Rob shares...
    EYFS: What does good curriculum provision look like?

  • What is progress in history?

      Teaching History article
    Evelyn Vermeulen argues that in order for teachers to identify outcomes for the learning of history, they must think clearly about the different attributes of the discipline - its ideas, structures and processes - and the relationship between them. Here, she takes us on her own professional thinking journey. She...
    What is progress in history?

  • Film: What's the wisdom on... Extended Reading

      Your Virtual History Department Meeting
    'What’s the wisdom on…' is a popular feature in our secondary journal Teaching History and provides the perfect stimulus for a department meeting. 'What’s the wisdom on…' provides history teachers with an overview of the ‘story so far’ of many years of practice-based professional thinking about a particular aspect of history teaching. To...
    Film: What's the wisdom on... Extended Reading

  • Integration and cross-curricularity: History, Humanities And Social Studies

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. From the late 1960s until 1989 history was almost universally taught in primary schools as an element in integrated crosscurricular programmes, normally social studies or humanities. The 1989/1990 National Curriculum: History radically changed this. It introduced...
    Integration and cross-curricularity: History, Humanities And Social Studies

  • Teaching Year 9 about historical theories and methods

      Teaching History article
    Kate Hammond sets out a rationale for linking the National Curriculum requirement to study interpretations of history with her pupils’ own evidence handling skills. She makes connections with history-teacher-led debates and innovations in both areas, but particularly the work of Howells (2005). She describes and evaluates a learning sequence that...
    Teaching Year 9 about historical theories and methods