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  • Teaching History 86

      The HA's journal for history teachers
    6 Our History or Your History? - Gillian Wilson 8 The Constructive Use of Role Play at Key Stage 3 - Edwin Towil! 14 Why and how we teach history in schools: the case of the Roman soldier - Terry Haydn 16 In Search of the Missing Railway - Dave Welbourne...
    Teaching History 86

  • Teaching History 87

      The HA's journal for history teachers
    6 Reading the Bickersteth Diaries - John Bickersteth 8 History at Home - Rob David 14 Nuffield Primary Project (Part I) - John Fines 21 Our History or Your History? (Part 2) - Gillian Wilson 24 Key Stage 2 Multi Cultural Issues (Part I) - Marika Sherwood 27 Primary School...
    Teaching History 87

  • Teaching History 124: Teaching the most able

      The HA's journal for secondary history teachers
    06 Expertise in its development phase: planning for the needs of gifted adolescent historians – Deborah Eyre (Read article) 09 Duffy’s devices: teaching Year 13 to read and write – Rachel Ward (Read article) 17 Mussolini’s missing marbles: simulating history at GCSE – Arthur Chapman and James Woodcock (Read article)...
    Teaching History 124: Teaching the most able

  • The Standing Stone

      Article
    ‘The Standing Stone’ story and the activities around it developed from several different starting-points. One was the requirement in the 2014 National Curriculum for history at Key Stage 2 for children to be taught prehistory, specifically about ‘changes in Britain from the Stone Age to the Iron Age’, with Bronze...
    The Standing Stone

  • Why are you wearing a watch? Complicating narratives of economic and social progress

      Teaching History article
    Frustrated by the traditional narrative of the industrial revolution as a steady march of progress, and disappointed by her students’ dull and deterministic statements about historical change, Hannah Sibona decided to complicate the tidy narrative of continual improvement. Inspired by an article by E.P. Thompson, Sibona reflected that introducing her...
    Why are you wearing a watch? Complicating narratives of economic and social progress

  • Online course: Ofsted subject reports: supporting quality history and geography

      Primary CPD in partnership with the Geographical Association
    The Ofsted history and geography subject reports of 2023 highlighted several areas of strength and improvement in primary schools. However, it emphasised that pupils’ experience of both subjects and disciplines could differ significantly between schools. We are pleased to offer another opportunity to attend this supportive, practical one-day course from the...
    Online course: Ofsted subject reports: supporting quality history and geography

  • The Historian 156: Out now

      The magazine of the Historical Association
    Read The Historian 156 The sadness that came with the death of our patron Her Majesty Queen Elizabeth II is tinged with our appreciation of her willingness many years ago to become our patron. Some of our older members will remember that she and the Duke of Edinburgh attended our...
    The Historian 156: Out now

  • The Stone Age conundrum

      Making use of a local site to develop historical knowledge
    History – the very word makes the primary teacher in me feel excited. There are simply so many variables, so many dark nooks and crannies of history to explore and so many different angles through which to draw in a class of eager young minds. Thanks to a wellexecuted history...
    The Stone Age conundrum

  • Podcast Series: The History of Science

      Multipage Article
    In this series of podcasts we take a look at the history of the Royal Society and the influence it has had on the history and development of science. This series features: Keith Moore, Head of Libraries and Archives at the Royal Society, Dr Jordan Goodman, Dr Patricia Fara of...
    Podcast Series: The History of Science

  • On-demand webinar: Teaching substantive knowledge directly

      Webinar series: Direct history teaching
    Webinar series: Direct history teaching Session 2: Teaching substantive knowledge directly In this second session, Jacob and Mike will share how history teachers can teach substantive knowledge (what we know about the past) in more direct ways – whilst still challenging and engaging pupils. They will share ideas about using lean...
    On-demand webinar: Teaching substantive knowledge directly

  • Webinar series: Draft Ofsted toolkits: implications for primary history

      HA webinar series for current and aspiring primary history subject leaders
    What does this series cover? This series of webinars will investigate the implications of the new draft Ofsted inspection toolkit on primary history to help subject leaders feel confident to prepare and support teachers in obtaining a positive outcome for the school’s report card. After an overview session on the...
    Webinar series: Draft Ofsted toolkits: implications for primary history

  • Plymouth Branch Programme

      Article
    website: http://www.ha-plymouth.org.uk   contact: Alan H. Cousins 1 Russell Court, Russell Close, Saltash PL12 4LZ, Tel. 01752 843750 a.cousins345@btinternet.com    Meetings are open to all and are free for national or local members of the Historical Association, and for University of Plymouth students. The “Liberation Line” talk on October 7...
    Plymouth Branch Programme

  • Employment, employability and history

      Teaching History article
    Employment, employability and history: helping students to see the connection Five years ago, in Teaching History 132, Harris and Haydn drew attention to the fact that while the vast majority of Key Stage 3 students claimed to enjoy history and even to regard it as a useful subject, relatively few...
    Employment, employability and history

  • Diversity and the History Curriculum

      Article
    It's very dangerous if you make it seem like history is the province of a certain segment of society. History should belong to and include all of us. The curriculum needs to appeal to as many children as possible or a number of them could become disenchanted with education because they...
    Diversity and the History Curriculum

  • Creating controversy in the classroom: making progress with historical significance

      Teaching History article
    No longer is historical significance the ‘forgotten key element.’ Indeed, it is now being remembered at last – by politicians, telly-dons and the media in any case. Matthew Bradshaw suggests that the popular emphasis on significant events is wrong. Instead, we should be enabling our pupils to make their own...
    Creating controversy in the classroom: making progress with historical significance

  • Transforming Year 7's understanding of the concept of Imperialism: a case study on the Roman Empire

      Teaching History article
    Those of us in the U.K. know that many of our pupils finish their entire historical education without a satisfactory grasp of basic substantive concepts as they are used in history. Do all our low-attaining or ‘low ability’ 14-year-olds who are pressured to drop history at 14 really emerge with...
    Transforming Year 7's understanding of the concept of Imperialism: a case study on the Roman Empire

  • The Historian 22

      The magazine of the Historical Association
    3 Feature: Palmerston, Man of Paradox, Muriel E. Chamberlain 10 Interpretation: Emperor Hirohito and Japanese History, Alan G.R. Smith 12 Local History: Vernacular Architecture and its Study, R. W. Brunskill 16 Update: The Crusades, Malcolm Bather 19 Education Forum: History 1989, Reform or Reaction, Christine Lloyd 20 Portfolio: Sinews of Wan Royalist Finances...
    The Historian 22

  • Film: What's the wisdom on... Change and continuity

      Your Virtual History Department Meeting
    We’ve been talking to our secondary school members and we know how difficult life is for teachers in the current circumstances,  so we wanted to lend a helping hand. 'What’s the wisdom on…' is a new and already popular feature in our secondary journal Teaching History and provides the perfect stimulus for a...
    Film: What's the wisdom on... Change and continuity

  • Bruce! You're history.' The place of history in the Scottish curriculum

      Teaching History article
    History teachers in Scotland are feeling vulnerable. A curriculum review is leading to debates about history’s place in schools – will it or should it be a statutory part of Scotland’s curriculum for 11-14 year olds? Many of the concerns in Sam Henry’s article will ring true for teachers throughout...
    Bruce! You're history.' The place of history in the Scottish curriculum

  • Using nominalisation to develop written causal arguments

      Teaching History article
    How nominalisation might develop students’ written causal arguments Frustrated that previously taught writing frames seemed to impede his A-level students’ historical arguments, James Edward Carroll theorised that the inadequacies he identified in their writing were as much disciplinary as stylistic. Drawing on two discourses that are often largely isolated from...
    Using nominalisation to develop written causal arguments

  • Young Historian Awards 2026 – take part (Primary prizes)

      History competition for primary schools
    The 2026 competition is now open. Entries close on 17 July 2026 (3 July for overseas entries). We want young people to get the bug for writing about history in an interesting and critical way. Each year the Historical Association in collaboration with the Spirit of Normandy Trust and Classics for All offers a...
    Young Historian Awards 2026 – take part (Primary prizes)

  • Who inherits the house? Using heritage to shape pupils’ thinking about historical significance

      Teaching History article
    Reflecting on the reasons why generic models for teaching historical significance are never quite adequate, Rachel Foster found herself considering, instead, the specific contexts in which arguments about historical significance arise.  These reflections took her to the fascinating example of stately homes. Drawing on scholarship such as that of Peter...
    Who inherits the house? Using heritage to shape pupils’ thinking about historical significance

  • Out and About with Garibaldi

      Historian feature
    One approach used by British local historians is to explore and examine patterns in the landscape, based on a belief that the patterns will instruct and develop our historical awareness and understanding. Although approaches to local history may be less developed abroad, we can still apply our techniques to the...
    Out and About with Garibaldi

  • Film: What's the wisdom on... Enquiry questions (Part 1)

      Your Virtual History Department Meeting
    We’ve been talking to our secondary school members and we know how difficult life is for teachers in the current circumstances, so we wanted to lend a helping hand. 'What’s the wisdom on…' is a new and already popular feature in our secondary journal Teaching History and provides the perfect stimulus for a...
    Film: What's the wisdom on... Enquiry questions (Part 1)

  • Teaching Year 9 pupils to see and sense social memory as an expression of knowledge about the past

      Teaching History article
    Prompted by the attacks on statues in summer 2020, William Mason began to question how effectively he taught his students about popular interpretations or historical ‘myths’. He designed an enquiry about the myth of Churchill to introduce his pupils to the concept of collective memory and to ways in which...
    Teaching Year 9 pupils to see and sense social memory as an expression of knowledge about the past