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How an atlas and a very old map can help us make sense of the ancient Greeks
Primary History article
The ancient Greeks were a maritime people – they travelled and traded vast distances by sea, but rarely left sight of land. They were also a very divided nation. Separate city states fiercely guarded their independence, only uniting [sometimes!] to fight against a common enemy like the Persians. The Greeks all...
How an atlas and a very old map can help us make sense of the ancient Greeks
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How to use 'My Saved Resources'
Guidance
MyHA is the Members' login section of the HA website where you can save and view resources, events and other content.
When you save resources to ‘My HA’ you also have the option to collect these resources into different folders. This can be useful if you are interested in a...
How to use 'My Saved Resources'
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Global Learning November 2016
Global Learning Project
Although this project has now ended, the links and resources on this page remain useful.
1. Climate Change and Global Learning - New Key Stage 2 Activity Kit
With the 2015 Paris Agreement, and the recent climate conference in Marrakech, climate action is high on the international agenda. This activity...
Global Learning November 2016
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Populism, Progressivism and Trumpism
Historian article
Populism, Progressivism and Trumpism: third party, inter-party and intraparty candidates in campaigns for the American presidency
Michael Dunne explores the complexities of American presidential political campaigning over the last 200 years.
Vox populi, vox dei. The voice of the people is the voice of God. Since these words were first...
Populism, Progressivism and Trumpism
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HA Conference 2021 round-up
1st July 2021
So, we didn’t all get to pack into a room together and chat loudly and sort through our new canvas HA bag this year, but we did still have a conference. A second year done using digital technology rather than meeting up face-to-face – and a second success. We built...
HA Conference 2021 round-up
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Terms and Conditions
Development Programmes
Please read the terms and conditions carefully before you register for a place on the programme. Please also refer to the CPD Events terms and conditions
The Subject Leader Development Programme (SLDP)/History Teacher Development Programme (HTDP), Experienced Teacher Programme (ETP) is open to all secondary history educators in a variety of...
Terms and Conditions
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Teaching History 80
The HA's journal for history teachers
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 3 -...
Teaching History 80
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Historical scholarship and feedback
Teaching History article
In her introduction to this piece, Carolyn Massey describes history teachers as professionals who pride themselves on ‘a sophisticated understanding of change and continuity’. How often, though, do we bemoan change when it comes, as it so often has recently? Massey’s article provides an example of how to embrace change,...
Historical scholarship and feedback
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Move Me On 164: Similarity & Difference
Teaching History feature
This issue’s problem: Sam Holberry is getting very confused about the concept of similarity and difference
Sam Holberry has returned to his main training school after a short placement in another school. Although he found it challenging to work with students he didn’t know, he enjoyed seeing a wider range...
Move Me On 164: Similarity & Difference
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Out and about in Tamworth
Historian feature
Trevor James introduces the wider context in which Tamworth’s history has developed.
Modern-day visitors to Tamworth immediately observe its very extensive out-of-town shopping areas and industrial estates and then, in stark parallel, notice that the signage is welcoming them to the capital of historic Mercia. Investigating this conundrum is the...
Out and about in Tamworth
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The Great Plague of London (KS1)
Article
This resource is free to everyone. For access to hundreds of other high-quality resources by primary history experts along with free or discounted CPD and membership of a thriving community of teachers and subject leaders, join the Historical Association today
This was originally part of a 7-week unit looking at...
The Great Plague of London (KS1)
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Fundamental British Values and history teaching
Article
In this article, Michael Maddison provides an overview of what schools must do in relation to promoting British values, as well as preventing extremism and radicalisation, and why it is so important that opportunities are taken in history to deal with these two pressing issues. It is an updated version...
Fundamental British Values and history teaching
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Higher Education Committee remit
Information
The HA's Higher Education Committee will:
raise awareness in the UK-wide HE sector of the work of and benefits offered by the HA
ensure that the HA continues to disseminate an up-to-date and appropriate understanding of the way History is taught, researched and interpreted in higher education to the teaching...
Higher Education Committee remit
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Higher Education Committee biographies
HA Committees
Read the Higher Education Committee's remit
Find out more about the HA's committees
Katharine Burn
Katharine Burn is Associate Professor of Education at the University of Oxford, where she teaches on the PGCE History programme and on a range of part-time Masters courses for practising teachers. She is co-editor of the HA’s professional...
Higher Education Committee biographies
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Supporting resources
Information
A wealth of resources exist on the rest of the HA website and on the HA Secondary Committee’s blog onebighistorydepartment (OBHD) to help teachers and to support better history teaching.
In addition, many books and articles have been published that are easily available to school history teachers. On this page you...
Supporting resources
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Teaching History 79
The HA's journal for history teachers
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
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HA Secondary History Survey 2015
Survey Report
*Full Survey Report attached below
1.1 Data on which this report is based
This survey was conducted during the summer term 2015. Responses were received from 455 history teachers working in a wide range of different contexts, including sixth form and tertiary colleges. The rapid expansion of the academies programme...
HA Secondary History Survey 2015
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Note-making, knowledge-building and critical thinking are the same thing
Teaching History article
Heidi Le Cocq sets out the classic problem of the history teacher: how does she cover the content and ensure that pupils reflect and analyse at the same time? She relates this to a another problem: how do you prepare pupils well for coursework (ensuring, for example, that they adopt...
Note-making, knowledge-building and critical thinking are the same thing
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Primary history and British values
Article
In this article, Michael Maddison provides an overview of what schools must do in relation to promoting British values, as well as preventing extremism and radicalisation, and why it is so important that opportunities are taken in history to deal with these two pressing issues. It is an updated version...
Primary history and British values
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Using shoes as an historical source
Primary History article
There is something fascinating about what people wore in the past. From corsets to clogs, the evolution of clothing and footwear can give an insight into different periods of history, an excellent way of engaging with the past. Shoes, in some form or another, have been around from the earliest...
Using shoes as an historical source
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Using original sources
Primary History article
Why would I want those old books in my classroom?
It has always been recognised that good primary history is able to connect the past with the world the children currently inhabit. That is why focusing on schools can be so useful. If there is one experience the children have...
Using original sources
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'Right well kept': Peterborough Abbey 1536-1539
Historian article
Although the reasons for and the process of dissolution in Peterborough Abbey compare closely to all other religious houses, the consequences were unique. Peterborough received favourable treatment and so emerged from the dissolution as one of six abbeys to be transformed into new cathedrals. The changes imposed on Peterborough were...
'Right well kept': Peterborough Abbey 1536-1539
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School Direct: Salaried and Fee-paying routes
Routes into Teaching
What is the School Direct route into teaching?
The label ‘School Direct’ refers to training places that the government has allocated directly to a group of schools working in partnership to offer teacher training. Each partnership includes at least one school designated as a ‘Teaching School’, which is likely to...
School Direct: Salaried and Fee-paying routes
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‘Traditional’ or ‘University-led’ PGCE
Routes into Teaching
What is a PGCE?
‘PGCE’ or ‘Post-Graduate Certificate of Education’ is simply the title of the award that is made to postgraduate students who successfully complete a university-accredited programme of initial teacher education. It isn’t actually a very good label for the traditional route into teaching since all the...
‘Traditional’ or ‘University-led’ PGCE
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Volunteering to help your local branch
Getting involved in history
Volunteering to help your local branch
We have over fifty branches throughout the UK and they are all run by volunteers. Joining your local branch committee can be a wonderful way to get more involved with history. Each branch has three formal branch officers, the Chair (or President) the Branch...
Volunteering to help your local branch
