An Index of Teaching History

Issue 91 (May 1998) – Issue 173 (December 2018)

New Novice or Nervous

Move Me On

Issue 91: (May 1998) Evidence and Interpretation

Tony McAleavy: The use of sources in History 1910-1998: A Critical Perspective. Exposing problems of using sources in “New History”

Margaret Mulholland: The Evidence Sandwich

Joseph O’Neill: Teaching Pupils to Analyse Cartoons

Andrew Wrenn: Shared Stories & A Sense of Place

Jamie Byrom: Working With Sources

Ian Davies & Rob Williams: Interpretations of History

Issue 92: (August 1998): Explanation and Argument

Dale Banham: Getting ready for the Grand Prix: learning how to build a substantiated argument in Year 7

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

Michael Gorman: The ‘structured enquiry’ is not a contradiction in terms: focused teaching for independent learning

Ian Gibson & Susan McLelland: Minimalist cause boxes for maximal learning: one approach to the Civil War in Year 8

Peter Lee: ‘A lot of guess work goes on’ Children’s understanding of historical accounts

Douglas P. Newton & Lynn D. Newton: Knowing what counts in history: historical understanding and the non-specialist teacher.

Issue 93: (November 1998): History and ICTBen Walsh: Why Gerry likes history now: the power of the word processor

Alaric Dickinson: History using information technology: past, present and future

Dave Martin: The Hopi is different from the Pawnee: using a datafile to explore pattern and diversity

Lez Smart: Maps, ICT and History: A revolution in learning

David Linsell: Subject exemplificat ion of the Initial Teacher Training National Curriculum for ICT: how the history examples were developed

Isobel Jenkins & Mike Turpin: Super history teaching on the Superhighway: the Internet for beginners

Issue 94: (February 1999): Raising the Standard

Mike Murray: Three lessons about a funeral: Second World War cemeteries and twenty years of curriculum change

Liz Dawes & Edwin Towill: Ordinary pupils, extraordinary results: a structured approach to raising attainment at GCSE

Scott Harrison: Talk to your inspector: making the most of your history inspection

Kate Hammond: And Joe arrives...: stretching the very able pupil in the mixed ability classroom

Paul Jack & Emma Fearnhamm: Ants and the Tet Offensive: teaching Year 11 to tell the difference

Issue 95: (May 1999): Learning to Think.

Jon Nichol: Who wants to fight? Who wants to flee? Teaching history from a ‘thinking skills’ perspective.

Heidi Le Cocq: Note-making, knowledge-building and critical thinking are the same thing.

Angela Leonard: Exceptional performance at GCSE: What makes a starred A?

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

Gill Minikin: Pride and delight: motivating pupils through poetic writing about the First World War

Suanne Gibson: The History Teacher’s Guide to the Internet.

Issue 96: (September 1999): Citizenship and Identity

Andrew Wrenn: Build it in, don’t bolt it on: history’s opportunity to support critical citizenship

Lindsey Rayner: Weighing a century with a website: teaching Year 9 to be critical

Sean Lang: Democracy is not boring

Josh Brooman: Doomed Youth: Using theatre to support teaching about the First World War

Paul Goalen: “...someone might become involved in a fascist group or something...”: pupils’ perceptions of history at the end of Key Stages 2, 3 and 4.

Paul Coman: Mentioning the War: does studying World War Two make any difference to pupils’ sense of British achievement and identity?

Issue 97: (November 1999): Visual History

Claire Riley: Evidential understanding, period knowledge and the development of literacy: a practical approach to ‘layers of inference’ for Key Stage 3.

Peter Lee & Ros Ashby: How long before we need the US Cavalry? The Pittsburgh Conference on ‘Teaching, Knowing and Learning’.

Ben Walsh: Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?

Andrew Wrenn: Substantial sculptures or sad little plaques? Making ‘interpretations’ matter to Year 9.

Chris Culpin: No puzzle, no learning: how to make your site visits rigorous, fascinating and indispensable.

Ian Grosvenor: History and the perils of multiculturalism in 1990s Britain.

Issue 98: (February 2000): Defining Progression

Jenny Parsons: The Evacuee Letter Exchange Project: using audience centred writing to improve progression from Key Stage 2

Sue Dove: Year 10’s thinking skills did not just pop out of nowhere: steering your OFSTED inspector into the long-term reasons for classroom success.

Diana Laffin: My essays could go on forever: using Key Stage 3 to improve performance at GCSE.

Jacques Haenen & Hubert Schrijnemakers: Suffrage, feudal, democracy, treaty... history’s building blocks: learning to teach historical concepts.

Angela Leonard: Achieving progression from the GCSE to AS.

Evelyn Vermeulen: What is progress in history?

Issue 99 (May 2000): Curriculum Planning

Heather Richardson: The QCA history scheme of work for Key Stage 3

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

Christine Counsell: ‘Didn’t we do that in Year 7?’ Planning for progress in evidential understanding.

Dale Banham: The return of King John: Using depth to strengthen overview in the teaching of political change

Jamie Byrom: Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learning

Dave Atkin: How can I improve my use of ICT? Put history first!

Heidi LeCocq: Beyond bias: making source evaluation meaningful to year 7

Issue 100 (August 2000): Thinking and Feeling

Ian Luff: ‘I’ve been in the Reichstag’: rethinking roleplay

Steve Illingworth: Hearts, minds and souls: Exploring values through history

Gary Howells: Gladstone spiritual or Gladstone material? a rationale for using documents at AS and A2.

Thelma Wiltshire: Telling and suggesting in the Conwy Valley

David Sheppard: Confronting otherness: developing scrutiny and inference skills through drawing

Lucy Russell: Do smile before Christmas: the NQT year

Issue 101 (November 2000): History and ICT

Diana Laffin: A poodle with bite: using ICT to make AS Level more rigorous

Alf Wilkinson: Computers don’t bite! Your first tentative steps in using ICT in the history classroom

Jack Pitt: Computing on a shoestring: extending pupils’ historical vision with limited resources

Jayne Prior and Peter D. John: From anecdote to argument: using the word processor to connect knowledge and opinion through revelatory writing

Reuben Moore: Using the Internet to teach about interpretations in Years 9 and 12

Robert Alfano: Databases, spreadsheets and historical enquiry at Key Stage 3

Issue 102 (March 2001): Inspiration and Motivation

Phil Smith: Why Gerry now likes evidential work.

Richard Cunningham:Teaching pupils how history works

Heather De Silva, Jenny Smith and Jason Tranter: Finding voices in the past: exploring identity through the biography of a house

Suzie Bunyan and Anna Marshall: ‘Let’s see what’s under the blue square...’: getting pupils to track their own thinking

Rosie Turner-Bisset: Learning to love history: preparation of non-specialist primary teachers to teach history

Issue 103 (Ju ne 2001): Puzzling History

Tony Hier: How Michael moved us on: transforming Key Stage 3 through peer review

Richard Harris: Why essay-writing remains central to learning history at AS Level

Rachael Rudham: The new history ‘AS-Level’: principles for planning a scheme of work

David L. Ghere: ‘You are members of a United Nations Commission…’ Recent world crises simulations

Geoff Lyon: Reflecting on rights: teaching pupils about pre-1832 British politics using a realistic role-play

Robert Guyver: Working with Boudicca texts – contemporary, juvenile and scholarly

Chris Husbands: What’s happening in History? Trends in GCSE and ‘A’-level examinations, 1993 – 2000

Issue 104 (September 2001): Teaching the Holocaust

Nicolas Kinloch: Parallel catastrophes? Uniqueness, redemption and the Shoah

Kate Hammond: From horror to history: teaching pupils to reflect on significance

Richelle Budd Caplan: Teaching the Holocaust: the experience of Yad Vashem

Paula Mountford: Working as a team to teach the Holocaust well: a language-centred approach

Paul Salmons: Moral dilemmas: history teaching and the Holocaust

Alison Kitson: Challenging stereotypes and avoiding the superficial: a suggested approach to teaching the Holocaust

Paul Coman: ‘Do Mention the War’ : the impact of a National Curriculum study unit upon pupils’ perceptions of contemporary German people.

Andrew Wrenn: “Who, after all, speaks today of the annihilation of the Armenians?”

Issue 105 (December 2001): Talking History

Ian Luff: Beyond ‘I speak, you listen, boy!’ Exploring diversity of attitudes and experiences through speaking and listening

Robert Phillips:Making history curious: Using Initial Stimulus Material (ISM) to promote enquiry, thinking and literacy

Vaughan Clark: Illuminating the shadow: making progress happen in causal thinking through speaking and listening

Rachael Rudham: A noisy classroom is a thinking classroom: speaking and listening in Year 7 history

Ian Davies: Beyond the classroom: developing student teachers’ work with museums and historic sites.

Issue 106 (March 2002): Citizens and Communities

Alan McCully, Nigel Pilgrim, Alaeric Sutherland and Tara McMinn: ‘Don’t worry, Mr. Trimble. We can handle it’ Balancing the rational and the emotional in the teaching of contentioustopics.

Robert Phillips: Historical significance – the forgotten ‘Key Element’?

Gary Clemitshaw: Have we got the question right? Engaging future citizens in local historical enquiry.

Jerome Freeman: New opportunities for history: implementing the citizenship curriculum in England’s secondary schools – a QCA perspective

Gary Howells: Ranking and classifying: teaching political concepts to post-16 students

Ian Davies, Geoff Hatch, Gary Martin and Tony Thorpe: What is good citizenship education in history classrooms?

Issue 107 (June 2002): Little Stories, Big Pictures

Steven Barnes: Revealing the big picture: patterns, shapes and images at Key Stage 3.

Ruth Tudor: Teaching the history of women in Europe in the twentieth-century.

Pam Raven: So, what exactly does an AST do?

Andrew Wrenn: Equiano – voice of silent slaves?

Mike Murray: ‘Which was more important Sir, ordinary people getting electricity or the rise of Hitler?’ Using Ethel and Ernest with Year 9.

Mark McLaughlin: Learning and teaching about the history of Europe in the twentieth century.

Ian Phillips: History and Mathematics or History with Mathematics: does it add up?

Neomi Shiloah and Edna Shoham: The Tenth Grade tells Bismarck what to do: using structured role-play to eliminate hindsight in assessing historical motivation.

Issue 108 (September 2002): Performing History

Dave Martin & Beth Brooke: Getting personal: making effective use of historical fiction in the history classroom.

Seán Lang: Mushrooms and snake-oil: using film at AS/A level

Ian Dawson & Dale Banham: Thinking from the inside: je suis le roi

Phil Smith: International relations at GCSE… they just can’t get enough of it.

Evelyn Sweerts & Jacqui Grice: Hitting the right note: how useful is the music of African-Americans to historians?

Steven James Mastin: “Now listen to Source A”: music and history

Rosalind Stirzaker: Drop the dead dictator: a Year 9 newsroom simulation

Josh Brooman & Chris Culpin: School History Scene: the unique contribution of theatre to history teaching

Issue 109 (December 2002): Examining History.

Chris Culpin: Why we must change history GCSE

Richard Harris and Alison Kitson: Basket weaving in Advanced level history…. How to plan and teach the 100 year study

Barbara Hibbert: ‘It’s a lot harder than politics’… students’ experience of history at Advanced Level

Kate Hammond: Getting Year 10 to understand the value of precise factual knowledge

Dale Banham with Chris Culpin: Ensuring progression continues into GCSE: let’s not do for our pupils with our plan of attack

Mike Tillbrook: Content restricted and maturation retarded? Problems with the post-16 history curriculum.

Issue 110 (March 2003): Communicating History

Seán Lang: Narrative: the under-rated skill

Maria Bakalis: Direct teaching of paragraph cohesion

Jannet van Drie and Carla van Boxtel: Developing conceptual understanding through talk and mapping

Maggie Wilson and Heather Scott: ‘You be Britain and I’ll be Germany…’ Inter-school e-mailing in Year 9

Dan Collins: Promote the past, celebrate the present: putting your history department in the news

John Dixon: The hidden crisis in GCSE History

Issue 111 (June 2003): Reading History

Mary Woolley: ‘Really weird and freaky’: using a Thomas Hardy short story as a source of evidence in the Year 8 classroom

Edna Shoham & Neomi Shiloah: Meeting the historian through the text: students discover different perspectives on Baron Rothschild’s ‘Guardianship System’

Alison Kitson: Reading and enquiring in Years 12 and 13: a case study on women in the Third Reich

Simon Butler: ‘What’s that stuff you’re listening to Sir?’ Rock and pop music as a rich source for historical enquiry

David Waters: A most horrid malicious bloody flame: using Samuel Pepys to improve Year 8 boys’ historical writing

Arthur Chapman: Conceptual awareness through categorising: using ICT to get Year 13 reading.

Issue 112 (September 2003): Empire

Jamie Byrom and Michael Riley: Professional wrestling in the history department: a case study in planning the teaching of the British Empire at Key Stage 3

Anna Hamilton and Tony McConnell: Using this map and all your own knowledge, become Bismarck

Ben Walsh: A complex empire: National Archives Learning Curve takes on the British Empire

Jacques Haenen, Hubert Schrijnemakers & Job Stufkens: Transforming Year 7’s understanding of the concept of imperialism: a case study on the Roman Empire

Trevor Fisher: History’s future: facing the challenge

Arthur Chapman: Camels, diamonds and counterfactuals: a model for teaching causal reasoning

Nicolas Kinloch: Confounding expectation at Key Stage 3: flower-songs from an indigenous empire

Helena Stride: ‘Britain was our home’: Helping Years 9, 10 and 11 to understand the black experience of the Second World War

Issue 113 (December 2003): Creating Progress

Dale Banham and Russell Hall: JFK: the medium, the message and the myth

Ian Luff: Stretching the strait jacket of assessment: use of role play and practical demonstration to enrich pupils’ experience of history at GCSE and beyond

Peter Lee and Denis Shemilt: A scaffold, not a cage: progression and progression models in history

Denise Thompson and Nathan Cole: Keeping the kids on message… one school’s attempt at helping sixth form students to engage in historical debate using ICT

Issue 114 (March 2004): Making History Personal

Sally Evans, Chris Grier, Jemma Phillips and Sarah Colton: ‘Please send socks.’ How much can Reg Wilkes tell us about the Great War?

Deborah L. Cunningham: Empathy without illusions

Alan McCully and Nigel Pilgrim: ‘They took Ireland away from us and we’ve got to fight to get it back’. Using fictional characters to explore the relationship between historical interpretation and contemporary attitudes

Christine Counsell: Looking through a Josephine-Butler-shaped window: focusing pupils’ thinking on historical significance

Yvonne Larsson, Richard Matthews and Martin Booth: The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience?

Issue 115 (Ju ne 2004): Assessment Without Levels

Sally Burnham and Geraint Brown: Assessment without Level Descriptions

Simon Harrison: Rigorous, meaningful and robust: practical ways forward for assessment

Mark Cottingham: Dr Black Box or How I learned to stop worrying and love assessment

John Myers: Tripping over the levels: experiences from Ontario

Karl Cain and Christina Neal: Opportunities, challenges and questions: continual assessment in Year 9

Andrew Wrenn: Making learning drive assessment: Joan of Arc – saint, witch or warrior?

Simon Butler: Question: When is a comment not worth the paper it’s written on? Answer: When it’s accompanied by a Level, grade or mark!

Issue 116 (September 2004): Place

Liz Taylor: Sense, relationship and power: uncommon views of place

Tim Kemp and Charlotte Bickmore: ‘If Jesus Christ were amongst them, they would deceive Him’

Jane Card: Picturing place: what you get may be more than what you see

Evelyn Sweerts and Marie-Claire Cavanagh: Plotting maps and mapping minds: what can maps tell us about the people who made them?

Mary Woolley: How did changing conceptions of place lead to conflict in the American West? reflecting on revision methods for GCSE

David Lambert: Geography in the Holocaust: citizenship denied

Paul SuttonThe wrong beach? Interpretation, location and film

Arthur Chapman and Jane FaceyPlacing history: territory, story, identity – and historical consciousness

Issue 117 (December 2004): Dealing with Distance

Jane Card: Seeing double: how one period visualises another

Peter Lee and Denis Shemilt: ‘I just wish we could go back in the past and find out what really happened’: progression in understanding about historical accounts

Ian Dawson: Time for chronology? Ideas for developing chronological understanding

Maria Osowiecki: Seeing, hearing and doing the Renaissance (Part 1): Let’s have a Renaissance party!

Deborah Robbins: ‘Learning about an 800-year-old fight can’t be all that bad, can it? It’s like what Simon and Kane did yesterday’: modern-day parallels in history

Issue 118 (March 2005): Re-thinking Differentiation

Richard Harris: Does differentiation have to mean different?

Maria Osowieck: Seeing, hearing and doing the Rennaissance (Part 2)

Simon Letman: Engaging with each other: how interactions between teachers inform professional practice

Steve Garnett: Circles, anchors and finger puppets: how visual learning in ‘A’ Level history can improve memory and conceptual understanding

Neal Watkin and Johannes Ahrenfelt : Mixing a G&T cocktail: teaching about heritage through a cross-curricular enquiry

David Hellier and Helen Richards: ‘Do we have to read all of this?’ Encouraging students to read for understanding

Issue 119 (June 2005): Language Edition

James Woodcock: Does the linguistic release the conceptual? Helping Year 10 to improve their causal reasoning

Heather Scott with Judith Kidd: Are you ready for your close-up?

Marcus Croft: The Tudor monarchy in crisis: using a historian’s account to stretch the most able students in Year 8

Phil Benaiges: The Spice of Life? Ensuring variety when teaching about the Treaty of Versailles

Jacques Haenen and Hanneke Tuithof: Year 7 pupils collaboratively design an historical game about a medieval peasants

Issue 120 (September 2005): Diversity and Divisions

Alison Stephen: ’Why can’t they just live together happily, Miss?’ Unravelling the complexities of the Arab-Israeli conflict at GCSE

Alison Kitson and Alan McCully: ‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the history classroom

Rupert Gaze: Uncovering the hidden histories: black and Asian people in the two world wars

Chris Culpin: Breaking the 20 year rule: very modern history at GCSE

Diana Laffin and Maggie Wilson: Mussolini’s marriage and a game in the playground: using analogy to help pupils understand the past

Nicolas Kinloch: A need to know: Islamic history and the school curriculum

Jerome Freeman and Jane Weake: Innovation, inspiration and diversification: new approaches to history at Key Stage 3

Martyn Beer: Voices from Rwanda: when seeing is better than hearing

Issue 121 (December 2005): Transitions

Geraint Brown and Andrew Wrenn: ‘It’s like they’ve gone up a year!’ Gauging the impact of a history transition unit on teachers of primary and secondary history

Mandy Monaghan and Tony McConnell: English, history and song in Year 9: mixing enquiries for a cross-curricular approach to teaching the most able

Alan Booth: Worlds in collision: university tutor and student perspectives on the transition to degree level history

Gary Howells: Interpretations and history teaching: why Ronald Hutton’s Debates in Stuart History matters

Nathan Cole and Denise Thompson: Less time, more thought: coping with the challenges of the two-year Key Stage 3

Issue 122 (March 2006): Rethinking History

Steven Mastin and Pieter Wallace: Why don’t the Chinese play cricket? Rethinking progression in historical interpretations through the British Empire

Ian Myson: Helping students put shape on the past; systematic use of analogies to accelerate understanding

Robert Guyver: More than just the Henries: Britishness and British history at Key Stage 3

Dan Lyndon: Integrating black British history into the National Curriculum

Sam Henry: ‘Bruce! You’re history.’ The place of history in the Scottish curriculum

Issue 123 (June 2006): Constructing History

Arthur Chapman:Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13

Chris Edwards: Putting life into history: how pupils can use oral history to become critical historians

Alf Wilkinson: Little Jack Horner and polite revolutionaries: putting the story back into history

Alex Scott:Essay writing for everyone: an investigation into different methods used to teach Year 9 to write an essay

Heather Scott and Mary Woolley: ‘I’ve started…. So I’ll finish’ Top tips on teaching history from the Historical Association’s Bristol Centenary Conference

Issue 124 (September 2006): Teaching the Most Able

Deborah Eyre: Expertise in its development phase: planning for the needs of gifted adolescent historians

Guy Woolnough: ‘Tough on crime, tough on the causes of crime:’ using external support, local history and a group project

Alf Wilkinson: Subject-specific Continuing Professional Development

Rachel Ward: Duffy’s devices: teaching Year 13 to read and write

Arthur Chapman and James Woodcock: Mussolini’s missing marbles: simulating history at GCSE

Dan Moorhouse: When computers don’t give you a headache: the most able lead a debate on medicine through time

Ellie Chrispin: A team-taught conspiracy: Year 8 are caught up in a genuine historical debate

Issue 125 (December 2006): Significance

Lis Cercadillo: ‘Maybe they haven’t decided yet what is right:’ English and Spanish perspectives on teaching historical significance

Maria Osowiecki: ‘Miss, now I can see why that was so important:’ using ICT to enrich overview at GCSE

Robin Conway: What they think they know: the impact of pupils’ preconceptions on their understanding of historical significance

Matthew Bradshaw: Creating controversy in the classroom: making progress with historical significance

Richard Harris and Amanda Rea: Making history meaningful: helping pupils see why history matters

Issue 126 (March 2007): Outside the Classroom

Helen Snelson: I understood before, but not like this:’ maximising historical learning by letting pupils take control of trips

Ian Coles, Daniel Ferguson and Stuart Bennett: Ralph Sadleir: Hackney’s Local Hero or Villain? Examples of learning opportunities in museums and historic sites at Key Stage 3

Hannah Moloney and Paula Kitching: A search beyond the classroom: using a museum to support the renewal of a scheme of work

Amy Wilson and George Hollis: How do we get better at going on trips? Planning for progression outside the classroom

Dave Martin, Caroline Coffin and Sarah: What’s your claim? Developing pupils’ historical argument skills using asynchronous text based computer conferencing

Issue 127 (June 2007): Sense and Sensitivity

Andrew Wrenn and Tim Lomas: Music, blood and terror: making emotive and controversial history matter

Keith Barton and Alan McCully: Teaching controversial issues… where controversial issues really matter

Jamie Byrom and Michael Riley: Identity-shakers:cultural encounters and the development of pupils’ multiple identities

Kay Traille: ‘You should be proud about your history. They made me feel ashamed:’ teaching history hurts

Jonathan Howson: Is it the Tuarts and then the Studors or the other way round? The importance of developing a usable big picture of the past

Issue 128 (September 2007): Beyond the Exam

Kate Hammond: Teaching Year 9 about historical theories and methods

Sally Burnham: Getting Year 7 to set their own questions about the Islamic Empire, 600-1600

Jennifer Evans and Gemma Pate: Does scaffolding make them fall? Reflecting on strategies for developing causal argument in Years 8 and 11

Gary Howells: Life by sources A to F: really using sources to teach AS history

Evelyn Sweerts: Vive la France! A comparison of French and British history teaching, with practical suggestions from across La Manche

Geoff Lyon: Is it time to forget Remembrance?

David Waters: Carr, Evans, Oakeshott – and Rudge: the benefits of AEA history

David Nicholls: Building a better past: plans to reform the curriculum

Issue 129 (December 2007): Disciplined Minds

Sam Wineburg: Unnatural and essential: the nature of historical thinking

Peter Lee and Denis Shemilt: New alchemy or fatal attraction? History and citizenship

Liz Dawes Duraisingh and Veronica Boix Mansilla: Interdisciplinary forays within the history classroom: how the visual arts can enhance (or hinder) historicalunderstanding

Michael Fordham: Slaying dragons and sorcerers in Year 12: in search of historical argument

Rosie Sheldrake and Dale Banham: Seeing a different picture: exploring migration through the lens of history

Issue 130 (June 2008): Picturing History

Matt Stanford: Redrawing the Renaissance: non-verbal assessment in Year 7

Ian Dawson: Thinking across time: planning and teaching the story of power and democracy at Key Stage 3

Caille Sugarman-Banaszak: Stepping into the past: using images to travel through time

Rosalind Stirzaker: Mughal moments made memorable by Movie Maker

Christopher Edwards: The how of history: using old and new textbooks in the classroom to develop disciplinary knowledge

Colly Mudie, Anne Roe and Chris Dougall: Was the workhouse really so bad? An encounter with a cantankerous tramp and a resusable coffin

Issue 131 (July 2008): Assessing Differently

Rachel Foster: Speed cameras, dead ends, drivers and diversions: Year 9 use a ‘road map’ to problematise change and continuity

Katie Hall: The Holy Grail? GCSE History that actually enhances historical understanding!

Oliver Knight: ‘Create something interesting to show that you have learned something’: Building and assessing learner autonomy within the Key Stage 3 history classroom

Giles Fullard and Kate Dacey: Holistic assessment through speaking and listening: an experiment with causal reasoning and evidential thinking in Year 8

Jacques Haenen and Hanneke Tuithof: Cooperative learning: the place of pupil involvement in a history textbook

Iain Annat and Katherine Bone: Two realms and an empire: history, geography and an investigation into landscape

Joanne Philpott: Would a centenarian recognise Norwich in the new millennium? Helping pupils with Special Educational Needs to develop a lifelong curiosity for the past.

Alf Wilkinson: The new Key Stage 3 Curriculum: the bigger picture.

Issue 132 (December 2008): Historians in the Classroom

Laura Bellinger: Cultivating curiosity about complexity: what happens when Year 12 start to read Orlando Figes’ The Whisperers?

Alison Meikle: ‘Billy plays the drums but Lizzie cannot play.’ Will music-making help them both anyway? Year 7 use musical language to think about King John

Martin Loy: Learning to read, reading to learn: strategies to move students from ‘keen to learn’ to ‘keen to read’

Stephan Klein: History, citizenship and Oliver Stone: classroom analysis of a key scene in Nixon

Richard Harris and Terry Haydn: Children’s ideas about school history and why they matter

Oliver Knight: A hankering for the blank spaces: enabling the very able to explore the limits of GCSE history.

Issue 133 (March 2009): Simulating History

Ben Walsh: Stories and their sources: the need for historical thinking in an information age

Dan Moorhouse: How to make historical simulations adaptable, engaging and manageable

Diana Laffin: ‘If everyone’s got to vote then, obviously … everyone’s got to think’: using remote voting to involve everyone in classroom thinking at AS and A2

Rick Rogers: Raising the bar: developing meaningful historical consciousness at Key Stage 3

Dave Martin: What do you think? Using online forums to improve students’ historical knowledge and understanding

Sally Burnham: Making pupils want to explain: using Movie Maker to foster thoroughness and self-monitoring

Dominic Snape and Katy Allen: Challenging not balancing: developing Year 7’s grasp of historical argument through online discussion and a virtual book

Issue 134 (July 2009): Local Voices

Geraint Brown and James Woodcock: Relevant, rigorous and revisited: using local history to make meaning of historical significance

Richard McFahn, Sarah Herrity and Neil Bates: Riots, railways and a Hampshire hill fort: exploiting local history for rigorous evidential enquiry

Richard Harris and Terry Haydn: ‘30% is not bad considering …’ Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry

Michelle Johansen and Martin Spafford: ‘How our area used to be back then’: an oral history project in an east London school

Denise Thompson: Distant voices, familiar echoes: exploiting the resources to which we all have access – from Essex, England to Masindi, Uganda!

Issue 135 (September 2009): To They or Not To They

Matthew Bradshaw:: Drilling down: how one history department is working towards progression in pupils’ thinking about diversity across Years 7, 8 and 9

Kimberley Anthony: Were industrial towns ‘death-traps’? Year 9 learn to question generalisations and to challenge their preconceptions about the ‘boring’ 19th century

Anne Llewellyn and Helen Snelson: Bringing psychology into history: why do some stories disappear?

John Stanier: ‘There is no end to a circle nor to what can be done within it.’ Circle Time in the secondary history classroom

Ian Dawson: What time does the tune start?: From thinking about ‘sense of period’ to modelling history at Key Stage 3

Issue 136 (December 2009): Shaping the Past

Ben Jarman:When were Jews in medieval England most in danger? Exploring change and continuity with Year 7

Hywel Jones:Shaping macro-analysis from micro-history: developing a reflexive narrative of change in school history

Jonathon Howson: Potential and pitfalls in teaching ‘big pictures’ of the past

Sarah Gadd: Building memory and meaning: supporting Year 8 in shaping their own big narratives

Ed Brooker: Telling tales: developing students’ own thematic and synoptic understandings at Key Stage 3

Penelope J. Corfield: Teaching history’s big pictures: including continuity as well as change

Issue 137 (December 2009): Marking Time

Jerome Freeman and Joanne Philpott: ‘Assessing Pupil Progress’: transforming teacher assessment in Key Stage 3 history

Jannet van Dr ie, Albert Logtenberg, Bas van der Meijden and Marcel van Riessen :“When was that date?” Building and assessing a frame of reference in the Netherlands

Peter Seixas: A modest proposal for change in Canadian history education

Barnaby Nemko: Are we creating a generation of ‘historical tourists’? Visual assessment as a means of measuring pupils’ progress in historical interpretation

Peter Lee and Denis Shemilt: Is any explanation better than none? Over-determined narratives, senseless agencies and one-way streets in students’ learning about cause and consequence in history

Scott Allsop:‘We didn’t start the fire’: using 1980s popular music to explore historical significance by stealth

Issue 138 (July 2010): Enriching History

Alf Wilkinson: Making cross-curricular links in history: some ways forward.

James Woodcock: Disciplining cross-curricularity? Cottenham Village College history department's inter-disciplinary projects: an evaluation.

Michael Monaghan: Having ‘Great Expectations' of Year 9 Inter-disciplinary work between English and history to improve pupils' historical thinking.

Jamie Byrom: ‘How do ideas travel?' east meets west - and history meets science.

Andrew Wrenn: History's secret weapon: the enquiry of a disciplined mind.

Steve Illingworth: From ‘splendid isolation' to productive alliances: developing meaningful cross-curricular approaches.

Lesley Munro:What about history? Lessons from seven years with project-based learning.

Issue 139 (August 2010): Analysing History

Tim Jenner: From human-scale to abstract analysis: Year 7 analyse the changing relationship of Henry II and Becket

Jonathan White: Encountering diversity in the history of ideas: engaging Year 9 with Victorian debates about ‘progress’

Steve Rollett: ‘Hi George. Let me ask my leading historians …’: deconstructing lazy analogies in Year 9

Ulrich Schnakenberg: Developing multiperspectivity through cartoon analysis: strategies for analysing different views of three watersheds in modern German history

Elisabeth Pickles: How can students’ use of historical evidence be enhanced? A research study of the role of knowledge in Year 8 to Year 13 students’ interpretations of historical sources

Harry Havekes, Arnoud Aardema and Jan de Vries: Active Historical Thinking: designing learning activities to stimulate domain-specific thinking.

Issue 140 (September 2010): Creative Thinking

Ellen Buxton: Fog over channel; continent accessible? Year 8 use counterfactual reasoning to explore place and social upheaval in eighteenth-century France and Britain

Gary Hillyard: Dickens...Hardy...Jarvis?! A novel take on the Industrial Revolution

Peter Clements: ‘Picture This’ A simple technique through which to teach relatively complex historical concepts

Jannet van Drie and Carla van Boxtel: Chatting about the sixties: using on-line chat discussion to improve historical reasoning in essay-writing

Andy Lawrence: Being historically rigorous with creativity: how can creative approaches help solve the problemsinherent in teaching about genocide?

Christopher Edwards: Down the foggy ruins of time: Bob Dylan and the concept of evidence

Issue 141 (December 2010): The Holocaust

David Waters:Berlin and the Holocaust: a sense of place?

Ian Phillips:A question of attribution: working with ghetto photographs, images and imagery

Christopher Edwards and Siobhan O'Dowd: The edge of knowing: investigating students' prior understandings of the Holocaust

Peter Morgan: How can we deepen and broaden post-16 students' historical engagement with the Holocaust? Developing a rationale and methods for using film

Wolf Kaiser: Nazi perpetrators in Holocaust education

Kay Andrews: Finding a place for the victim: building a rationale for educational visits to Holocaust-related sites

Alice Pettigrew: Limited lessons from the Holocaust? Critically considering the ‘anti-racist' and citizenship potential

Paul Salmons: Universal meaning or historical understanding? The Holocaust in history and history in the curriculum

Issue 142 (March 2011): Experiencing History

Rachel Foster: Passive receivers or constructive readers? Pupils' experiences of an encounter with academic history

Lindsay Cassedy, Catherine Flaherty and Michael Fordham: Seeing the historical world: exploring how students perceive the relationship between historical interpretations

Arthur Chapman: Twist and shout? Developing sixth-form students' thinking about historical interpretation

Marcus Collins: Historiography from below: how undergraduates remember learning history at school

Jonathan White: A comparative revolution? An argument for in-depth study of the Iranian revolution in a familiar way

Rick Rogers: ‘Isn't the trigger the thing that sets the rest of it on fire?' Causation maps: emphasising chronology in causation exercises

Issue 143 (June 2011): Constructing Claims

Gary Howells: Why was Pitt not a mince pie? Enjoying argument without end: creating confident historical readers at A Level

Jane Card: Seeing the point: using visual sources to understand the arguments for women's suffrage

Mary Partridge: A ‘surprising shock' in the cathedral: getting Year 7 to vocalise responses to the murder of Thomas Becket

Arthur Chapman: Time's arrows? Using a dartboard scaffold to understand historical action

Peter Lee and Denis Shemilt: The concept that dares not speak its name: Should empathy come out of the closet?

Elisabeth Pickles: Assessment of students' uses of evidence: shifting the focus from processes to historical reasoning

Issue 144 (September 2011): History for All

Paula Worth: Which women were executed for witchcraft? And which pupils cared? Low-attaining Year 8 use fiction to tackle three demons: extended reading, diversity and causation.

Yosanne Vella: The gradual transformation of historical situations: understanding ‘change and continuity' through colours and timelines.

Joanne Philpott and Daniel Guiney: Exploring diversity at GCSE: making a World War I battlefields visit meaningful to all students

Dr Jane Facey: "A is for Assessment"... Strategies for A-Level marking to motivate and enable students of all abilities to progress.

Kate Hammond: Pupil-led historical enquiry: what might this actually be?

Robin Conway: Owning their learning: using ‘Assessment for Learning' to help students assume responsibility for planning, (some) teaching and evaluation.

Issue 145 (December 2011): Narrative

Lynda Abbott and Richard S Grayson:Community engagement in local history: a report on the Hemel at War project

Paul Barrett : ‘My grandfather slammed the door in Winston Churchill's face!' using family history to provoke rigorous enquiry

Robin Kemp: Thematic or sequential analysis in causal explanations? Investigating the kinds of historical understanding that Year 8 and Year 10 demonstrate in their efforts to construct narratives

Frances Blow: ‘Everything flows and nothing stays': how students make sense of the historical concepts of change, continuity and development

Peter Gray: Bismarck in the Bush: Year 12 write Zambia's history for Zambian students

Issue 146 (April 2012): Teacher Knowledge

Elizabeth Carr: How Victorian were the Victorians? Developing Year 8 students' conceptual thinking about diversity in Victorian society

Robin Whitburn, Michelle Hussain and Abdullahi Mohamud: ‘Doing justice to history': the learning of African history in a North London secondary school and teacher development in the spirit of Ubuntu

Sarah Black: Wrestling with diversity: exploring pupils' difficulties when arguing about a diverse past

Katharine Burn: ‘If I wasn't learning anything new about teaching I would have left it by now!' How history teachers can support their own and others' continued professional learning

Flora Wilson: Warrior queens, regal trade unionists and warring nurses: how my interest in what I don't teach has informed my teaching and enriched my students' learning

Issue 147 (June 2012): Curriculum Architecture

Beth Baker and Steven Mastin: Did Alexander really ask, ‘Do I appear to you to be a bastard?' Using ancient texts to improve pupils' critical thinking

Robin Whitburn and Sharon Yemoh: ‘My people struggled too': hidden histories and heroism - a school-designed, post-14 course on multi-cultural Britain since 1945

Frances Blow, Peter Lee and Denis Shemilt: Time and chronology: conjoined twins or distant cousins?

Michael Fordham: Out went Caesar and in came the Conqueror, though I'm sure something happened in between... A case study in professional thinking

Joanne Pearson: Where are we? The place of women in history curricula

Stephanie Burley: Pedagogy, politics and the profession: a practical perusal of past, present and future developments in teaching history in Australian schools

Issue 148 (September 2012): Chattering classes

Richard Kerridge and Sacha Cinnamond: Talking with the ‘enemy': firing enthusiasm for history through international conversation and collaboration

Keeley Richards: Avoiding a din at dinner or, teaching students to argue for themselves: Year 13 plan a historians' dinner party

Helen Snelson, Ruth Lingard and Kate Brennan: ‘The best way for students to remember history is to experience it!' Transforming historical understanding through scripted drama

Jane Card: Talking pictures: exploiting the potential of visual sources to generate productive pupil talk

Kathryn Greenfield: ‘I feel it is imperative to state that...' developing pupil explanation through web debates

Issue 149 (December 2012): In search of the Question

Ed Podesta: Helping Year 7 put some flesh on Roman bones

Diana Laffin: Marr: magpie or marsh harrier? The quest for the common characteristics of the genus ‘historian' with 16- to 19-year-olds

Paula Worth: Competition and counterfactuals without confusion: Year 10 play a game about the fall of the Tsarist empire to improve their causal reasoning

Maria Osowiecki: ‘...trying to count the stars': using the story of Bergen-Belsen to teach the Holocaust

Christine Counsell, Rachel Foster, Maria Georgiou, Maria Mavrada, Meltem Onurkan, Mary Partridge and Hasan Samani: Bridging the divide with a question and a kaleidoscope: designing an enquiry in a challenging setting

NNN: Getting pupils to argue about causes

Issue 150 (March 2013): Enduring Principles

Mary Brown: From Muddleton Manor to Clarity Cathedral: improving Year 12's extended writing through an enhanced sense of the reader

John Stanier: ‘Much to learn you still have!' An attempt to make Year 9 Masters of Learning

Hannah McDougall: Wrestling with Stephen and Matilda: planning challenging enquiries to engage Year 7 in medieval anarchy

Rosie Sheldrake and Neal Watkin: Teaching the iGeneration: what possibilities exist in and beyond the history classroom?

Katharine Burn, Catherine McCrory and Michael Fordham: Planning and teaching linear GCSE: inspiring interest, maximising memory and practising productively

Carla van Boxtel and Jannet van Drie: Historical reasoning in the classroom: What does it look like and how can we enhance it?

NNN: Getting pupils to see change over time

Issue 151 (June 2013): Continuity

Rachel Foster: The more things change, the more they stay the same: developing students' thinking about change and continuity

Katie Hall and Christine Counsell: Silk purse from a sow's ear? Why knowledge matters and why the draft History NC will not improve it

Mike Murray: Do we need another hero? Year 8 get to grips with the heroic myth of the Defence of Rorke's Drift in 1879

Dan Nuttall: Possible futures: using frameworks of knowledge to help Year 9 connect past, present and future

Helen Murray, Rachel Burney and Andrew Stacey-Chapman: Where's the other ‘c'? Year 9 examine continuity in the treatment of mental health through time

Amy Hughes and Heather De Silva: One street, twenty children and the experience of a changing town: Year 7 explore the story of a London street

NNN: Getting beyond bad source work

Issue 152 (September 2013): Pulling it all together

Catherine McCrory: How many people does it take to make an Essex man? Year 9 face up to historical difference

Rachel Foster and Sarah Gadd: Let's play Supermarket ‘Evidential' Sweep: developing students' awareness of the need to select evidence

Mark Fowle and Ben Egelnick: A place for individual enquiry? Why we would miss controlled assessments in history

Geoff Baker: Employment, employability and history: helping students to see the connection

Marina Instone: Moving forwards while looking back: historical consciousness in sixth-form students

NNN: developing meaningful ways of describing progression in history

Issue 153 (December 2013): The Holocaust and other Genocides

Tamsin Leyman and Richard Harris: Connecting the dots: helping Year 9 to debate the purposes of Holocaust and genocide education

Darius Jackson: ‘But I still don't get why the Jews': using cause and change to answer pupils' demand for an overview of antisemitism

Leanne Judson: ‘It made my brain hurt, but in a good way': helping Year 9 learn to make and to evaluate explanations for the Holocaust

Alison Stephen: Patterns of genocide: can we educate Year 9 in genocide prevention?

Elisabeth Kelleway, Thomas Spillane and Terry Haydn: ‘Never again'? Helping Year 9 think about what happened after the Holocaust and learning lessons from genocides

Mark Gudgel: A short twenty years: meeting the challenges facing teachers who bring Rwanda into the classroom

James Woodcock: History, music and law: commemorative cross-curricularity

Andrew Preston : An authentic voice: perspectives on the value of listening to survivors of genocide

NNN: What makes a good enquiry question?

Issue 154 (March 2014): A Sense of HistoryDan Smith: Period, place and mental space: using historical scholarship to develop Year 7 pupils' sense of period

Katharine Burn: Making sense of the eighteenth century

Paula Worth: Combating a Cook-centric past through co-curricular learning: Year 9 dig out maps and rulers to challenge generalisations about the Age of Discovery

Abdul Mohamud and Robin Whitburn: Unpacking the suitcase and finding history: doing justice to the teaching of diverse histories in the classroom

Claire Holliss: Waking up to complexity: using Christopher Clark's The Sleepwalkers to challenge over-determined causal explanations

NNN: Using historical scholarship in the classroom

Issue 155 (June 2014): Teaching About the First World War

Rachel Foster: A world turned molten: helping Year 9 to explore the cultural legacies of the First World War

Mary Brown and Carolyn Massey: Teaching ‘the lesson of satire': using The Wipers Times to build an enquiry on the First World War

Catriona Pennell: On the frontlines of teaching the history of the First World War

Jerome Freeman: Remembering the First World War: Using a battlefield tour of the Western Front to help pupils take a more critical approach to what they encounter

Jon Grant and Dan Townsend: Writing Letchworth's war: developing a sense of the local within historical fiction through primary sources

NNN: Similarity and Difference

Issue 156 (September 2014): Chronology

Paula Worth: ‘English king Frederick I won at Arsuf, then took Acre, then they all went home’: exploring the challenges involved in reading and writing historical narrative

John Watts and David Gimson: Taking new historical research into the classroom: getting medieval (and global) at Key Stage 3

Michael Fordham: But why then?’ Chronological context and historical interpretations

David Waters: Host of histories: helping Year 9s explore multiple narratives through the history of a house

Michael Crumplin, Carol Divall and Tom Wheeley: Defying the Iron Duke: assessing the Battle of Waterloo in the classroom

NNN: Analysing Interpretations

Issue 157 (December 2014): Assessment

Geraint Brown and Sally Burnham: Assessment after levels

Kate Hammond: The knowledge that ‘flavours' a claim: towards building and assessing historical knowledge on three scales

Alex Ford: Setting us free? Building meaningful models of progression for a ‘post-levels' world

Lee Donaghy: Using regular, low-stakes tests to secure pupils' contextual knowledge in Year 10

Elizabeth Carr and Christine Counsell: Using time-lines in assessment

NNN: Teaching Overview

Issue 158 (March 2015): A Grounding in History

Andrew Stacey-Chapman: From a compartmentalised to a complicated past: developing transferable knowledge at A-level

Dominik Palek: 'What exactly is parliament?' Finding the place of substantive knowledge in history

Anna Fielding: Transforming Year 11's conceptual understanding of change

Kate Hawkey: Moving forward, looking back - historical perspective, ‘Big History' and the return of the longue durée: time to develop our scale hopping muscles

Tim Huijgen and Paul Holthuis: 'Why am I accused of being a heretic?' A pedagogical framework for stimulating historical contextualisation

Poly: Napoleon

Issue 159 (June 2015): Underneath the essay

Rachel Foster: Pipes's punctuation and making complex historical claims: how the direct teaching of punctuation can improve students' historical thinking and written argument

Mark King: The role of secure knowledge in enabling Year 7 to write essays on Magna Carta

Sarah Black: Engaging Year 9 students in party politics: exploring the changing nature of political campaigning in Victorian Britain

Tze Kwang Teo: What made your essay successful? I ‘T.A.C.K.L.E.D' the essay question!

Simon Orth, Daniel Lacey and Neil Smith: Hark the herald tables sing! Achieving higher-order thinking with a chorus of sixth-form pupils

NNN: 3 decades of essay writing

Poly: Magna Carta

Issue 160 (September 2015): Evidential Rigour

Jane Card: The power of context: the portrait of Dido Elizabeth Belle Lindsay and Lady Elizabeth Murray

Rachel Foster and Kath Goudie: ‘Miss, did this really happen here?' Exploring big overviews through local depth

Alison Kitson and Sarah Thompson: Teaching the very recent past: Miriam's Vision' and the London bombings

Ian Phillips: Crime in Liverpool and First World War soldiers from Hull: Using databases to explore the real depth in the data

Kirstie Murray: How do you construct an historical claim? Examining how Year 12 coped with challenging historiography

NNN: Progression in Evidential Understanding

Poly: The Birth of a Nation (film interpretation of American civil war)

Issue 161 (December 2015): Getting the balance right

Lucy Moonen: ‘Come on guys, what are we really trying to say here?’ Using Google Docs to develop Year 9 pupils’ essay-writing skills

Alex Alcoe: Post hoc ergo propter hoc? Using causation diagrams to empower sixth-form students in their historical thinking about cause and effect

Jaya Carrier: Taking the plunge: developing independent learning with Year 7

Catherine McCrory: The knowledge illusion: who is doing what thinking? -

Kate Hawkey, Sally Thorne, Philip Akinstall, Matthew Bryant, David Rawlings, Richard Kennett and Adele Fletcher:

Adventures in assessment

NNN: Teaching Substantive Concepts

Issue 162: (March 2016): Scales of Planning

Harry Fletcher-Wood: From the history of maths to the history of greatness: towards worthwhile cross-curricular study through the refinement of a scheme of work - Harry Fletcher-Wood

James Edward Carroll: The whole point of the thing: how nominalisation might develop students’ written causal arguments

Kate Hawkey, Jon James and Celia Tidmarsh: Greening the curriculum? History joins ‘the usual suspects’ in teaching climate change

Dan Smith: How one period casts shadows on another: exploring Year 8 encounters with multiple interpretations of the First World War

NNN: Planning and teaching the thematic study in the new GCSE

Issue 163 (June 2016): Get Excited and Carry On

James Edward Carroll: Grammar. Nazis. Does the grammatical ‘release the conceptual’?

Rachel Foster and Kath Goudie: Shaping the debate: why historians matter more than ever at GCSE

Geraint Brown, Ruth Brown, Corinne Goullée and Matt Stanford: Look homeward angel now, and melt with Ruth: the role of a subject-specific teaching assistant in promoting rigorous historical scholarship and reflective classroom practice

Claire Simmonds: History as a foreign language: can we teach Year 11 pupils to write with flair?

Katharine Burn and Richard Harris: Why do you keep asking the same questions? Tracking the health of history in England’s secondary schools

NNN: Historical significance

Issue 164 (September 2016): Feedback

Paula Worth: ‘My initial concern is to get a hearing’: exploring what makes an effective history essay introduction

Nick Dennis: Cognitive psychology and low-stakes testing without guarantees

Carolyn Massey: Asking Year 12, ‘What Would Figes Do?’ Using an academic historian as the gold standard for feedback

Ian Luff: Cutting the Gordian Knot: taking control of assessment

Rachel Arscott and Tom Hinks: Coaxing and persuading: making rigorous history teaching a departmental reality

NNN: Constructing Narrative

Issue 165 (December 2016): Conceptualising Breadth

Bridget Lockyer and Abigail Tazzyman: ‘Victims of History’: challenging students’ perceptions of women in history

Chris Eldridge: ‘It’s like Lord of the Rings, Sir. But real!’: Teaching, learning and sharing medieval history for all

Lucy Helmsley: Nurturing aspirations for Oxbridge: an exploration of the impact of university preparation classes on sixth-form historians

Nick Dennis: Beyond tokenism: teaching a diverse history in the post-14 curriculum

Diane Excell: ‘Connecting Classrooms’: bringing together Bradford and Peshawar, primary and secondary schools, history and English

NNN: Access for students who need more support

Teaching History 166 (March 2017): The Moral Maze

Jess Landy: Putting Catlin in his place? Helping Year 9 to problematise narratives of the American West

Claire McKay: Active remembrance: the value and importance of making remembrance relevant and personal

Bjorn Wansink, Itzel Zuiker, Theo Wubbels, Maurits Kamman and Sanne Akkerman: ‘If you had told me before that these students were Russians, I would not have believed it’: an international project about the (New) ‘Cold War’

Michael Fordham: Thinking makes it so: cognitive psychology and history teaching

Tony McConnell: Of the many significant things that have ever happened, what should we teach? Magna Carta as a focus for learning about power

NNN: Controversial Issues

Teaching History 167 (June 2017): Complicating Narratives

James Edward Carroll: ‘I feel if I say this in my essay it’s not going to be as strong’: multi-voicedness, ‘oral rehearsal’ and Year 13 students’ written arguments

Hannah Sibona: Why are you wearing a watch? Complicating the narrative of economic and social progress in Britain with Year 9

Warren Valentine: From road map to thought map: helping students theorise the nature of change

Rosalind Stirzaker: Inverting the telescope: investigating sources from a different perspective

NNN: Substantive knowledge

Teaching History 168 (September 2017): Re-examining History Edition

Matt Stanford: Designing end-of-year exams: trials and tribulations

Richard Kerridge: Learning without limits: how not to leave some learners with a thin gruel of a curriculum

James Edward Carroll: From ‘double vision’ to panorama: using history of memory to bridge ‘event space’ when exploring interpretations of Nazi popularity with year 13

Anna Dickson: Managing the scope of study: is it as easy as key stage 3?

Anna Aiken: An accessible, structured approach for building the intuitive habit of evidential thinking before the examination years

Steve Illingworth and Emma Manners: Using sites for insights: how historical locations can help teachers and students with the new History GCSE

NNN: Local history

Teaching History 169 (December 2017): A Time and A Place Edition

Michael Harcourt: From temple to forum: teaching final-year history students to become critical museum visitors

Michael Bird and Matt Jones: Looking through the keyhole at Birkenhead from 1900 to 1950 with Year 7: negotiating meanings and bacon bones

Edward Fitzgerald: Defying the ‘constrictive grip of typologies’: the role of detailed character cards in teaching similarity and difference

Adam Burns: Hosting teacher development at historical sites: the benefits for classroom teaching

Verity Morgan: Can we teach the environmental history of the Holocaust? – Verity Morgan

Michael Mcintyre and Vanessa Hull - Attempting to reach the heart of the matter: how the unique learning journey of Facing History and Ourselves helps students to explore and learn from the horrors of the past

NNN: A sense of place

Teaching History 170 (March 2018): Historians Edition

Kerry Apps: Myths and Monty Python: using the witch-hunts to introduce students to significance

Paula Worth: ‘This extract is no good, Miss!’ Helping post-16 students to make judgements about a historian’s construction of an argument

Catherine Priggs and Eliza West: Making a place for fieldwork in history lessons.

Suzanne Powell: Anything but brief: Year 8 students encounter the longue durée

Carolyn Massey and Paul Wiggin: Reading? What reading?

Katharine Burn and Jason Todd: Right up my street: the knowledge needed to plan a local history enquiry

Polychronicon: The Becket Dispute

NNN: Building students’ historical argument

Teaching History 171 (June 2018): Knowledge Edition

Alex Ford and Richard Kennett: Conducting the orchestra to allow our students to hear the Symphony: getting richness of knowledge without resorting to fact overload

Matthew Springett: Preparatory reading for A Level

Danielle Donaldson: ‘Through the looking glass’: exploring how pupils’ substantive knowledge informs the language and analysis of change and continuity

Jonathan Sellin: Trampolines and springboards: exploring the fragility of ‘source and own knowledge’ with year 10

Barbara Ormond: Seeing beyond the frame: practical strategies for connecting visual clues and contextual knowledge

Alexander Bridges: The particular and the general: defining security in year 8’s use of substantive concepts

Polychronicon: Policing in Nazi Germany – Claire M. Hubbard-Hall

NNN: Planning and Teaching Medieval History

Teaching History 172 (Sept 2018): Cause and Consequence Edition

Ed Durbin: Using a patchwork quilt analogy at KS3 to support analytical thinking at GCSE

James Edward Carroll: Couching counterfactuals in knowledge when explaining the Salem witch trials with Y13

Tim Huijgen and Paul Holthuis: Using a three-stage framework to promote historical contextualisation

Molly-Ann Navey: What do we want students to do with consequences in history?

Hugh Richards: Are we teaching history the wrong way around?

Rachel Cook: Developing a progression model for KS3

Polychronicon: health, illness and medicine in the Middle Ages

NNN: curriculum planning

Teaching History 173 (Dec 2018): Opening Doors Edition

Sophia Nzeribe Nascimento: Identity in history - why it matters and must be addressed!

Helen Snelson and Ruth Lingard: Bringing the past of people with disabilities into the history classroom

Chloe Bateman: Creating the conditions that make students want knowledge

Heather Fearn: Towards identifying when and how background knowledge is used in subsequent learning

Paula Worth: Shaping lesson conclusions as an iterative process in improving historical enquiries

Polychronicon: From American Indians to Native Americans – Brett J. Duffek

NNN: How can I include more BME history in the curriculum?

An Index of New Novice or Nervous from Teaching History

149 2012 Getting Pupils to Argue About Causes

150 2013 Change Over Time

151 2013 Getting Beyond Bad "Source Work"

152 2013 Describing Progression

153 2013 Good Enquiry Questions

154 2014 Historical Scholarship in the Classroom

155 2014 Similarity and Difference

156 2014 Analysing Interpretations

157 2014 Teaching Overview

158 2015 N/A

159 2015 Essay Writing

160 2015 Evidential Understanding

161 2015 Teaching Substantive Concepts

162 2016 Thematic Study in New GCSE

163 2016 Analysis of Histgorical Significance

164 2016 Constructing Narrative

165 2016 Students who need more support

166 2017 Controversial Issues

16 2017 Confidence with Substantive Knowledge

7168 2017 Local History

169 2017 Developing a sense of place

170 2018 Building Students' Historical Argument

171 2018 Mediaeval History

172 2018 Curriculum Planning

173 2018 Including more BME History in the Curriculum

An Index of Move Me On Problems from Teaching History

No Issue Trainee Problem

92 Explanation and argument Melville Miles Problems with causation

93 History and ICT Millie Marvel Not making progress in use of ICT

94 Raising the standard William Cuffay Struggling to find questioning style to develop pupils’ thinking

95 Learning to think Mary Nightingale Becoming frustrated with A level

96 History and citizenship John Ball Language register

97 Visual history Maggie Paston Evaluating own lessons

98 Defining progression Bill Penn Marking and assessment

99 Curriculum planning Sophie Scholl Just about everything

100 Thinking and feeling Hugh Horsea Deciding on lesson objectives

101 History and ICT Lizzie Lyons Literacy a burden

102 Inspiration & motivation Tony Progression in historical understanding

103 Puzzling history Josie Department’s approach to sources is not improving pupils’ understanding of evidence

104 Teaching the Holocaust Bill Norman Lesson goals

105 Talking History Charles Marks Historical interpretations

106 Citizens and communities Matilda Angevin Teaching AS

107 Little stories, big pictures Brian Doesn’t see point of teaching to those who find history difficult

108 Performing history Indira Reconciling sources and stories

109 Examining History Marie Pressured into using styles she is uncomfortable with

110 Communicating History Winston Confused by KS 3 strategy

111 Reading History Frances Buss Differentiation

112 Empire Tom McCauley Has problems with his subject knowledge

113 Creating Progress Ronnie Wedgewood

Getting pupils to really care about what happened in the past

114 Making History personal Louis Teaching history of medicine

115 Assessment without levels Vera Wedgwood Class already know all about World War 1

116 Place Henry Plant Having problems with his mentor

117 Dealing with Distance Mary Putting her ideas into practice

118 Rethinking differentiation Eddie Coburg Can’t find connection between fun and serious learning

119 Language Beth Eckford EAL

120 Diversity & Divisions Tom Payne Citizenship

121 Transition Arnie Peters Teaching outside subject area

122 Rethinking History Maria Monte Catering for different learning styles (as answer to differentiation)

123 Constructing history Seb Cabot Teaching KS3 only once a week – how to build effective relationships and worthwhile enquiries

124 Teaching the Most Able Lucy Hutchinson Teaching Local history

125 Significance Steve Cloye Lack of conceptual clarity – i.e. lacks subject knowledge (disciplinary understanding)

126 Outside the classroom Val Messalina Setting worthwhile homework

127 Sense and Sensitivity Nat Turner Using PowerPoint as anything more than glorified chalk and talk

128 Beyond the Exam Meg Dawson Keen to find ways of recognising and recording students' progress and achievements without resorting to 'levels'

129 Disciplined Minds Ajmal Kahn Feels out of his depth teaching controversial issues

130 Active History/Lively history/History is Fun

Dot Bradford Would love to generate much more productive small group talk and worthwhile class discussion but can’t work out how to manage it.

131 Humanising history Richard Baxter Richard’s mentor is struggling to know how to help him learn to plan independently

132 Historians in the classroom Phyllis Wheatley Already the best teacher in the department

133 Historians in the Classroom Margaret Cooper Alienating students

134 Local voices Tom Clarkson Getting enough A level experience

135 To they or not to they Cathy Mompesson

Not sure where to draw boundaries when handling sensitive issues

136 Big picture/frameworks Ernest Briggs Struggling to teach elite politics/

international relations (believing history should be about ordinary people)

137 Marking Time Ellen Wilkinson Regards her PGCE assignments as an unhelpful distraction from the real business of learning to teach

138 Enriching History Amir Timur Uncertain about his Year 7 teaching in a competency based curriculum

139Analysing History Debbie Samson Difficult to teach about change and continuity in meaningful ways

140 Creative Thinking Rafe Sadler Worried about getting students to generate their own enquiry questions

141 Holocaust Marion Hartog Wondering how to approach teaching the Holocaust, especially with her ‘difficult’ Year 9.

142 Experiencing history Rob Collingwood Keeps just making assumptions about his students' thinking

143 Constructing Claims Emily Hobhouse Tries to tackle everything at once

144 History for All Roger Wendover Has come to define GCSE teaching in terms of a diet of practice exam questions.

145 Narrative Claudia Jones Is very uncomfortable with any kind of sustained story-telling.

146 Teacher knowledge Jim Boswell Is constantly anxious about whether he knows enough to be able to start planning

147 Curriculum architecture Emma Norman Finds the analogies that she’s using to make

historical ideas meaningful end up distracting or confusing the students

148 Chattering classes Matt Boulton Is using Bloom’s taxonomy in very mechanistic ways to plan lesson objectives and think about progression in history.

149 In search of the question Helen Troy Is uncertain how to provide appropriate support for certain students without restricting what they can achieve.

(Includes achieving it for them!).

150 Enduring principles Simon Montfort Is given very little freedom to learn how to plan.

151 Continuity Nancy Astor Seems to have reached a plateau in her development as a history teacher

152 Heading somewhere/eyes on the prize

Martin King Is worried about how to teach meaningful overviews

153 Genocide Susie Cook Is struggling to sustain an emphasis on developing historical knowledge and understanding in teaching about genocides

154 Different Stories Joe Priestley Is having problems providing sufficient challenge for the higher attainers within his mixed ability groups.

155 First World War Helena Swannick Tends to treat differences between historical interpretations simply as matters of opinion

156 Chronology Fred North Treats ‘Assessment for Learning’ as a though it is a bolt-on extra unconnected to his learning objectives

157 Assessment Rose Valognes Feels she hasn’t got enough ways of getting

(Character in John Hatcher’s Intimate History of Black Death)

knowledge across to the students before they can do something with it.

158 Historical grounding Arthur Wellesley Is struggling to model tasks effectively for students

159 Writing/structuring Hannah Mitchell Would like to wean students off the use of writing frames.

160 Evidential rigour Phillip Nevers

(Agincourt)

Is so interested in the history that he’s teaching that he gets caught up in interesting digressions or overwhelms the students with complexity.

161 Getting the balance right

(Support v. independence)

Caroline Herschel Doesn't really notice and respond effectively to what the lesson she has just taught reveals about students' knowledge and understanding

162 Scales of

planning

James Connolly Is finding it difficult to judge how much or what kind of reading he should expect of his students

Email from class teacher to mentor

Trainee's reflections from his second placement looking back to his first.

Mentor response to trainee planning ideas

163 Get excited and carry on

Jane Whorwood Concern to encourage students to think for themselves is leading to some very ahistorical thinking

Email from head of history to mentor

Lesson observation feedback written by mentor

164 Feedback Sam Holberry(Chartist) Is getting very confused about the concept of similarity and difference

Trainee's planning notes following earlier discussion with Head of history

Email from head of history to mentor

Trainee's post on discussion forum

165 Conceptualising breadth

Jennet Preston (Pendle witch)

In her concern to capture students’ interest tends to present people in the past as weird and wonderful aliens (entirely divorced from the present)

Extract from lesson plan.

Email from class teacher to mentor and mentor's reply.

166 Moral Maze Bob Williams

(Civil rights activist US)

Is struggling to get the pitch right in teaching topics at GCSE that the school previously taught to Year 7

Extract from class teacher’s lesson observation notes

Email from trainee to mentor

Mentor’s email to subject tutor

167 Big Story Eleanor Franks

(i.e. Eleanor of Aquitaine, Queen Consort of the Franks)

Doesn’t really understand her students’ frames of reference and the difficulties that many of them have in making sense of the particular historical phenomena she is teaching them about

Extract from mentor's observation notes

Email from regular class teacher to mentor

Extract from trainee's weekly reflection

168 Exams Robert Nivelle Is worried that he is not gaining enough experience of planning and teaching exam classes

Extract from end of placement report

Email from trainee to history subject tutor

Email from new mentor to history subject tutor

169 A Place and a Time Usha Mehta Is struggling with the planning of a local history enquiry

Extract from Usha's profile (end of placement 1)

Notes on the new enquiry from the head of department for Usha and her mentor

Email from Usha to the history subject tutor

170 Historians Owen Rowe Is struggling to adapt to new ways of working in his second placement school.

171 Lesson plans Ellen McArthur is faced with conflicting

expectations about the extent to which history

trainees should be encouraged – or even allowed

– to make use of existing lesson plans.

172 Subject knowledge Jack Francis thinks he can simply rely on the

textbook for his own subject knowledge

development

173 GCSE thematic Johanna Ferrour finding it very difficult to

teach the GCSE thematic study