The raising of Henry VIII’s warship, the Mary Rose, from the sea bed set in train an extraordinary programme of interdisciplinary research, relentlessly pursuing the clues to Tudor life and death provided by the remains of the ship, its cargo and crew. In this article Clare Barnes offers fascinating insights...

A year after the end of the First World War, George V stated: "I believe that my people in every part of the Empire fervently wish to perpetuate the memory of the Great Deliverance and those who laid down their lives to achieve it." From that moment, the idea of large-scale remembrance...

Connecting Classrooms: bringing together Bradford and Peshawar, primary and secondary schools, history and English In this article, Dianne Excell shares her experience of a crossphase, collaborative project funded by the British Council that brought together teachers and pupils from three schools in Bradford and five schools in Peshawar, Pakistan. Although...

Inspired by the news that Bristol had become the UK’s first Green Capital, Kate Hawkey, Jon James and Celia Tidmarsh set out to explore what a ‘Green Capital’ School Curriculum  might look like. They explain how they created a cross-curricular project to deliver in-school workshops focused on the teaching of...

Readers of Teaching History will be familiar with the benefits and difficulties of cross-curricular planning, and the pages of this journal have often carried analysis of successful collaborations with the English department, or music, or geography. Harry Fletcher-Wood describes in this article a collaboration involving maths, providing for us the...

Do they learn about Agincourt in France? 2015 was a year of anniversaries. As part of our funded commemoration projects surrounding the 600th anniversary of the Battle of Agincourt, we have commissioned an enquiry looking at the battle and how it has been remembered, particularly aimed at pupils in years...

2015 is something of a year of anniversaries. It is 50 years since Churchill's death, 200 years since Waterloo, 300 since the Jacobite ‘Fifteen', 600 since Agincourt, 800 since Magna Carta. Clearly every year brings around its own crop of anniversaries; this year just seems to have quite a few...

What do 14 Year 7 students, an art teacher, a history teacher and the Victoria and Albert Museum have in common? They are all part of the ‘Stronger Together' Museum Champion project run by The Langley Academy and the River & Rowing Museum and supported by Arts Council England, designed to...

Year 9 think they know a lot about the First World War. After all, they read Michael Morpurgo's novel Private Peaceful in their English lessons all the way back in Year 7, they've seen Blackadder so many times they can recite it, and in the centenary year of the war's...

A world turned molten: helping Year 9 to explore the cultural legacies of the First World War Rachel Foster shows how her own study of cultural history led to a new dimension in her planning. She wanted to show her students not only that historians are interested in many different...

Writing Letchworth's war: developing a sense of the local within historical fiction through primary sources Local history, historical fiction, and one of the most significant events of the twentieth century come together in this article as Jon Grant and Dan Townsend suggest a way to enable students to produce better...

Combating a Cook-centric past through co-curricular learning: Year 9 dig out maps and rulers to challenge generalisations about the Age of Discovery Paula Worth presents in this article a means of challenging students' tendency to generalise even when they know that they should not. How can we encourage our students...

James Woodcock continues his theme from Teaching History 138 about the difference between superficial, thematic cross-curricularity and much more rigorous interdisciplinarity. His concern is to retain rather than compromise the integrity of the subject disciplines. Woodcock argues that interdisciplinary working adds value to learning only when the knowledge and the distinctive...

Patterns of genocide: can we educate Year 9 in genocide prevention? Alison Stephen, who has wrestled for many years with the challenges of teaching emotional and controversial history within a multiethnic school setting, relished the opportunity to link her school's teaching of the Holocaust with a comparative study of other genocides....

It is common practice to invite survivors of the Holocaust to speak about their experiences to pupils in schools and colleges. Systematic reflection on the value of working with survivors of the Holocaust and other genocides and on how to make the most of doing so is rarer, however. In...

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...

This issue's problem: Emma Norman finds the analogies that she's using to make historical ideas meaningful end up distracting or confusing the students. Emma has come into history teaching after a number of years at home looking after children. Her previous work was as a fundraiser for an environmental campaign group,...

Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Jamie Byrom is well-known to readers of Teaching History, not least for introducing us to the concept ‘professional wrestling' in the history department (Teaching History,133, Empire Edition). That article, authored with Michael Riley, focused on...

Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Alternative curriculum models can take many forms. Some seem to be imposed on reluctant history teachers with little opportunity for planning. Other teachers are given the opportunity to really embed and revise models that might...

Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Some history departments find themselves under pressure to incorporate skills and competences from alternative curricula. Others find that with the pressure to ease transition issues in Year 7, history can almost disappear into an amalgam...