Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. What scope does studying a classic novel in both English and history provide for meaningful cross-curricular work and how might engaging with historical fiction help pupils engage more effectively with the realities of the past?...

Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Why should we think in inter-disciplinary rather than cross-curricular terms when planning collaborative work with colleagues in other subjects? What scope is there for working in inter-disciplinary ways and what is the value of such...

Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Alf Wilkinson has been working as ‘National Subject Lead' for History, co-ordinating a programme of support for schools, funded by the DCSF and delivered in partnership with the Historical Association and the CfBT. Here he...

02 Editorial 03 HA Secondary News 04 Alf Wilkinson: Making cross-curricular links in history: some ways forward (Read article) 08 James Woodcock: Disciplining cross-curricularity? Cottenham Village College history department's inter-disciplinary projects: an evaluation (Read article) 13 Michael Monaghan: Having ‘Great Expectations' of Year 9 Inter-disciplinary work between English and history...

Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. As a local authority adviser, Andrew Wrenn's advice has often been sought by history departments, both those seeking to resist ill-conceived and potentially damaging cross-curricular initiatives and those keen to exploit new opportunities for meaningful...

Maths and Museums: Norwich Castle Museum Working with Key Stage 3 MathsFaye Kalloniatis (Museum Education Manager, Norfolk Museums and Archaeology Service)The project, ‘Storming the Castle, challenged the idea that museums are not places where schools can extend their students' maths skills. On the contrary, the project demonstrated that museums can...

Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. How might history and art mutually enrich each other and enhance pupil experience? The short answer, and there is much more to be said as Liz Dawes Duraisingh and Veronica Boix Mansilla show, is by...

Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. The idea that subjects should abandon their ‘silos' and work together is bandied about currently a great deal - ‘subjects' and ‘silos' alliterate after all and so, of course, does the word ‘slogan'. What might...

A PowerPoint presentation by Ben Walsh indicating ways in which we can use Film in the history classroom. We often look at images or watch film clips but do we always see all that there is to see...Click the link below to open the presentation>>>

Several articles in previous editions of Teaching History have touched on the themes of crosscurricularity, Assessment for Learning and the most able. Tony McConnell and Mandy Monaghan bring these themes together in describing how the English and history departments in their school have taken advantage of a natural area of...

Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. What should we do with our brightest and best? Neal Watkin and Johannes Ahrenfelt suggest an enquiry for a very high ability Year 8 group which is both challenging and genuinely historical. The enquiry itself...

In this article David Lambert argues powerfully for teachers of the humanities to place citizenship at the centre of their work. He seeks to demonstrate that the division between subject-boundaries needs to be broken through if students are not to be denied what they are entitled to: an understanding of...

How do we relate to the past? Does it tell us who we are? Is it a source of examples to follow and mistakes to avoid? Or can we go beyond that to something genuinely historical? Arthur Chapman and Jane Facey argue that as history teachers we have a responsibility...

Mary Woolley decided to make four revision sheets for her lower-band Year 11 set. Each was to help them view their American West study through a different lens. She was rather uncertain, however (and so were the pupils) about her fourth sheet on places. Her reflections on the revision sheet...

As historians, we know that ‘factual’ information should never be uncritically accepted. And yet, too often, that is exactly what we do with the maps we use to locate ourselves and our students. Evelyn Sweerts and Marie-Claire Cavanagh, who now work in a European School in Brussels but until recently...

Pictures abound in history classrooms and teachers use them in many different ways. They add - often literally - some colour to the past, helping us to imagine what different worlds were like. Pictures can be used quite legitimately in this way to fire imagination and stimulate interest. But we...

Liz Taylor invites history teachers to consider how diverse and uncommon the ‘common’ person’s experience of place might be. She draws upon cultural geography to show how words like ‘place’, ‘space’ and ‘landscape’ can be unpacked and questioned and so become better tools for pupils’ critical thinking in both geography...

Here is a wonderful reminder of the richness of materials available to history teachers. With ever greater emphasis being placed on different learning styles, it is a good moment to remind ourselves that we can cater for virtually all of them in our classrooms. This includes a preference for learning...

The study of history has to be vibrant. It is about real people, real dramas, real narrative, real human dilemmas. It is not surprising that, despite manifold structural pressures working against us, take-up for GCSE history is once again buoyant. There are all manner of reasons for this - is...

In this article, Seán Lang examines the power of film to shape AS/A students’ perception and even understanding of the past. He argues that teachers of Years 12 and 13 underestimate at their peril the impact film can have on how students shape their perception of history. Although, as he...