Search

The article discusses a collaborative teaching project by British Council among schools in Bradford, Great Britain and Peshawar, Pakistan. Topics discussed include history students, history teachers and historical research. Other topics which includes history curriculum and study and teaching of English language are also discussed.

The author discusses his methodology concerning the study of the history of a London, England, street among secondary students. It examines practical approaches to teaching local history and evaluates student understanding of local history. According to the article, the students studied the community history of the London street Newnham Road. The article discusses projects, activities, and outcomes involved with teaching the history of Newnham Road.

The author, a history teacher, describes taking his students on a field trip to St. Mary's Parish Church in the Leyton area of London, England in order to complete a study of local history, highlighting activities carried out by the students during the trip and other lessons related to the church. The students' analysis of primary and secondary historical sources is described, and excerpts of students' work are provided.

History curriculum reform proposals and debates are a persistent feature of the contemporary educational landscape in England and, very probably, a 'sign of the times' that can reveal a great deal about contemporary predicaments and concerns. History curriculum controversy is also a global phenomenon and one that can fruitfully - and, perhaps, only truly - be understood in a comparative context. In Teaching History 137 Peter Seixas reported on recent controversies and developments in British Columbia. In this article, Stephanie Burley provides a narrative of recent curriculum reform :controversies and processes in Australia and an account of key features of the emerging Australian National History Curriculum. [ABSTRACT FROM AUTHOR]

Joanne Pearson reflects on her experiences as a history teacher and teacher educator, considering the ways in which she has seen women represented in the history curricula of different schools in England. She makes the case that greater attention needs to be paid by history teachers to the criteria against which they make decisions about the selection of content for inclusion in their curriculum. In the spirit of encouraging further debate, Pearson calls upon recent work that encourages pupils to grapple with different criteria for attributing historical significance, arguing that history teachers could reflect on what significance criteria they are using in the process of curriculum design. [ABSTRACT FROM AUTHOR]

The article discusses teaching a sense of time period and modeling history to students in Year 7, Year 8 and Year 9 levels in England. The author discusses how to draw generalizations about certain periods and recognizing diversity within that period. The author suggests alternative approaches to teaching a sense of period.

The article discusses how a history department developed its Key Stage 3 workscheme to agree with the 2008 National Curriculum for England. The author explains that the curriculum is designed to secure progression in conceptual areas but focuses on the concept of diversity. The author explains how the teacher has attempted to treat diversity as a form of problem-solving and a type of historical account.

The article presents narratives exploring history teachers' use of local enquiries in Hampshire, England.

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 taking themselves seriously as disciplines. This article reports and reflects on a case study of truly interdisciplinary work that aimed to integrate artistic understanding into historical learning in strategic and rigorous ways. The results of this rigorous and disciplined approach are very encouraging: as the discussion of pupil outcomes suggests, integrating historical inquiry with the distinct concepts, tools and modes of thinking associated with another discipline can create a new understanding that could not have arisen through an historical lens alone and can enhance pupils' personal connection with the past and their sense of the relevance of past events. [ABSTRACT FROM AUTHOR]

Rosie Sheldrake and Dale Banham here share the results of their desire to use the curriculum changes which are upon us to do something which they had intended for some time. Their modern world study was about war and more war, and they had neglected the social and cultural aspects of the twentieth century. Moreover, they had not exploited a fantastic local resource—in their case, an organised community dedicated to preserving the experiences of Caribbean immigrants to Ipswich. This article shows how, using a locally produced resource on which they collaborated, they were able to teach meaningful local history. It also shows the benefits of the ‘Mantle of the Expert’ approach, which was one of the approaches that they trialled. Readers will not necessarily be able to use the same resources (although those in Ipswich might wish to) but might wish to think: is there anything like this where I teach? [ABSTRACT FROM AUTHOR]

Focuses on the design of an historical game about a medieval peasant, which was developed by teams of year 7 students in England, as part of a teacher education course. Structure and guidelines; Tools used for monitoring the success of learning and for evaluating the results; Insights into the impact of self-assessment and self-monitoring processes on pupils' attitudes and learning.

Focuses on the year 8 history syllabus in Great Britain called “The Making of the United Kingdom.” Tendency to focus on England and more specially, on London; Schoolchildren's difficulties in understanding a notion of life being different according to where in the British Isles one lived; Use of a play as a way into the study of the Anglo-Scottish borders.

Focuses on the approach developed by history teachers in assessing student performance in history education in Hampshire, England. Aim of the project to support teachers in making assessment both rigorous and meaningful; Decision in designing the approach to focus on specific skill areas; Expectation of the group to help history departments in making secure judgments.

Focuses on the purpose of citizenship education and criteria for good citizenship education. Definition of citizenship; Information on citizenship education; Use of materials in transforming students to explain, tolerate and participate.

Focuses on the implementation of citizenship in the curriculum of secondary schools in England. Authorship of Jerome Freeman on advising the British government on curriculum content and qualification standards; View of Qualifications and Curriculum Authority on the connections between history and citizenship.

Focuses on the importance of historical significance in the teaching of history. Definition of historical significance; Offertory of models for teaching pupils in exploring idea of significance; Relationship of citizenship education with historical significance.

Focuses on the approach adopted by London, England-based Thomas Tallis School in teaching history. Usage of history curriculum and professional development ideas to motivate history students; Benefits of the concept of peer review strategy used by the history department; Influence of the article 'Teaching History 99,' by Michael Riley on the department.

Describes an activity sequence based on the history teaching and learning approach utilized by the author at the Chiswick Community School in London, England. Overview on the developmental work carried out by school's history department in history teaching and learning; Key questions about the lesson sequence under the history teaching and learning approach used by the author.

Focuses on the Evacuee Letter Exchange Project, a history teaching initiative aimed at facilitating active and continued sharing of pedagogy between primary and secondary teachers of history in England. Results of a research which shows that 11 year-olds fall behind when they start secondary school; Overview on the curriculum under the history education initiative.

The article discusses collaborative efforts by students from Halifax and London, England to campaign for an English Heritage Blue Plaque for anti-slavery activist Olaudah Equiano, focusing on the use of information and communication technologies (ICT) to engage students. The author highlights a blog created for Year 8 students and notes the benefits of publishing the blog on the Internet. Other topics include letters written by the students and collaboration with historian Hakim Adi.

The article presents a lesson plan for Year 8 education which teaches students history concepts by using the coal mining Felling Colliery disaster of 1812 in Gateshead, England to encourage students to do their own historical research and forward their theories regarding the cause of the mine explosion.

The article presents the impact of the Elizabethan Religious Settlement, which is composed of the Act of Supremacy and the Act of Uniformity, on the social community in Great Britain. The documented destruction of prohibited religious books and images was conducted in the presence of the commissioners in 1559. The passing of the Uniformity Act received iconoclastic and blasphemous mockery from the people. The official primer for use in services included prayers for the souls of the dead.

The article presents a calendar of events related to history education in England for 2006. The Centenary Day will be held on May 19 at the Banqueting House in Whitehall, London. A conference for London history teachers on innovative approaches to teaching the history of the British Empire will take place at Museum in Docklands, Canary Wharf on March 28. The Midlands History Forum Spring 2006 meeting is scheduled on March 18 at the University of Central England in Birmingham.

Presents news items on history teaching in Great Britain as of March 2003. Campaign for history to be treated equally with other subjects by the Historical Association and Geographical Association; Organization of the Education Show at in Birmingham on March 13; Announcement of the Midlands History Forum Spring Conference at the University of Central England in Atwood, Birmingham on March 29, 2003.

Highlights the Past Forward: A Vision for School History 2002–2012 conference by the Historical Association in Oxford, England on September 28, 2002. Theme of the congress; Topics discusses; Participants of the event;.

Focuses on the History Subject Study modular programme at the University of Brighton in England. Information on the Broader Curriculum; Application of technology to historical enquiry; Details of the program.

Presents information on the incorporation of an investigation of the local transport systems of Yeadon, England, by students into assignment work, highlighting the benefits of this for the teaching of history. What the study of the local transport systems are part of; Outline of dialogue between students regarding the missing railway of the town.

The article focuses on news relating to the future national curriculum for history teachers in England, with a focus on the publication called ''The Framework for the National Curriculum: A report by the expert panel for the National Curriculum review,'' published by the Department for Education (DfE) in England. The author contends that the 2012 report should be of importance to all history teachers and that it discusses many important points affecting future curriculum development.

The article focuses on the new specialized Humanities diploma which will be available in 2011 in England. Diplomas are very much a part of the Government proposals for the new 14-19 curriculum. According to the author, the spread of these diplomas could have a major impact on take up of humanities subjects on schools

The article offers information on a joint conference, sponsored by the Geographical Association and History Association, to be held in Leeds, England in November 1, 2008.

The article reports tha Burton WEA has been offering six Local History Saturdays each autumn and spring for a number of years in Burton, England. Six more Local History Saturdays will be offered on October 11, November 8, and December 13, 2008. It also features the tutors and theme of the training. Contact information is also cited.

The article previews a centenary secondary conference of the Historical Association (HA) that will be held on March 4, 2006, at the British Empire and the Commonwealth Museum in Bristol, England. A formal welcome would be given by Heather Scott, Chair of the Historical Association Secondary Committee. The keynote speaker will be Christine Counsell, a historian, who will discuss on the topic "Reaching across the distance: curiosity, sensibility and humility in the secondary school history classroom." Enough time would be given to explore the museum in breaks throughout the day.

Reports on lectures related to the teaching of history in London, England as of September 2005. Introduction to teaching World War 1 and World War 2 in a multi-cultural context; Year 7 Medieval History at the Tower of London.

Focuses on the quality of post-16 learning in the teaching of history in England. Role of post-16 learning in the profile of history; Role of post-16 learning in general education; Development of confidence in a rigorous academic discussion.

Editorial. Comments of the author on the teaching of history among teenagers. Issues on the teachings of history for intrinsic and extrinsic purposes; Impact of past events in the environment.

Reveals why students at Rednock School in Gloucestershire, England like studying history. Steps taken by the faculty to make the subject interesting; Variety and purpose of history lessons; Students' involvement in a range of activities.

Reports on the educational facilities for the study of Victorian Britain in the Cragside Estate in Northumbria, England. Support given to schools and teachers in their delivery of the national history curriculum by the National Trust; Cragside's resource book for teachers; Contact information.

Provides information about The Isle of Wight, an education authority which adopted the three tier system of school organization during 1970. Details of the system; Information about the Curriculum Development Group for History established in 1990 to develop plan for the assistance of schools in the implementation of National Curriculum History.