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A biography is presented of the Bishop of Oxford, England, Oxford University faculty member and historian William Stubbs. He was born in Knaresborough, North Yorkshire, England in the early 19th century and as a teenager taught himself how to decipher medieval documents. His role in the development of the study of history is discussed.

The article discusses terror campaigns associated with the militant wing of the organisation the Women's Social and Political Union (WSPU) in Edwardian England and examines why such campaigns have been largely ignored by historians. It discusses the actions of suffragettes such as Kitty Marion and Emmeline Pankhurst, the concept of suffragette outrage, various threats against British political figures such as Winston Churchill and Lloyd George, and suffragette Mary Richardson's defacement of artwork at the London, England, National Gallery.

The article focuses on need of building Key Stage 5 students' analysis of interpretations in the short, medium and long term and required to analyze and evaluate historical interpretations. It mentions how and why historians arrive at differing interpretations which impeded their ability to analyze them. It also mentions sequenced planning and processual model using the visual metaphor of an iceberg and long-term curriculum plan to build students' disciplinary knowledge of interpretations.

This feature of Teaching History is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon a particular history-specific issue. Mentors or others involved in the training of student history teachers are invited to be the agony aunts. [ABSTRACT FROM AUTHOR]

The article discusses the subject of historical writing, and how pupils of Year 11 in Great Britain are missing specific training on historical writing. It criticizes the use of PEEL writing technique. It also discusses how teaching of writing processes, drawing on syntax and lexis, can help pupils produce more sophisticated writings.

The article discusses the method of teaching of Ruth Brown, a teaching assistant at the history department at the Cottenham Village College in Great Britain. The article also discusses how the department works to encourage and allow her to operate, encouraging her to teach students across General Certificate of Secondary Education (GCSE) sets.

The article discusses the introduction of new specifications for General Certificate of Secondary Education (GCSE) in Great Britain. It discusses the challenges of new GCSE assessment structures and question types. It takes the example of opposition to the Nazi regime 1933-1945 to highlight these challenges.

In Teaching History 157, Assessment Edition, a number of different teachers shared the ways in which their departments were approaching the assessment and reporting of students' progress in a 'post-levels' world. This article adds to those examples, first by illustrating how teachers from different schools in the Bristol area are working together to examine, evaluate and build on others' ideas and then by presenting a further series of case studies of the particular strategies that individual departments have taken forward. In each case the teachers explain why those approaches have been valuable to them or particularly suitable, given the policies and constraints operating in their individual schools, and they acknowledge on-going areas for development. [ABSTRACT FROM AUTHOR]

The article talks about the educational project "Miriam's Vision" developed by the nongovernmental organization Miriam Hyman Memorial Trust in Great Britain, built in honor of London bombings victim Miriam Hyman. It states that the project has provided free history to schools through its official website and it focuses on ways to make history teaching effective. An outline of enquiry questions is presented on topics such as terrorism, effect of 7/7 London bombings, and its consequences.

The author shares his experience assessing his students' history knowledge by organizing more tests.

The article discusses the freedom given to history teachers in Great Britain regarding the assessment of students' knowledge. Topics mentioned include the improvements made by the Department for Education in England in 2014, the uncertainty of schools regarding the system they would adopt to replace the National Curriculum level descriptions, and keys and advice for teachers.

The author shares her conclusions after years of researching about the assessment of history students' knowledge. Topics mentioned include the Year 11 exam essay for students in Great Britain, the limits of this system, and ways teachers and examiners can improve the mark-schemes. Examples of different exercises and abstracts of essays are presented and commented.

The article discusses fieldwork completed at Kenilworth Castle in England to teach the connections between history and mathematics. Topics discussed include the involvement of trainee teachers in the fieldwork, the ways in which the fieldwork encouraged an interdisciplinary approach to teaching various subject curricula, and the ways in which symmetry and shape can be taught using castles.

The article discusses the process of planning an A-level history course solely focused on medieval history. It also discusses the position of the course alongside the more common early-modern and modern period courses taught in General Certificate of Secondary Education (GCSE). It discusses the inclusion of Latin language studies, resourcing the course, structuring the teaching, and planning potential trips.

The article focuses on the use of mathematical techniques to teach history and other curriculum disciplines. It describes a workshop that combines mathematics, drama and history It also mentions that Great Britain's National Association for the Teaching of Drama (NaTD) are committed in developing a child-centred, humanising curriculum with a global perspective. Historians requires a well developed understanding of chronology and the idea of scaling from mathematics helps them achieve that.

The author reflects on the creation of history curricula in schools in Great Britain to suggest that history education should include diverse religious, ethnic, and racial perspectives in addition to national history. Emphasis is given to topics such as history requirements for British students and compulsory study of history for pupils aged 11 to 14.

Several lesson plans for teenagers are offered on 16th century migration and trade in England, including through students' use of the "England's Immigrants" database of the British National Archives.

The Women's Suffrage Project was funded by Cabinet Office to help young people understand the history of democracy and to encourage them to use their own democratic voice. The project explores women at the hustings through the seventeenth and eighteenth centuries, the growth of the suffrage movement in the nineteenth century and the emergence of contemporary democratic voices. Through a remarkable database detailing over 3,000 individuals, it brings to life the ordinary people who campaigned for the right to vote - both through peaceful means and through more militant methods [ABSTRACT FROM AUTHOR]

The article discusses Oxford University's admissions process and its outreach programs to history education in schools, including applicants to Oxford's taking the History Aptitude Test (HAT). Oxford's history after-school workshops in Great Britain, including their role in encouraging student curiosity in history education, are discussed.

In this article, the author expanded the scope of international relations topics within the history of the syllabuses of General Certificate of Secondary Education (GCSE). It mentions changes to GCSE and Secondary Committee is working to support challenging discussions and action on the content. It also mentions Secondary Curriculum pages of the Historical Association (HA) website and history curriculum in school.

The article assesses the state of history study and its weakening value in colleges and universities in Great Britain as of July 2019. Topics discussed include the importance of history to a nation's authority and global position, decline in its popularity, particularly in the number of students reading it at universities, and the obscurity of history as a profession.

The article offers information on need to promote gender equality in Great Britain, discussing the structural barriers to equality in the country. Topics discussed include the lack of women in history education; the posts for female historians in the country; and the views of Margot Finn, President of the Royal Historical Society RHS, on it.

An interview with Anne Curry, dean of the Faculty of Humanities and professor of medieval history at the University of Southampton. Among the issues she discussed include the waning of popularity of history as a subject in terms of full-time undergraduate enrollments, her biggest regret and the origin of the V sign, the modern swearing symbol.

The article reports on the use of post-it notes as a learning tool to understand substantive concepts. The author who teaches Russian history in a General Certificate of Secondary Education course remarks on the difficulty in imparting transferable knowledge of substantive concepts like the Tsarist system, which is filled with period-specific, technical words like Duma. She concludes how an interactive wall with post it notes helped each student to respond and debate on the topic efficiently.

The article focuses on the evolution of the relationship between the police and the public in Great Britain since the 19th century. Topics mentioned include the works of different historians on this topic, including John Archer, Robert Storch, and David Taylor, the different aspects of this relationship, and different keys usable by history teachers to introduce this chapter to their students between 11 and 19 years-old.

The article offers the author's insights concerning the decision of the British government to change the way children learns about historical events.

This section offers news briefs pertaining to the Historical Association and the teaching of history in Great Britain as of June 1, 2015. Topics discussed include the publication of the Education and Adoption Bill, the changes in General Certificate of Secondary Education (GCSE) specifications, and the difficulties of attracting qualified applicants for history jobs.

The article provides keys for history teachers to use when introducing the police-public relationship in Great Britain lesson to their students between 11 and 19 years-old.

An introduction is presented in which the editor discusses various reports within the issue on topics including the assessment systems of history students' knowledge, the use of time-line by different teachers, and the challenges to grade students.

The article discusses articles in previous issues of the journal "Teaching History" on the subject of teaching pupils to use concepts of similarity and difference in their historical analyses. Particular focus is given to the content and focus of students' arguments. Topics discussed include generalisations, degrees of difference, and the English National Curriculum (NC).

The article discusses topics related to the teaching of history in England at a secondary-school level and to the English Historical Association (HA). Details on content related to secondary education presented at the 2014 HA conference, including assessment and the 2014 English National Curriculum, are presented. Subject criteria for A-level courses and the General Certificate of Secondary Education (GCSE) are also discussed.