Search

An interview with British teacher Samuel Atkinson-Sporle is presented. He talks about the disadvantages of the focus on significant events and male protagonists in history, the decision of the Office for Standards in Education, Children's Services and Skills (Ofsted) to focus on creating a five-year curriculum, and the three steps to take when creating a gender-balanced curriculum.

The article discusses the repetition of subject material in education. While some commentators have criticized the frequency with which topics such as German leader Adolf Hitler appear in curricula throughout British students' educational careers, others argue that repetition allows students to gain a more complex understanding of historical events and their contexts. Teachers' experiences of teaching the same books to multiple classes are also discussed.

Presents the job advertisements for teaching positions in History for secondary education published in the May 6, 2005 issue of "The Times Educational Supplement" in Great Britain.

Presents job advertisements for secondary education teachers of history in Great Britain as of March 2005.

Presents job advertisements for history teachers in secondary education in England as of May 2004.

Presents a job advertisement for history teaching positions in Great Britain as of March 2004.

A personal narrative is presented in which the author talks about vastness of history curriculum and need to provide thorough, wide-reaching and comprehensive history education.

The article highlights the career of Quentin Skinner, former history professor at St. John's College. After turning 67, he decided to leave the university to accept a job as Barber Beaumont professor of the humanities at Queen Mary, University of London in England. His lifelong ambition has been to bring back the history of ideas to history. According to the author, Skinner explores past ideas to apply them to the present truths.

Presents job advertisements for History teachers of secondary education in England as of January 2004.

Claims that an informed and objective overview of history is important for students in Great Britain. Role of history teaching in schools to make students think of themselves as active citizens; View that young people should be taught Britain's place in world history; Importance of the way a nation defines itself; Importance of an objective version of history.

Offers teaching tips to teachers which can be used to analyze various historical figures, with reference to the dress worn by individuals in the 20th century. Analysis of a photograph taken in the 20th century; Details on some of the incidents which occurred in the 1850s.

The article offers information on Alistair and Jonny Brownlee, the Olympian triathlete brothers, who revealed their best teachers by turning up to school in Lycra. It mentions that according to Alistair, his teachers Kingham helped him in getting A grade in General Certificate of Secondary Education (GCSE). It mentions that according to Jonny, Simpson taught him history.

The author discusses the application of single-gender teaching groups to narrow the attainment gap between boys and girls in Great Britain. He reflects on his experience of working with an assistant head teacher who divided his history classes by gender so that boys were taught separately to girls. He discusses his concern over equality and the rationale behind the teacher's decision.

The article describes an activity program called megagaming, live-action role playing (LARP) or alternate reality games (ARG) that can be adapted for history students which requires participants to play a role that requires creative decision-making and problem-solving.

A personal narrative is presented which explores the author's experience of being engaged with the lessons in history class.

The author mentions history teacher Keith Perry from Saint Paul School in west London which he considers as one great teacher he had for being aproachable and kind, who helped him correct his impressions with teachers into friends rather than scary authoritarians which led him love history.

The article discusses the impact of history subject on immigrant children to find their identity in England. Dan Snow, television historian, shares his frustration on the image of history as something that appeals only to white, middle-class viewers and thinks that teachers should have the freedom to teach about history from all periods. Snow also presents the crucial role of technology on getting pupils involved and interested in the subject.

The article reports on the statement of author John Boyne on historical fiction. According to Boyne, reading fiction is considered more effective for teaching younger students history than factual explanation. An overview of his book "The Boy in the Striped Pajamas" as well as his interest in reading the World War II thriller "The Silver Sword" by Ian Serraillier is also presented.

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 offers the author's insights on Valerie St. Johnston, a history teacher at Francis Holland girls' school in central London, England. Topics discussed include Johnston taught her history from the age of 12 and 16 years old, Johnston did not treat her like children, and her teaching history of the First and Second World Wars.

The article discusses how the study and teaching of history in schools can equip children with transferable skills, and discusses how the study of Feudalism in medieval England can enable the students in understanding social hierarchies of other cultures, such as the Hindu caste system and the serfdom system in Russia. It states that the English Civil War taught in history lessons in schools, makes the students aware of concepts such as military dictatorship.

The article explores the pros and cons of studying history through the use of history objects. Topics covered include the sense of connection that objects provoke, the more authentic material that these objects offer for researchers to work with, and the difference between using an object as an illustration of a concept or story as opposed to interrogating the object as it is.

The article focuses on the need for history teachers to consider engaging historical films in the classroom. It states that contrasting views of similar event permit history teachers explore why the stories the filmmakers are attempting to tell need different presentations of similar words. It mentions that history teachers should consider film in teaching history is that modern dramas are not just the sources of historical narrative that might be selling them a fable.

The article offers information on encouraging use of archaeology in history teaching in classrooms. Topics discussed include development of the Reflectors prototype machine by University of Bristol and design company Uniform, use technology by teachers for introducing archaeology in schools, use of antiquities artefacts for teaching history schools.

The article focuses on how to solve problems regarding the change in the curriculum of history in Great Britain. Topics discussed include change in history curriculum in England for key stages 1,2 and 3 by the Department of Education, division of the curriculum into three domains including subject knowledge, concepts and skills and setting the curriculum in archaeological way as per the British history. Also mentions web resources of the journal on history. INSETS: A LOOK INSIDE THE NEW HISTORY CURRICULUM;RESOURCES.

The article profiles English historian Tristram Hunt, who was appointed as Labour's education spokesman in 2013. Topics discussed include his career as a historian, his book "Ten Cities that Made an Empire," and differences between his approach towards history curriculum reform and that of his Conservative counterpart.

A personal narrative is presented in which the author explores her experience of learning history at the Appleby Grammar School in Cumbria, England.

The article discusses the benefits of encouraging active learning in history education, focusing on the author's practice of having his students act out historical events and dilemmas. The author notes that active lessons can benefit children at a variety of learning levels, and special attention is paid to a lesson on the Roman's invasion of Great Britain.

The article presents information on ecoVikings, a nonprofit program in which performers visit British schools to teach children about how Vikings lived in environmentally-friendly ways and encourage them to do the same. The program's use of pledges and incentives such as replica Viking pennies is also touched on.

Several letters to the editor are presented in response to articles in previous issues including "Don't You Kids Know Who I Am?" in the January 3, 2013 issue, "Unconscious Track to Disciplinary Train Wreck" in the January 17, 2013 issue, and "Essay Feedback in Reel Time" in the same issue.

The article discusses the success of Harris City Academy, located in South London, England, particularly focusing on its key stage three history curriculum. It notes that the programme received an outstanding rating from Great Britain's Office for Standards in Education (Ofsted). It addresses developing students' sense of time and place, using student input to inform curriculum development, and the importance of teachers' subject knowledge to student achievement.

The author looks at history education in Great Britain and its role in instilling pride in British children. He cites a 2009 survey that found more British citizens knew popular culture facts than historical ones involving topics such as former British Prime Minister Winston Churchill, the 1941 attack on Pearl Harbor, Hawaii, and author Charles Dickens. He also covers his book “Made in Britain: The Men and Women Who Shaped the Modern World,” which profiles influential people in British history.

The article discusses the 100th anniversary of the sinking of the passenger liner Titanic. The author compares the tragedy to that of the attack on the Twin Towers in New York City on September 11, 2001. Also presented are ways that Titanic can be used in the classroom to teach subjects such as history, sociology and drama.

The author discusses the long-running history debate in schools which had been polarised between narrative and skills. He notes that history as a subject can seem anachronistic in modern education, thus, teachers tend to respond by searching for relevance and making things fun. He also suggests the need to remember that it is about the difficult life of the mind and not about the easy passing of time for history to regain its educational mission.

In this article the author discusses the importance of media studies. He notes that people should ask why this study is not a core subject and call for its inclusion in the English Baccalaureate (EBaC) of Great Britain, alongside modern languages and history. He adds that the status of medical studies should be the same with that of the canonical subjects.

The article offers information on the history educational resources related to medicine, crime, and American West and Germany from 1919-1945 complied by "The Times Educational Supplement" newspaper history adviser Daniel Hartley which can be used by teachers for educational activity.

The article presents a lesson plan for primary education which teaches the key characters involved in the abolition of slavery.

The article focuses on the York school project which aims to understand the major elements of 20th-century conflict and why it should be integrated in curriculum in England. Students from state and private schools participated in the project wherein they canvassed student's views on the impact of the 20th-century conflict, then compared their ideas with the pupils in Berlin, Germany and also seek the opinions of commuters. It mentions that the results of the project were posted online.

The article discusses the importance for the students to see themselves reflected positively and negatively in how history is taught as the Great Britain is renegotiating its position within European Union (EU). Topics discussed include tips for teachers to learn from each other, suggestion on updating one's knowledge of what's available from the Historical Association, British Library and British Museum and need for teacher to encourage students to identify gaps in chronological understanding.

Several letters to the editor are presented in response to articles in previous issues including "Death of radical historian Raphael Samuel marked by major event" in the June 23, 2016 issue and "Shelf life" in the June 23, 2016 issue.

In this article, the author discusses various trends in the education. He comments that students are being taught politically correct things only and still the traditional way of teaching the 3 Rs is being followed in most of the schools in England. He further predicts that soon the education system will undergo a change in which the study of geography and science will be merged with the contemporary issues of global warming and history will be viewed as social understanding.

This section offers news briefs related to universities in Great Britain. The University of Liverpool's School of Classics, Archeology, and Egyptology is raising funds in order to build a heritage and research center in Luangwa Valley in Zambia. Four thousand microscopic worms will be sent into space as part of a project by physiologists at the University of Nottingham who are studying muscle loss. Matthias vom Hau, researcher at the Brooks World Poverty Institute at the University of Manchester studies books that are used to teach national history.

Several letters to the editor are presented in response to articles in previous issues including "Make children embrace the boredom," by Frank Furedi in the October 23, 2009 issue, "Horrible Histories author sticks knife in on 'dinosaur' politicians," in the October 2, 2009, and "Early-years debate in search of battle lines," in the October 23, 2009 issue.

Several letters to the editor are presented in response to articles in previous issues including "History has done a bunk. Now save it" in the September 25, 2009 issue, "Head's fury at 'injustice' of rejected KS2 appeals" and the editorial on Teachers' Pension Scheme in the October 2, 2009 issue.

The article presents the criticism of Terry Deary, an author of the book "Horrible Histories," regarding the history subject in schools in Great Britain. It cites his argument based on his book that the pupils' lack of interest in history education must be blamed to Conservative politicians for they manipulate schools system. However, the Historical Associations' chief executive, Rebecca Sullivan, states that part of the problem in history education is the lack of time to study it. INSET: More gory stories.

The article focuses on suggestions of historians about teaching history to pupils in schools in Great Britain. Justin Pollard said that school history lacked the breadth of chronology instead of depth of topics. On the other hand, Alex von Tunzelmann asserted that teachers should choose relevant historical topics.

A quiz concerning the subject history is presented.

The article presents a lesson plan for Year 7 students which teaches about the history of castles and the Middle Ages.