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The article presents a situation in initial teacher education/training with an emphasis on helping students with poor levels of literacy within a mainstream history class. Topics discussed include a lesson plan for Year 9 students, the department head's critique of the lesson plan for Year 9 students, and some strategies to wean students off the use of writing frames.

The article focuses on the Harkness method, a teaching and learning method that involves students seated in a large, oval shape in order to discuss ideas in an encouraging, open-minded environment with minimal teacher intervention. Topics discussed include the use of the method with history students at the Manchester Grammar School in Manchester, England, helping students formulate their own academic arguments, and the integration of the students' arguments into their essays.

The author introduces an alternative to the Point, Example, Explanation, Link (PEE/L) model in teaching essay writing to students. Topics discussed include the history essay and the use of acronyms as scaffolding, the constraints imposed by the PEE/L framework, and the development of an analytical mnemonic for sizing up the essay question.

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]

The article reflects on the guidelines on how to create and use innovative starters and plenaries in history lessons. The guidelines include using the laptop/desktop as a filing cabinet of resources, sharing resources across and outside the department, and downloading as much free resource materials as possible. It also presents a delegate's account of her experiences and what she learned at the Historical Association conference.

Focuses on the Historical Association Curriculum Project, a project set up by the Historical Association which is designed to make detailed proposals about the content of a new history curriculum in schools in Great Britain. Aim of the project to critique the current state of history in schools; Intention of the project to make proposals about the underlying principles and philosophy which should determine the shape of history; Development of detailed model for history provision in schools.

Presents a classroom problem involving children's preconceptions in history. Details of the problem; Method used in delivering the problem to the students; Solutions presented by several history teachers on the problem.

Explores an approach of assessment in history education in Ontario. Aims of the Essentials Project to establish a defensible set of outcomes for students taking history and social science courses; Goals established to measure the achievement of students at the end of secondary school; Issues that emerged from the approach.

Presents a history assessment in Year 7 students involving history lesson on Joan of Arc in Great Britain. Consideration of effective means of marking the pieces of extended writing as a piece of formative assessment; Attention on small stages that would build pupils understanding and culminate in an extended answer to the overall inquiry. Lesson plan for the Joan of Arc lesson sequence.

Focuses on the author's work in developing definitions and practice concerning pupils' thinking about historical significance. Application of the work in relation to the 19th century campaigner against the Contagious Diseases Act, Josephine Butler; Reasons for developing a set of criteria for structuring pupils' thinking about historical significance; Focus of the work on the extent to which an event, person or development is historically revealing.

Presents news briefs related to the teaching of history in Great Britain as of February 1998. Conferences; Exhibitions; Development of a series of computer-based tutorials for university undergraduates financed by the Teaching and Learning Technology Programme.

The article discusses various strategies used by history teachers to help students write history essays. Topics covered include teaching students to visualise relationships between causes, the use of sorting to teach students find an argument structure, and teaching students how to use the same factual material to respond to differing questions.