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The author discusses how his British grammar school's history department attempted to utilize frameworks of knowledge to enhance the learning experience of Year 9 students concerning the history of the 20th century. It examines his use of storyboards to assist students in thinking about interrelationships between key historical events and how individual events fit into the framework.

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.

Struck by what he saw as the complexity, artistry and cognitive achievement of historians' narrative accounts, Robin Kemp decided to explore ways of teaching his pupils to write narrative and to analyse the role of such writing in developing various kinds of historical thinking. Working with Year 8 and Year 10 he designed a research project that would probe the quality and nature of pupils' learning during two narrative-rich enquiries. Each enquiry was designed to culminate in pupils' own narrative accounts. Using a hermeneutic theming method to analyse his pupils' writing, Kemp also sought to define emergent properties that might be useful in future efforts to find ways of assessing written narrative. [ABSTRACT FROM AUTHOR]

The current National Curriculum for history requires pupils to 'identify and investigate specific historical questions, making and testing hypotheses for themselves'. While Kate Hammond relished the encouragement that this gave to her pupils to engage in the process of historical enquiry, she was keen to develop a much clearer sense of what successful pupil-led enquiries would involve and to ensure that all the pupils in her class - not just the higher attainers - could succeed in this endeavour. Here she outlines a provisional list of attributes that might characterise successful practice and explores in detail how two of these attributes- generating worth while historical questions and recognising the need to keep testing a hypothesis- can be effectively developed. [ABSTRACT FROM AUTHOR]

The article reports that the history curriculum in Great Britain is at risk of being "hijacked" in the interests of greater social cohesion. The author believes that while the government prioritizes the teaching of citizenship and world history, students increasingly lack a basic understanding of how the country they lived in was shaped.

The article discusses the importance of the History Matters campaign as it highlights the promotion of history in Great Britain. The author suggests ways in which historical significance as a school subject can be developed in the classroom, by making history important. He also comments that history teachers spend so much time teaching about why William won the Battle of Hastings that students entirely lose sight of why it might matter.

The article discusses the English and Spanish perspectives on the meaning of the concept of significance in the framework of history teaching in Great Britain. The author demonstrates that different systems of history education create pupils who are likely to think for themselves in the area of assigning and analyzing historical significance. She clarifies some of the ways in which students can be taught to become true historians as she compares both language experiences.

The article discusses the impact of students' preconceptions on the understanding of historical significance in Great Britain. The author suspects that the concept of the significance of different aspects of historical periods was affected by the preconceptions. The author suggests a plan of categorization for the preconceptions students bring to history and submits some tentative ways in which students' preconceptions might be challenged, directing them into making historical judgments.

Focuses on the role of black and Asian people in World War I and World War II. British contribution to the two world wars; Interpretation and nature of historical accounts; Opportunities for oral history.

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 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.

Presents an educational assessment program intended for Year 9 students of history education in Great Britain. Design of the program that allowed pupils to work in friendship programs in order to facilitate research conducted out of lesson time; Construction and delivery of presentations geared to answering historical questions; Result of the assessment on the enhancement of pupils' self esteem and their involvement in the construction and realization of assessment opportunities.

Explores assessment for learning principles in history education in Great Britain. Reason on the difficulty of achieving progress in history education; Feature of peer-assessment wherein teachers place great emphasis on creating a supportive and constructive classroom climate in which success is celebrated; Purpose of educational policy to make assessment and marking more meaningful and to help teachers to build more coherent picture of a pupil's progress.

Outlines professional techniques for an enjoyable history education in Great Britain. Importance of clarity; Significance of 'modelling' with appropriate text and discussion; Crucialness of the use of the activity in a sensible place within medium-term planning; Relations between history education and literacy. INSETS: Activity One.;Activity Two.;Activity Three..

The article focuses on the teaching of history in Great Britain. The plan of the government to change the face of sixth-form education is addressed. The system for determining A-level syllabuses and assessment criteria is described. The benefits of the conference held by the Institute of Historical Research are also cited.

Discusses the use of information technology to enhance the learning and teaching of history in Scottish schools. Description of the programs; Enhancement of the learning and teaching of history; Standard grade historical investigation.

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.

Investigates how history teachers handle expressions of ethnocentrism in their classrooms. Interview of teachers on their own understanding of ethnocentrism; Degree of abstraction in defining ethnocentrism; Ethnocentrism in relation to classroom practice at three levels of expression; Countering ethnocentrism in the classroom.

Discusses issues related to the study of history in Great Britain. System of teaching history followed by the Open University; Effect of budget reductions on libraries in the country; Changes that occurred in Rutland County after 1974.

The essay discusses the state of historical education for primary and secondary students in Great Britain. The author is critical of efforts to incorporate more Britain-focused material into the country's history National Curriculum, noting that such rote learning negatively effects students' critical reasoning skills. He argues that such a narrative approach could erroneously downplay Britain's modern diverse national identity.

The author discusses a campaign led by British politician Michael Gove concerning a proposed history curriculum for British schools as of May 2013. The author argues that Gove's proposal calls for the curriculum to present British history as a narrative of progress from despotism to democracy, and that it contains myths and inaccuracies. The article also discusses support for Gove's proposals from Anglican cleric Giles Fraser. The author discusses the concept of moral awareness among humanity.

The editor discusses statistics that suggest that British students lack important historical knowledge and reflects on how history is taught as well as how the appeal of history seems to be waning on students. He comments on curriculum-related issues as well as parents' role in promoting historical education.

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 discusses Great Britain's National Curriculum for History, focusing on increasing the students historical knowledge of events prior to 1066. Other topics of the article include teaching history, pre-Medieval British history, and historical topics such as World War I, World War II, and the Anglo-Saxons.

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.

The author discusses how he teaches his Year 8 students about the English Civil War and to the way in which historians identify themes by sorting factors into groups. Students were given a series of questions to answer and had to sort them into either the political, social, or economic group of factors that led to the war.

The article discusses a history teaching lesson that was used by teachers at the Newton Primary School and Callander Primary, which are both located in Dunblane, Perthshire. When learning about the evacuation of children into the rural areas of Great Britain during World War II, students from Newton were sent to Callander to recreate the experience of internal displacement for one day. Representatives from the Hamilton Toy Collection Museum showed the students war memorabilia.

Offers suggestions on how to design enquiries to make students think about interpretations of World War II in Great Britain. Difficulty in encouraging A-level students to analyze their own culture; Use of computer games for homework. INSET: Designing enquiries to make students think about....

Focuses on the use of a three-dimensional roller coaster in teaching religious change in Great Britain in the sixteenth century. Design specification of the roller coaster which is in the format of a working wall display; Students' reaction to the teaching device.

Examines ways of engaging and supporting pupils who are learning English as an additional language (EAL) in teaching history lessons in Great Britain. Effectiveness of the national strategy paper, "Access and Engagement in History"; Benefits of writing frames and card-sort activities for foreign pupils learning English; Relevance of the country's curriculum for EAL pupils.

Discusses the importance of studying twentieth-century German history as A-level option for history education in Great Britain. Role of the Third Reich issue on the livability of the issue for debate; Point of the study to explore the different popular and educational representations of the Holocaust; Benefit of the topic for students to show the different purposes and impacts of these interpretations.

Reports that an AS-level in the history, philosophy and ethics is being piloted in Great Britain. Subjects students will be encouraged to research; Assessment of pupils on the merits of a research project of their choice; Overview of the course; Aim of the qualification being piloted in some schools before going nationwide.

Advises history teachers in Great Britain on teaching Anglo-Saxon history. Description of the Anglo-Saxon age; Use of map work to study place names and the movements of the Anglo-Saxons; Holding of a debate similar to the debate held by the Synod of Whitby over which form of Christianity should be adopted for England; Study of the leadership of Alfred the Great. INSET: Resources..

The article offers information on the revisions made in the final national curriculum in Great Britain. It discusses the significant changes made in the curriculum framework of design and technology and for history, and mentions that more detailed design processes have been introduced. It further discusses the revisions made for the vocabulary development in program for English study and flexibility for teaching in choice of foreign language teaching in primary school.

A reprint of the article "History report held up by row," which appeared in the December 22, 1989 issue of the "Times Educational Supplement" is presented. It discusses a dispute between the British national curriculum history working group and British education secretary John MacGregor over the emphasis that factual information such as dates should receive in the curriculum. The coverage of Great Britain's involvement in various historical events in the curriculum is also discussed.

The author reflects on the Holocaust and its position as a subject that is taught in British schools in the Key Stage 3 history curriculum. He comments on various educational resources and programs that have been established to aid teachers in presenting lessons about this subject including the Holocaust Centre memorial museum in Nottinghamshire, England, the Holocaust Educational Trust (HET), and the Holocaust exhibition at England's Imperial War Museum London.

The article reports that the proposed revision of history curriculum for primary schools in Great Britain is being criticized. Alan Hodkinson of Liverpool John Moores University states that not teaching chronology until the end of primary school is a mistake because it is important to history. He adds that teaching chronology is very important because without it children can not specify when events are happening. INSET: Six areas of learning.

The article previews the results of a British governmental report on primary education curricula undergone in 2009. Details are given outlining the proposed changes to the state's subject content paradigms, noting the dropping of World War II and Victorian era history and the adoption of digital technology and research instruction instead.

The author comments on history teaching in Great Britain, noting that it has transitioned from a focus on political and military history to a focus on social history. She explains that students learn about the people, how they lived, what they wore, and how they passed the time, in addition to what was happening in the government and internationally. She calls for this to be taken another step further to "inclusive" history that adds discussion of all peoples and how they impacted the country.