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The article presents an interview of Samira Ahmed, a journalist, writer and broadcaster. Topics discussed include experience of celebrating British history going back to the Romans and built elaborate papier-mâché exhibits; experience of learning dance; and experience of learning about world religions.

The article discusses the inability of the education system in Great Britain to deal with contentious matters. Topics covered include the fact that the country's national curriculum was developed to rein in the growing tendency in some schools to debate with pupils some issues, and the establishment of the private exam board in the 1980s to stop schools from encouraging thinking that would upset the balance of society.

The author discusses the relevance of the book "The Making of the English Working Class," by E.P. Thompson, 50 years after it was published. He provides a brief background on the period that Thompson wrote the book and his inspiration. He claims that Thompson viewed the working class as free-born Englishmen who have a history and a will of their own. He describes the reasons why students should give attention to the book and its role in the British history.

The article deals with the relevance of celebrating Black History Month all year. Topics discussed include the contribution of Black Lives Matter protests to exposing the systemic racism and racial inequality that affect black people, the disadvantages of separating black history from the rest of Great Britain's history, and the need to educate young people about the negative aspects of racism.

A literary criticism of the book series “Horrible Histories" by Terry Deary is presented. It outlines the historical events and explores their symbolic significance with comic illustrations from illustrator Martin Brown. It examines the idea to make history more interesting and to arouse children's curiosity to get children to care and presenting the unusual, gory, or unpleasant aspects in a comic manner in contrast to the formality of lessons taught in school.

The author comments on the inclusion of British history in the General Certificate of Secondary Education (GCSE). Topics covered include the importance of emphasis on British history in the school curriculum, how the teaching of nationalist history has given the teaching of national history a bad reputation, and the past criticism of history curriculums being too jingoistic.

The article presents a list of Archbishops of Canterbury who were executed or murdered while in office including St. Alphege, St. Thomas Becket, and Simon Sudbury, and offers advice for including their stories in history lessons. Issues faced by Justin Welby, the Archbishop as of March 2013, are also touched on.

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.

An interview with John Franklin, headteacher at Christ's Hospital boarding school in West Sussex, England is presented. When asked about their decision to relocate from Australia to England, he notes their interests in the country and its people, including the history and culture. It mentions his foresights as headteacher in an independent sector. It elucidates the relevance of clear vision in order to attain success in the career. INSET: CV.

The article presents a creative lesson plan that will teach children about the English King Henry VIII and sharpens their ability to ask questions. The monarch is scheduled to be interviewed for a mock television program called "Meet Ye Presse" for which the teacher takes the role of the king. The children write up their stories for homework and format the document to look like a newspaper so they also learn computer skills.

The article describes the author's interdisciplinary method of teaching the great fire of London, England, which took place in 1666, to primary-school students in Great Britain. She describes her use of photographs, mind maps, and extracts from television documentaries to build pupils' knowledge of the time and event. She explains that her pupils use diarist Samuel Pepys' writings as an eyewitness account of the event. She describes methods of assessment and topics of discussion. INSET: Resources.

The article presents a teacher's suggestion for broadening the focus on historical figures in Great Britain's key stage 1 history lessons. She begins her lessons with an activity to determine students' understanding of the word "famous." This is followed by a drawing activity and then a multidisciplinary study of Queen Elizabeth I and a comparison of her to Queen Elizabeth II. She lists people studied and describes activities used, including watching DVDs, discussion, art, and research.

The article explains that March 25, 2007 is the bicentennial of Great Britain's abolishment of slavery. The author recommends educational resources to commemorate the event. She recommends Daniel Lyndon's website, which contains resources, lessons materials, and historical articles. She describes museum exhibits, charity program resources, and government resources. The Qualifications and Curriculum Authority is recommending compulsory study of slavery, for which these resources would be helpful.

Reports that professor of history at Cambridge University, Christopher Andrew, has been chosen to write the official history of the British Security Service, M15. Andrew's access to the M15 archives; Issues expected to be addressed by Andrew's research; Andrew's contributions to the British intelligence history.

Reports on the academic debate over whether the Bayeux Tapestry, which depicts the Battle of Hastings in 1066, was made in England or France. Prevailing theory that the tapestry was the work of Anglo-Saxon seamstresses in Canterbury; Emeritus professor of medieval history at Western Michigan University in Kalamazoo, George Beech's claim that the tapestry is the work of a French embroidery school; Beech's theory.

Focuses on the recommendation of the Historical Association (HA) for the history curriculum for Years 11 to 19 in Great Britain. Comments on the historical sources used in the General Certificate of Secondary Education; Results of the HA Curriculum Project which revealed the state of history teaching; Necessity of taking out the examining process through a more flexible framework of coursework.

Presents opposing views on how will history judge Admiral Horatio Nelson. Nelson's leadership style; Controversy regarding the role of Nelson in the destruction of the Neapolitan Republic in 1799; Aspects of Nelson's life that make him less heroic; Criticism of Nelson's conduct towards the Neapolitan rebels.

Focuses on the Kilmartin House museum and archeology center. Aim of the center to educate visitors about the land of Kilmartin from the ice-age up to the dark-ages; Focus on the artifacts left by the people of the coastal kingdom of Dalriada; Feature or more than 150 prehistoric sites of cairns, stone circles, rock carvings and sculptures; Revelation of the ancestry of Great Britain; Offer of an archeology dig.

The article presents the author's views on the implications of the 2015 general elections in Great Britain for the country and the universities. The author argues that whoever comes to the power in this election, strong financial leadership will be key both to the country and the higher education in the nation's universities. It also discusses the findings of a poll on the voting intentions of higher education staff in the nation's universities.

The article features the Old Bailey Online web site about British criminal and social history, available at www.oldbaileyonline.org.

The article discusses London's Ghost Bus Tours in London, England from the company Time Tours Ltd., where students can participate in a scavenger hunt and bus tour on historical events, such as the 17th-century English Civil War, the burning of St. Paul's Cathedral in 1666, and the invasion of 1066.

The article highlights several educational games and activities developed by readers of the journal focused on British history topics including an examination of town life in the Middle Ages, an exploration of fashion during the Tudor age, and an analysis of society during the Industrial Revolution.

A calendar of notable dates in British history for the week of January 9-15, 2012 is presented which includes the 1645 beheading of Archbishop of Canterbury William Laud, the granting of degrees by the Open University in 1973, and the end of the foot-and-mouth disease British food crisis in 2002.

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 article offers information on the launch of the book "The Right Kind of History," by Princeton University history professor David Canadine. It states that the book focuses on the teaching of history in state schools in England since the early 1900s. It mentions that the launching of the book will be held at London's Institute of Historical Research. Furthermore, the book was written with fellow historians Jenny Keating and Nicola Sheldon.

The satirical article focuses on the induction of Simon Schama as the special adviser on history of the Coalition in Great Britain.

A quiz related to the achievements, history and ruler of Great Britain is presented.

A quiz concerning history in Great Britain is presented.

A quiz concerning several historical figures and events in the U.S. and Great Britain is presented.

The author offers a theory about why England are out of the World Cup. He opines that the English suffer from a surfeit of politeness. He suggests that England's performance at the World Cup could just be in keeping with the nation's history. He also comments on the suggestion that the English, unlike other teams, have no sense of national identity.

The article presents arguments of several historians on the debate whether the crisis and decline of the 1970's in British post war history is exaggerated or simplistic. Durham University history lecturer Lawrence Black acknowledged the sense of crisis at that time, with moral panics about punks, muggers, scroungers and strikes. Bristol University lecturer Hugh Pemberton, argued that in reality, strikes were far from being a social problem because many of the economic and political problems of the time were global in nature.

The author presents a comparison of the men from the 11th century with men in the 21st century. He comments on the true meaning of manliness and mentions Edward the Confessor, William, Duke of Normandy and the Anglo-Saxons and stories behind their success and the controversies that are synonymous with the famous men's lives in the 21st century.

The author describes his use of role-play to teach about Tudor England and King Henry VIII. Pupils work in seven groups to research Henry VIII and each of his wives, looking for information that would help them determine which wife was Henry's favorite, a popular question among pupils. Using their research, the groups select one representative each and the class carries out a question and answer session, talk-show style, to present the information and vote to determine Henry's favorite.

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.

The article presents information on the creative curriculum and how it was used to teach history a special school in England. The author explains that students at her school, Pear Tree School in Lancashire, range in age from three to 19 and have severe learning difficulties. She describes a week-long study of the Great Fire of London in 1666, which involved drama workshops, PowerPoint presentations supplemented by sound effects and water spray, role play, and student sound recordings.

The article reports that the Office for Standards in Education (Ofsted) feels that Great Britain's history curriculum needs to be more relevant to children from different ethnic backgrounds. Ofsted's Christine Gilbert believes that a more inclusive curriculum could contribute to easing racial problems. History teacher Scott Baker, who contributed to the Qualifications and Curriculum Authority 2007 curriculum update, agrees that students need to be taught a broader perspective.

The article reviews "The First Black Britons," an educational DVD from Beckmann Visual Publishing.

The article focuses on the study of multi-ethnic history in Great Britain. The Qualifications and Curriculum Authority has released a bibliography of resources, including books and web sites, that reportedly make it simpler for educators to find a starting point in teaching multi-ethnic history. The article also mentions some of the books and people in the bibliography.

The article reports on the digitization of documents about British history as part of a £22 million project that covers official publications between 1688 and 1995, which is being offered to universities and colleges. The Joint Information Systems Committee initiated a project to digitize records from the 16th century called the British Official Publications Collaborative Reader Information Service (BOPCRIS). Digitization enables cross-linking between resources for research projects.

The author reflects on the interest of British rulers on the historical anniversaries of the country. He implies that such interest is manifested by the extended defense of the benefits of the Union of 1707 and the effort to foster a cult of Britishness. He mentions that Prime Minister Tony Blair apologized for the Irish famine and the slave trade. He contends that the idea of centenaries reduces history to the level of the memoirs of a person with amnesia.

The article discusses an activity exercise for pupils learning English and history. Pupils produce a holiday travel guide to a place and time of their choice. Orient the students with the Ray Bradbury short story "A Sound of Thunder," where they go back to hunt a tyrannosaurus. Students research whom and what their tourists would see and do at their chosen time and locale, including food and accommodations, restricted to the time frame 1066-1966.

The article discusses teaching about racism in British public schools. The author asserts that not only teachers' bigoted attitudes require changing, but also pupils' backgrounds affect their behavior and school performance. Alan Johnson, Education Secretary, recommends teaching tolerance through citizenship lessons. The author prefers it be taught through history, studying immigrant groups and cultures like Vikings, Romans, and Normans.

This article presents the author's views on her collection of Edwardian suffragette movement. One of the reasons she collects suffrage material is because she wanted to feel connected to the women she was researching. She collects from three main sources--dealers, donors and eBay. A comparison of the three main sources are presented.

The article focuses on a British citizenship guide designed for students and teachers. According to the article, the historian David Starkey has criticized the guide for its perceived shortcomings in terms of explanation of the development of the United Kingdom's constitution. Starkey believes that the guide does not adequately explain the English Civil War or the granting of the women's right to vote.