Initial Teacher Education


Decolonising the history curriculum in primary and secondary schools in Bristol
Sarah Whitehouse and Justin Vafadari
University of the West of England, Bristol
This workshop will share the findings of a research project that worked with 12 schools in Bristol. The focus of the research looked at challenges and best practice in decolonising the history curriculum. Key focuses are using Bristol as a unique environment in which to explore place-based learning and how to use the child as a starting point in curriculum-making.
Friday – 10.30-11.30 – F1IWV

Teaching history through objects: the mobility of objects across boundaries 1000–1700
Katherine Wilson and Michael Bird
University of Chester
This workshop will explore how using authentic historical artefacts with pupils can create engaging, unique and insightful learning opportunities, grounded in an evidential and experiential approach to ‘doing history’. It will reflect on the success of a research network that brought together educators, academics, museum curators and trainee teachers to take medieval and early modern objects from the Grosvenor Museum, Chester into schools. For more information please see the conference website.
Friday – 11.45-12.45 – F2IWB

BristolClio – a model for self-CPD and resource sharing in the history teaching community
Laura Tilley, Verity Morgan, Toby Dove & Laura Hill
BristolClio is a CPD group of history teachers set up in September 2018 by Laura Tilley and Kate Hawkey. It was decided that there needed to be a platform for teachers to create their own CPD, especially at a time when schools were unwilling/unable to fund CPD opportunities. The group focuses on resource sharing, ideas and collaboration around a variety of different topics in history teaching. This has culminated in a website due for release soon. We would like to share this CPD model.
Friday – 13.45-14.45 – F3ILT

Developing a community among history educators
Ailsa Fidler
Liverpool John Moores University
Clare Stow
Canterbury Christ Church University
This session will discuss how a community of practice can be achieved through a range of collaborative opportunities. There will be a focus on ways of supporting primary ITE students through providing feedback and subject- specific targets. We will be discussing some valuable lessons learnt.
Friday – 16.30-17.30 – F4IFS


Making better decisions: developing critical engagement in early career teachers
Alex Ford
Leeds Trinity University
Many trainee teachers struggle to unpick the complex decisions made by experienced teachers. As a result, they find it difficult to move beyond surface features of lessons they observe and therefore make complex decisions themselves. This session will explore the use of Legitimation Code Theory as a simple toolset for helping trainee and early career teachers to engage in more critical observation of teacher decision- making in order to support their own ability to make well-considered decisions in lesson planning and delivery.
Saturday – 10.30-11.30 – S1IAF

Is there any history in here? Mentoring using the CCF and ECF as a launchpad for history-specific thinking
Victoria Crooks
University of Nottingham
Laura London
University of East Anglia
The ITT Core Content Framework and Early Career Framework have established a core curriculum for beginning and early career teachers that is expressed in generic ways. This session seeks to explore how those supporting history teachers at this point in their careers can support history-specific thinking and development while still meeting the requirements of the CCF and ECF.
Saturday – 11.45-12.45 – S2ICL

Putting the history into the Early Careers Framework
Martyn Bajkowski
Pleckgate High School
Considered from the subject mentor’s point of view, this session will highlight examples and provide guidance as to how a mentor might help support and develop their staff by interweaving key historical pedagogy with the research foundations of the Early Career Framework.
Saturday – 15.00-16.00 – S3IMB

‘History up close’: helping trainee teachers to secure real engagement through historical knowledge
Alison Kitson and Michael Riley
UCL Institute of Education
The premise of the workshop is that real engagement with history in classrooms
is supported by teachers’ deep subject knowledge, often developed over years, and that this can be challenging for beginning teachers. Drawing on real examples of practice, Michael and Alison will share insights into the transformative role of teachers’ subject knowledge in capturing students’ interests. They will then suggest how school mentors, course tutors and the trainee teachers can work together to maximise opportunities to develop subject knowledge in meaningful ways and harness the knowledge that trainees already have.
Saturday – 16.15-17.15 – S4IAK

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