Korea: a forgotten war?
Ben Walsh and HA Teacher Fellows

Many scholars and veterans of the Korean War see it as a ‘forgotten war’. The same might be said for the Korean War in the history classroom. There is great potential in giving the Korean War a higher profile, from Key Stage 3 to GCSE or A-level, whether for straightforward historical interest – the fact that the war is an excellent vehicle for teaching students about key concepts – or to build a better understanding of the Cold War. This workshop will explore reasons for giving the ‘forgotten war’ a higher profile and will provide ideas, approaches and resources for doing so.
Friday – 10.30-11.30 – F1SMW

Decolonising A-level history: how and why?
Heather Sherman
York College
In this session we will look at how to approach decolonising A-level history in circumstances where we, as A-level teachers, are more restricted by specifications compared to Key Stage 3. This session is suitable for all exam boards and units, and will look at how to approach decolonisation in a wider context and then also in a specific context, with examples from an Edexcel A2 Britain paper.
Friday – 10.30-11.30 – F1SHS

Fresh eyes – take a look at RETEACH, a new free ALCS resource to pep up planning of old and new topics
Carmel Bones
A chance to explore RETEACH with your own curriculum ‘gaps’ in mind. It’s designed for teachers seeking guidance on difficult-to-teach topics, with resources to help offer students broader perspectives using free-to-access guides written by experts. The session will provide case study examples and a chance for showing and sharing, so that you leave with takeaway ideas to make up-to-date adjustments to your teaching.
Friday – 10.30-11.30 – F1SCB
Saturday – 11.45-12.45 – S2SCB (only Saturday available virtually)

The West Indian soldier over time – teaching black history at Key Stage 3 through National Army Museum resources
Tracey Weller
National Army Museum
In 2001, the National Army Museum curated a fascinating new exhibition exploring the little-told story of Caribbean people in the British Army and of the British Army in the Caribbean. This practical workshop will show how to make best use of the exhibition’s free online resources, including an interactive timeline spanning 300 years of history, taking in transatlantic slavery, the rise and transformation of the British Empire and the World Wars. New film resources on the life of Walter Tull, the British Army’s first black officer during the First World War, and the experience of Caribbean women during the Second World War will also be featured. Come and see how your Key Stage 3 pupils could end up viewing black history through a military lens.
Friday – 10.30-11.30 – F1STW

All roads lead to Constantinople: how the Ottoman Empire can enrich your history curriculum
Tom Allen
St George’s International School, Munich
From the time of the Silk Roads to the era of the League of Nations, the Ottoman Empire held sway over a great swathe of the world. This session will make the case for including Ottoman history in your Key Stage 3 curriculum, as a fascinating civilisation in its own right and also as the key to understanding other historical developments, from the voyages of Columbus to the causes of the First World War.
Friday – 10.30-11.30 – F1STA

Teaching historical interpretations to Year 7 – making complex concepts accessible to younger historians
Laura Tilley
Kings Oak Academy
I have researched and created a scheme of work looking into how to teach historical interpretations to Year 7 students. Such a complex concept is usually reserved for older students at GCSE. However, as part of my Masters in Education, I researched and designed a scheme of work that makes this accessible to younger students, simplifying it without making it too simple.
Friday – 10.30-11.30 – F1SLT

1979: the new 1919? The Iranian Revolution and global history
Robin Whitburn and Abdul Mohamud
Justice to History
What significant historical turning points shaped the world of the mid-twenty-first century? Our history curricula should consider these, alongside landmarks like the Versailles settlement of 1919 that were significant for much of the twentieth century. The Iranian Revolution of 1979 had a profound impact not only on political Islam in the Middle East but also on international relations across the globe. Its impact is still evident today. This Justice to History enquiry for Key Stage 3 or 4 will help your students to understand key aspects of the global politics of the last 50 years.
Friday – 11.45-12.45 – F2SWM

Embedding black British history – mindsets and methods
Pearson Edexcel History in partnership with The Black Curriculum

This workshop is designed to support teachers to cultivate the mindset and methods essential to embedding black British history through accessible, practical and impactful actions. Attendees will explore positionality and decoloniality and reframing curriculum, pedagogy and school culture, including the importance of an anti-racist pedagogy. Discuss why and how to embed black British history with case studies, actions and resources, plus praxis and delivering an action plan for enhanced racial literacy provision.
Friday – 11.45-12.45 – F2SSP

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Beyond Guernica – bringing the Spanish Civil War to the Key Stage 3 classroom
Christopher Jones
North Bridge House Senior School
This workshop begins with Picasso’s famous painting and outlines an approach to teaching the Spanish Civil War to Key Stage 3 students. It will demonstrate not only that the inclusion of the conflict is worthy of study but also how the teaching of key concepts helps to better prepare students for GCSE history. The workshop shows how this enquiry can help students to develop a better ‘sense of period’ of the Europe of the 1930s by strengthening the knowledge that they have gained from other enquiries.
Friday – 11.45-12.45 – F2SCJ

The wounded and the widowed: examining the lives of seventeenth- century people through Civil War petitions
Alex Cazaly
Newham Sixth Form College
Andrew Hopper
University of Oxford
Halima Yasmin
Newham Sixth Form College
Showcasing a lesson sequence exploring how the lives of war widows and maimed soldiers were impacted by the English Civil War, with a specific focus on language, identity and gender and people’s changing relationship with the state. Developing a pedagogy for source analysis using the online Civil War Petitions archive, we aimed to develop our students’ source comprehension while enhancing their cultural capital and allowing them to explore diverse and personal histories not often covered in exam specifications.
Friday – 11.45-12.45 – F2SCH

Students, sources and six degrees of separation
Andrew Payne
The National Archives
How can we get students to use sources constructively to develop enquiry and extended writing, based on authentic research using original documents? Andrew Payne, Head of Education and Outreach at The National Archives, will once again be using the world’s greatest archival collection to investigate the transatlantic slave trade and demonstrate how students can weave their chosen documents into intelligent historical narratives. The approach will work
for students of all ages and with all topics, so even if you don’t teach about slavery, you will still discover important techniques to enhance source-based enquiry in the classroom.
Friday – 11.45-12.45 – F2SAP
Saturday – 16.15-17.15 – S4SAP

“Miss, has the book arrived yet?” Keeping the love of history alive for GCSE students 
Sally Burnham
Carre’s Grammar School
Friday – 11.45-12.45 – F2SSB

We all know the dangers of GCSE History becoming content followed by more content, exam question after exam question, and students losing their passion for history. This workshop will look at a variety of ways to ensure students across the ability range don’t lose their love of history as they engage in rigorous activities, get excited by historical interpretations and learn to express their ideas in coherent and well-structured ways. This of course will help lead to good results, students who are A-level ready as well as keeping the love of history alive for your GCSE students.

Geography’s just colouring! What can history teachers genuinely learn from the pedagogies and discipline of geography?
Tremaine Baker
Middlesex University
How can the spatial focus of geography enrich a history lesson? How can environmental factors provide a broader focus to causation enquiries? How does geographic empathy, towards different people and places, relate to the history classroom? This session, built on the popularity of recent publications such as Origins (Dartnell, 2019) and The Power of Geography (Marshall, 2021), will show how geography can be effectively brought into the history classroom to enhance learning.
Friday – 13.45-14.45 – F3STB

Teaching emotive and controversial history: a case study – Britain in Palestine at Key Stage 3
Andrew Wrenn
There has really never been a more difficult time to be teaching emotive and controversial history than in the present climate of polarised opinions and culture wars. The easiest way for a history teacher to deal with it is to avoid studying it at all. This practical session will explore how such history might be approached through a case study of one of the most contested territories on Earth, Palestine, and how it came to be occupied by British imperial forces during the First World War. It will show how a balanced view of the occupation and its consequences can be reached through an overview of the decades prior to British intervention, contrasted with a depth study of the Palestine campaign itself. Approaches will be modelled, showing how dual coding of knowledge in both visual and oral forms can support transfer to long-term memory. The session will also feature the use of fascinating original source material not seen in the classroom before to deepen knowledge.
Friday – 13.45-14.45 – F3SAW

A new window on the Mughal world: the historian Ruby Lal and the astonishing reign of Nur Jahan
Paula Lobo
Bristol Grammar School; University of Bristol
When Ruby Lal told her colleagues that she was going to write a history about Mughal women, they laughed at her. ‘How are you going to write a history of Mughal women?’ they said. ‘There are no sources!’ But Lal was determined to write a history about a very special Mughal woman: Empress Nur Jahan. ‘I dived deeply into the court records,’ Ruby Lal explains. ‘Nur Jahan is there, it turns out; all we have to do is look for her. You have to peer around the towering figures of men.’ In this session, I outline a scheme of work, targeted at Year 8 pupils, that shows pupils Lal’s interpretive process
at work: the sources she found, the comparisons she made to other sources and the paintings she analysed. Come and see how Ruby Lal challenged the romantic interpretations of Nur Jahan shown in 1970s movies, and how she complicated simplistic modern cartoons in order to create her own interpretation of a skilful leader and capable politician.
Friday – 13.45-14.45 – F3SPL

Mechanisms to support the understanding of historical narrative: the reflections of an experienced classroom teacher
Tom Williams
Joseph Chamberlain Sixth Form College
The past – its attitudes, its language and its people – is sufficiently alien already to be a daunting academic pursuit for the young people that we teach; and that is even before you stir in the historian’s focus of categorisation – socio-economic, political, foreign, gender and more.
This session focuses on how practical techniques can support post-16 learners to appropriately understand the differing narrative constructs within which the past can be fitted, and thereby support a meaningful and long-lasting approach to change.
Friday – 13.45-14.45 – F3STW

Do Gypsy, Roma and Traveller children see themselves in your history classroom?
Helen Snelson
University of York
Richard Kerridge
Cambridge Assessment
Gypsy, Roma and Traveller people are the largest minority ethnic group in some communities (and therefore in some schools) in the UK. Helen and Richard have been working with other teachers and historians to create resources to support both teaching and teacher knowledge. From a short sequence focused on change and continuity in the long nineteenth century, to slot-ins to popular topics such as the First World War, they will share what they have learnt and the work so far to encourage confident teaching of this neglected past.
Friday – 13.45-14.45 – F3SSK

Teaching sensitive and controversial issues in AQA history
Matthew Fearns-Davies
Sir William Robertson Academy
Eoin MacGabhann
AQA History
This session will explore different approaches to teaching controversial and sensitive history. Drawing from a range of topic areas and case studies in AQA’s GCSE history specification, Matthew and Eoin will demonstrate a range of practical approaches to planning and pedagogy that locate the teaching of potentially sensitive issues firmly within the historical discipline.
Friday – 13.45-14.45 – F3SSP

Effective curriculum implementation in history: how to make your curriculum land in the right way
David Hibbert
Cherwell School
Hugh Richards
Huntington School
As the curriculum agenda becomes embedded in schools, it has become clear that effective implementation is key to the delivery of a good curriculum. From a combined decade of subject leadership experience, David and Hugh have learned that a history curriculum must be more
than pieces of paper and must be lived, enacted and brought to life, day to day. They will explore a range of actions that subject leaders can take across different contexts that will help to ensure that a curriculum ‘lands’ in the minds and memories of students and therefore does justice to the subject.
Friday – 16.30-17.30 – F4SHR 
Saturday – 10.30-11.03 – S1SHR (only Saturday available virtually)

Enhancing your Key Stage 3 curriculum by teaching the partition of India
Catherine Priggs
Dr Challoner’s Grammar School
Steve Mastin
Opening Worlds/Consultant
In this workshop, we’ll argue that the partition of India should be in your Key Stage 3 curriculum. There are opportunities for pupils to study what partition reveals about the British Empire in India, the legacy of partition and the twentieth century’s largest migration – these are all valuable curricular opportunities. We’ll discuss approaches to teaching partition, including incorporating scholarship and contemporary source material, and how this topic can be woven throughout the curriculum, rather than bolted on.
Friday – 16.30-17.30 – F4SPM

Helping students build rich historical worlds at GCSE: a Viking case study
Ed Durbin
Greenshaw Learning Trust
Sam Jones
Bolder Academy
Lots of content. Not enough time. Efforts to overcome these challenges at GCSE can suck the joy out of history and make it harder for students to understand and remember. In this session, two teachers in different settings share their approaches to planning and replanning the teaching of Viking expansion. They will discuss their use of historical fiction, rich imagery and recurring characters to help students to develop a coherent sense of place, people and period. The session will feature specific examples for teaching the Vikings but is relevant to all GCSE history teachers.
Friday – 16.30-17.30 – F4SED
Saturday – 16.30-17.30 – S4SED (only Saturday available virtually)

Making medieval history accessible to sixth formers
Chris Eldridge
Wells Cathedral School
Medieval history has often been viewed as impenetrably difficult for modern sixth formers. Chris Eldridge, who has been teaching an exclusively medieval syllabus for the past seven years, disagrees. In this session, he aims to share techniques for rendering this period accessible to mixed- ability classes, outlining the surprising benefits that a medieval focus can bring.
Friday – 16.30-17.30 – F4SCE

Teaching Islam and Christianity in conversation across time: collaboration, conflict, co-existence, creativity
Christine Counsell
One way of broadening content and perspectives at Key Stage 3 is to escape the narrow confines of ‘Christian societies’ and ‘Islamic civilisations’
and to find threads of story that show communities in these two great Abrahamic traditions interacting. How can we lift pupils into these broader stories, transcending parochialism, yet still find the depth and detail that takes these two traditions seriously, builds a sense of period and makes history teaching sing?
Friday – 16.30-17.30 – F4SCC (only Friday available virtually)
Saturday – 15.00-16.00 – S3SCC

Curriculum continuity in history – forging the framework to demolish the ‘transition gap’
Alex Fairlamb
St Wilfrid’s RC College
Our DfE ONE Transition project focuses on the role and impact of curriculum continuity in history from Key Stage 2 to Key Stage 3. Cross-phase colleagues have co-developed a curriculum progression model that ensures curriculum continuity in terms of content and the explicit teaching and modelling of second-order concepts and tier 3 vocabulary in distinct history lessons. As part of this, threshold concepts and subject pedagogical practice have been agreed, alongside the sharing of cross-phase subject expertise, in order to ensure high expectations and rigorous history lessons for children from Year 2 to Year 9. Cross-phase moderation is also inbuilt into this. This presentation will explore why we designed this project, how we constructed the curriculum, what the impact has been and where the project will go next.
Friday – 16.30-17.30 – F4SAF


Sexes and the city: delivering an inclusive curriculum at Key Stage 3
Andraya Holmes
Harris Federation
A fully inclusive curriculum is one that includes the voices of all groups in society. This session seeks to give practical examples of how to bring LGBTQ+ history into the classroom and showcases a Key Stage 3 scheme of work designed to bring LGBTQ+ voices to the fore.
Saturday – 10.30-11.30 – S1SAS

Teaching sensitive histories in a diverse classroom
Jessica Kempner
Preston Manor School
In order to respond to developments in pedagogy, we often forget about the diverse classroom in which we teach and those challenges and opportunities. Teaching ‘sensitive’ histories, particularly in classrooms with high numbers of refugees, has an effect on the engagement of students, but we as teachers have a duty to consider the effects of our teaching on these students too. This talk addresses the current issues in education for contemporary refugees and the issue of refugee engagement with topics like the Holocaust in secondary education.
Saturday – 10.30-11.30 – S1SJK

What can Stanley Spencer tell us about the First World War?
Philip Arkinstall
Hardenhuish School
‘Art, war and reconciliation’ focuses our attention on how wars are interpreted by witnesses to them. In this workshop we will be looking at how the First World War impacted the artist Stanley Spencer and how he used his art to share a different story of the war. Prepare to uncover an unconventional war story, find ways to discuss conflict outside the Western Front and engage Key Stage 3 pupils in the post-centenary years.
Saturday – 10.30-11.30 – S1SPA

Why did Martin Luther King say that?
Adam Smith
University of Oxford
Sam Pullan
Highgate School
‘I have a dream today!’ Everyone knows that phrase. Fewer people know that the early sections of Martin Luther King’s classic speech were, in effect,
a whistle-stop tour of the American War of Independence and Civil War, carefully chosen to resonate with his audience. In this talk, Professor Adam Smith will explain exactly why King said what he did, and Sam will show how he borrowed Adam’s expertise to use ‘I have a dream’ to teach two pivotal moments in American history.
Saturday – 10.30-11.30 – S1SSP

Representation and its possibilities at Key Stage 4 and 5
Claire Holliss
Reigate College
The comparative flexibility of the history curriculum at Key Stage 3 has ensured that it has been the focus for most departments’ work towards building representation into their curriculums. This workshop will outline how, in spite of the restrictions presented by exam specifications, possibilities still exist for this kind of planning at Key Stage 4 and 5. It will also explore how planning for representation can work to improve students’ historical thinking at this level.
Saturday – 10.30-11.30 – S1SCH

A Key Stage 3 history curriculum with historians at its heart
Jennifer McCullough
Tapton School
Ben Walsh
David Ross Education Trust
Jennifer and Ben work across a number of secondary schools and have each been developing a new Key Stage 3 curriculum. Though taking different approaches from each other, both attempt to bring real academic rigour and up-to-date scholarship into Key Stage 3 right from the start of Year 7. Jennifer and Ben will share the intent of such a curriculum, its impact so far across a variety of secondary contexts, and guidance on how to formally assess students’ understanding of historical interpretations.
Saturday – 11.45-12.45 – S2SMW

Weapons of the weak: using female Sikh history to uncover post-colonial resistance through source analysis
Danielle Donaldson
Concord College
An exploration into introducing pupils to the Sikh Empire – in particular, female history in relation to Jind Kaur, and how she attempted to resist the gendered bias and political misogyny that emerged within the Punjab in the 1840s.
Saturday – 11.45-12.45 – S2SDD

Using academic literature to enhance students’ subject knowledge and history-specific vocabulary at A-level
David Brown
The Sixth Form College Farnborough
Amy Diprose
Weydon School
This session will examine both how we use academic literature through our lessons to build student knowledge and the specific strategies employed to enhance their subject-specific vocabulary. The session will set out the latest academic research on student vocabulary acquisition and explain how this is can be applied specifically to A-level history in order to enhance student progression in the subject.
Saturday – 11.45-12.45 – S2SDB

Similarity and difference: the lost concept
Seb Greenwood and Alexander Dickens
Harris Federation
A discussion around the value of teaching similarity and difference and the challenges that teachers might face in planning enquiries focused on this disciplinary concept, using a case study enquiry on pre-colonial West Africa.
Saturday – 11.45-12.45 – S2SGD

Process rather than event: using evidential thinking to help unpick the complexity of conquest
Holly Hiscox
History Teacher
This session is primarily aimed at Key Stage 3 teachers looking for ways in which to engage students in evidential thinking and the nature of the Norman conquest after the victory at Hastings, but will be useful for anyone looking to develop their subject knowledge in this area. Resources designed as part of the funded CPD programme ‘Conquest: histories and remembrance’ will be modelled (including a full enquiry and related materials). The differing Welsh, Scottish and English experiences of the invasion will be explored, giving a more comprehensive view of the consolidation of Norman control. By supporting students in using a range of sources as evidence, and in considering the different experiences of conquest across Britain, we can enable them to arrive at a more sophisticated understanding of the period of conquest, which can result in a better appreciation of the complexity of the past.
Saturday – 11.45-12.45 – S2SHH

Pearson Edexcel GCSE history: getting ready to teach the Migration thematic study
Katie Hall
Pearson Edexcel History
This practical workshop with Katie Hall is for teachers who are switching (or considering switching) to the new Pearson Edexcel GCSE history ‘Migrants in Britain’ thematic study. Attendees will consider the benefits and opportunities of choosing this new Paper 1 option and learn about the structure and content of the new ‘Migrants in Britain’ thematic study and Notting Hill historic environment. Think about how to plan for teaching the new option, explore possible teaching and delivery strategies, and find out more about the free and paid-for support available.
Saturday – 15.00-16.00 – S3SSP

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Partition: re-evaluating the teaching of empire
Andraya Holmes
Harris Federation
Through 2020–21, a group of Harris teachers have been collaborating to develop our teaching of empire by moving away from breadth studies to focus on different aspects of empire in depth, namely what the story of partition shows about empire and the process of decolonisation. This session will reflect on how we have engaged with scholarship and Royal Holloway University to create new Key Stage 3 resources to enable students to study an historically under- taught topic.
Saturday – 15.00-16.00 – S3SAH

Developing substantive thinking: a project to create connections through a Key Stage 3 curriculum
Sarah Jackson
Sawston Village College
In this session I will be exploring how my department has embedded substantive concepts across a Key Stage 3 history curriculum, from choosing a set of core substantive concepts to tie the curriculum together, to creating opportunities to build on and develop prior understanding. This session will include lots of practical strategies to use with pupils but also suggestions for how to develop a shared understanding among staff about how we develop pupils’ substantive knowledge.
Saturday – 15.00-16.00 – S3SSJ

Workshop on the Al Andalus curriculum
Yasmin Kader
Cambridge University
David Rawlings
Bristol University
Susan Douglass
Georgetown University
This session seeks to outline the intellectual and cultural significance of medieval Al Andalus and explore its relevance to young people in the UK today. The presentation will be followed by a consultation with participants about a proposed new Key Stage 3 Al Andalus curriculum programme, enhanced by 3D AR/VR technology, to consider its possible value, design and implementation in school communities.
Saturday – 15.00-16.00 – S3SKR

Using place as an analytical lens to secure interplay between overview and depth and tackle similarity and difference
Stuart Farley
Upper Shirley High School
Inspired by social and cultural historian Tim Cole, I decided to look again at how I taught the Holocaust. I wanted to use the geographical concept of place as a way of enabling Year 9 students to build far more diverse narratives that took full account of the chronological diversity of people’s experiences, as well as the different decisions made by different people in their different places. This enabled my students to unpick what the not-quite- contemporary term ‘the Holocaust’ means, building on techniques used by Carr and by Olivey when teaching about the nineteenth century. In this session, I aim to share the thinking that I developed over the course of planning this enquiry and how this thinking has gone on to transform my wider curricular planning.
Saturday – 15.00-16.00 – S3SSF

A lens to illuminate the bigger picture: a local perspective of the Second World War
Sarah Hartsmith
St Augustine’s Catholic College
Andrew Sweet
Millfield Prep School
How can local history tell the story of a global conflict? Through utilising primary sources and personal stories, students are able to engage with a defining period of international history by placing local history at the forefront. Local history brings a level of inclusivity, relevance and popularity to ensure that all students have a stronger grasp of significant events from the Second World War. By working alongside other teachers as part of the Historical Association South West Network, this workshop demonstrates the value of building local links in reassessing your Key Stage 3 curriculum.
Saturday – 16.15-17.15 – S4SHS

Mapping the history curriculum Key Stage 1 to Key Stage 5
Lynne Adams
Dene Magna School

This workshop will provide an opportunity for history teachers in primary and secondary to examine a child’s history journey throughout their school career. How do we build on skills and knowledge taught from five to 15 while remaining engaging and informative?
Saturday – 16.15-17.15 – S4SLA

Using oral traditions to study the Inkas with Year 7 pupils
Paula Lobo
Bristol Grammar School

This is a practical session, focused on a teacher’s journey through archaeological artefacts, native oral traditions, anthropologists’ research and historical scholarship, ending with a scheme of work focused on the rise and rule of the extraordinary fifteenth-century Inka empire. After weeks of research and collaboration with anthropologist Sabine Hyland, I can’t wait to discuss my approach to the rich sources and fascinating scholarship of Inka history. There will be plenty of practical activities to trial as I explain my approach to diversifying and enriching our department’s Year 7 curriculum through the study of a fascinating South American civilisation.
Saturday – 16.15-17.15 – S4SPL

Teaching the history of the Holy Land in the twentieth century: very tricky, very important
Kate Smee and Dan Warner Meanwell
Fairfield High School

The twentieth-century history of the
Holy Land is very difficult to teach. Students and staff often have strong views, social media encourages binary positions and even the name of the region is problematic. However, as both anti-Semitism and Islamophobia remain significant social ills, and the violence in the region continues and is exacerbated by the history, it seems more important than ever that students leave school with some understanding. We have tried to plan a unit that develops a broader understanding, and have thought carefully about our rather different approach in order to enable all students to confidently and comfortably debate the issues.
Saturday – 16.15-17.15 – S4SSW

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