Talking history: unpacking, developing and sharing practice in using educational talk in history
David Ingledew
University of Hertfordshire
The session explores why educational talk is important in history learning and teaching, the ways in which it is used in lessons and how it can be developed and shared by both experienced and early-career history teachers.
Friday – Session 1 – FI1DI

When it gets critical!
Messer and Dean Smart
University of Roehampton and University of West of England
New teachers are often given advice and told it is based on research. Is the advice always supported by history-specific research and professional wisdom, however? How should history mentors help?
Friday – Session 2 – FI2AM

Beyond behaviour: injecting your observation with subject specificity
Victoria Crooks
University of Nottingham
Laura London
University of East Anglia
Despite the complexity involved in developing an incisive and supportive mentoring relationship, observing other teachers is a skill few receive training in. Moving beyond a consideration of behaviour to reflect on the historical rationale and focus of a lesson can be a real challenge. In this seminar we will explore strategies and approaches mentors can adopt to take a more historically focused approach to observation and to frame feedback related not just to pupils’ learning in general but also to their historical learning in particular.
Friday – Session 3 – FI3VC

ITE Primary History provision: opportunities and issues
Paul Bracey
University of Northampton
Helen Crawford
University of Northampton
Karin Doull
University of Roehampton
The issues and opportunities for ITE History in two institutions are intended to provide a catalyst for debate.
Friday – Session 4 – FI4PB


Primary History Initial Teacher Education: implications of the new Ofsted framework for schools and the forthcoming revised framework for ITE
Michael Maddison
Associate Vice President, Historical Association
The Ofsted revision of the inspection framework is only partially complete. First stage – schools. Next stage – ITE. During 2020 a new framework will be published which will align the way in which inspectors engage with schools and ITE providers. As a result, the curriculum becomes centre stage. So what does this mean for ITE? In this session, Mike looks at the latest information on this important development and explores the implications for ITE providers, trainees and schools.
Saturday – Session 1 – SI1MM

Bridging the gap: supporting early career teachers’ professional development as history teachers
Kate Hawkey
University of Bristol
Helen Snelson
University of York
The workshop focuses on initiatives in Bristol and York supporting the professional development of history teachers in the early years of their career. Teachers involved in the initiative will contribute to the workshop.
Saturday – Session 2 – SI2KH

Encouraging trainees to bring historical scholarship into the classroom
Will Bailey-Watson
University of Reading
Tim Jenner
Allerton Grange School
This session will bring together Tim and Will’s experience in the classroom and in ITT to argue for the central importance of historical scholarship in history education, and in the initial training of history teachers. The session will explore how trainee and recently qualified teachers can engage with historical scholarship, and how to use it in the classroom. It will be of use to teacher trainers, but also to any teachers who wish to sharpen their use of historical scholarship both in their own development and to build a culture of engaging with scholarship in the classroom.
Saturday – Session 3 – SI3TJ

Making your history department a good environment for beginning teacher learning and well-being
Katharine Burn
University of Oxford
David Hibbert
The Weald School
This session is intended for anyone with responsibility for new history teachers’ initial training, NQT induction or early career development. Drawing on research into informal learning within subject departments and on various personal experiences as Heads of History, it looks at the day-to-day ways in which departments can operate to create supportive, collaborative environments able to ease some of the pressures faced by beginners. It also illustrates more deliberate strategies to ensure that high ambitions for teachers and pupils’ learning don’t overwhelm new colleagues!
Saturday – Session 4 – SI4KB

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