Friday – Session 1 – FSJC1
Beyond ‘so what!?’ explanations: modelling academic causal arguments for students
Jim Carroll, Esher College

Frustrated that when they were answering causation questions my students would simply state facts without explaining why events led to consequences,
I came to realise my students ‘knew to’ explain but they did not ‘know how’. I therefore tried to model for them some particular explanatory models that academic historians employ when constructing a causal argument. In this workshop I plan to share some of this modelling and discuss some of my students’ examples.

Friday – Session 1 – FSRC1 
Taking the Normans from abstract to concrete
Rose Crossgrove, Historic Royal Palaces

This session is designed to help teachers at both GCSE and A-level draw together the different thematic strands of the study of the Normans and explore their interplay. By using historic sites, sources and figures, within and outside of the main curriculum, students can gain tangible insight into the relationships of conquest, religion and social and political forces in a time period that can feel very distant from students’ own experiences.

Friday – Session 1 – FSHR1
Saturday – Session 3 – SSHR3 

Sink or swim: how can we help students who are swamped by the new GCSE?
Hugh Richards, Huntington School

We all recognise ‘swamped’ students. They seem to sink rather than swim. This session offers concrete, evidence-informed strategies to help these students stay afloat. While we must provide lower-ability students with their entitlement of rigorous yet accessible GCSE lessons, this is easier said than done! The workshop shares classroom strategies to help lower-ability students thrive. Whatever specification you teach, if you’re in the same boat as me, come and find out how we can keep everyone afloat.

Friday – Session 1 – FSID1
Saturday – Session 3 – SSID3

Creating a more positive interpretation of the Middle Ages at Key Stage 3
Ian Dawson, Thinking History and Associate Vice President, Historical Association

Popular perceptions of life, politics and morality in the Middle Ages are overwhelmingly negative, a far cry from images being developed by historians through their research. This workshop explores how to tweak and change familiar topics (including the reign of Richard III) to create a more historically accurate, positive and nuanced picture of the period, which will in turn provide a stronger framework for approaching this period at GCSE.

Friday – Session 1 – FSMB1
Saturday – Session 2 – SSMB2  
Making people in the past meaningful and memorable
Mary Brown, St Joseph’s College

This session will explore the use of contemporary culture to enhance pupils’ sense of period, improve their retention of knowledge, and enable them to gain an appreciation of the humanity of their historical subjects. We will look at how this can help pupils tackle the content demands of current GCSE and A-level specifications. The session will include a range of examples used at Key Stage 3 and Key Stage 5, from fourteenth-century Robin Hood ballads, through to post-Soviet Russian short stories.

Friday – Session 1 – FSWJ1
Developing GCSE history skills – whichever board you use
Wayne Newton, WJEC Eduqas

The workshop will be delivered by Wayne Newton and will focus on examination technique and strategies for maximising performance at GCSE. Wayne is an extremely experienced examiner, presenter and former secondary school headteacher.

Friday – Session 2 – FSDB2
Saturday – Session 1 – SSDB1

What does ‘useful’ even mean?: Taking another look at A-level source questions
David Brown, The Sixth Form College Farnborough
Giuliana Pieri, Royal Holloway, University of London

Despite teaching the new A-level course for three years, the source questions still provide one of the biggest challenges for both teachers and students. Students clearly find the concept of how historians use sources difficult to comprehend in terms of what the exam questions require. This session looks at the issues we have experienced with our students’ approach to sources, some of the solutions we have tried over the past three years and what has been successful.

Friday – Session 2 – FSNK2 
Planning ways to strengthen pupils’ understanding of chronology in a two-year Key Stage 3
Natalie Kesterton, Ryedale School

Moving to a two-year Key Stage 3 has raised lots of questions and challenges for Natalie’s department about what to teach, what to cut and how
to ensure students still get a rich and varied understanding of key concepts and periods of history. This workshop will share strategies – in particular historical narratives to ‘plug the gaps’ – that they have implemented to provide curriculum coherence, build good historical knowledge
and retain a strong sense of chronology (and fun!).

Friday – Session 2 – FSHS2
The changing history of mental health – period knowledge at Key Stage 3 to support GCSE
Helen Snelson, University of York
Ruth Lingard, Millthorpe School

Are you struggling to make your curriculum more diverse, with too little time for everything? Do you want to strengthen your students’ sense of period and develop their conceptual understanding of change over time at Key Stage 3? In this session we will be drawing from wonderfully rich archival material from the hospitals of Bedlam and the York Retreat to explore how and why the treatment of mental health has changed from the sixteenth to the twentieth century. The session will provide plenty of take-away materials that can be adapted or easily slotted into your existing schemes of work, and will support GCSE ‘Health and the People’.

Friday – Session 2 – FSPR2
Saturday – Session 1 – SSPR1

GCSE History for All – tackling Superpower Relations with lower- ability students
Paige Richardson, Brighton Aldridge Community Academy

This workshop will be practical and fun; the aim is to develop new stratgies to support the learning of lower-ability students at GCSE.

Friday – Session 2 – FSBW2
Saturday – Session 2 – SSBW2

Finding the ‘next level’ with sources in the history classroom
Ben Walsh, Academies Enterprise Trust and Associate Vice President, Historical Association
Jennifer McCullough Tapton School, Sheffield

Feedback from the new GCSEs suggests students still find sources hard. And in an era of fake news, it is even more important for pupils to use source material critically. Through two case studies – Peterloo and World War II – this session will provide resources and approaches to help build a mindset towards sources at Key Stage 3, which can be a helpful foundation for GCSE.

Friday – Session 2 – FSPE2
GCSE History: guidance on sources and interpretations

This workshop will look at how sources and interpretations are assessed in the Edexcel GCSE History specification. We will look at marked exemplars to consider some common barriers and pitfalls as well as what makes a high level response.

Friday – Session 3 – FSCB3
Saturday – Session 3 – SSCB3

History hacks – habits to make efficient use of Key Stage 4 time
Carmel Bones, Educational consultant, trainer and author
Anne Jackson, British School in the Netherlands

Explore ways to build student autonomy, irrespective of starting points, using a range of take-away techniques and scaffolds to make learning visible and deepen understanding. Come along and dare to devolve!

Friday – Session 3 – FSWB3
‘What did “revolution” mean in the Age of Revolution?’: Exploring the fertility and fluidity of substantive concepts that just won’t stay still
William Bailey-Watson, University of Reading

In the age of concept-prototypes and knowledge organisers, this session will explore how history teachers can bring life to substantive knowledge, adding richness and complexity to fertile and fluid historical concepts – in this case…revolution!

Friday – Session 3 – FSSM3
Saturday – Session 4 – SSSM4

‘Celebrating history’s distinctiveness: why teaching history should be at the heart of curriculum reform
Steve Mastin, Inspiration Trust

It seems obvious to say, but history planned and delivered by subject specialists is the best kind of school history. We can go further and say that the substantive and disciplinary aspects of the subject should sit front and centre of any curricular thinking at Key Stage 3 or GCSE. So why is it there’s such a lack of curricular thinking at senior school level so that history departments are required to fit into alien structures, and how do we fix this?

Friday – Session 3 – FSDH3
Saturday – Session 2 – SSDH2

‘Activated stereotyping: an alternative view to source analysis and the antidote to fake news
Dani Hilliard, Argue To Think

A workshop aimed at exam groups – A-level, EBacc and GCSE/IGCSE – which is designed to help students understand the basics of media manipulation to enable them to think about historical source analysis as a valuable life skill, which will enable them to see through ‘fake news’ and to understand the implicit messages used by the media when they want to effect change. This workshop will use pertinent current and historical news items.

Friday – Session 3 – FSAP3
‘Inside Versailles: understanding the greatest peace treaty of all time
Andrew Payne ,The National Archives
Ben Walsh, Academies Enterprise Trust and Associate Vice President, Historical Association

The Treaty of Versailles aimed not only to bring peace but to put an end to future conflict; and yet it is often cited by students as the foundation for the Second World War. Andrew Payne and Ben Walsh will reflect upon the latest scholarship and use the unique collection of The National Archives to go inside Versailles, to consider how students can better understand the complexities of the task that was faced by peacemakers in 1919.

Friday – Session 3 – FSAQA3
AQA GCSE history: lessons learned from 2018 and looking forward to 2019
Eoin MacGabhann, Head of Curriculum – History

This session will use examples of student answers to demonstrate progression and how students should approach particular question types in the new GCSE examinations.

Friday – Session 4 – FSCC4
Saturday – Session 3 – SSCC3

Being ambitious with historical content at Key Stage 3
Christine Counsell, Education consultant

What considerations should drive the selection, sequencing and blending of substantive content in a knowledge-rich curriculum at Key Stage 3? The choices are glorious and enticing, but bewildering and contentious. So how does a head of history behave responsibly in exercising those choices? What are the most serious gaps in typical Key Stage 3 fare and why do they matter? The session will also consider the useful role of disciplinary knowledge in addressing the inevitable gaps in substantive knowledge.

Friday – Session 4 – FSRW4
Independent enquiry and students’ investigations at A-level
Robin Whitburn, UCL Institute of Education and Justice to History
Sharon Aninakwa, Convent of Jesus and Mary Language College

We consider some key opportunities and challenges in preparing students for the ‘non-examined’ element (coursework) of the current A-level specifications. Each board follows a slightly different approach and we will consider each of them in the session. How can we avoid shoehorning this exciting work into rather formulaic frameworks? We will look at case studies of students’ work and explore some innovative approaches.

Friday – Session 4 – FSRM4
Should I simply focus on exam questions to teach interpretations well at GCSE?
Richard McFahn, Sussex University

To teach successfully at GCSE, should you focus your work on practice exam questions? Is boosting grades about re-writing mark-schemes in pupil-friendly language and showing model answers? Success at GCSE involves teaching interpretations properly, not just to the test. In this session, Richard will dig into the scholarship that exists around the teaching of interpretations and show you, through practical examples, what types of analysis are needed to really teach interpretations well. To be successful at GCSE, we should teach interpretations well and not just to the GCSE test.

Friday – Session 4 – FSTM4
Not women’s history, just history: re-imagining the place of the women’s suffrage campaign in the school history curriculum
Rachel Foster, University of Cambridge
Tara Morton, University of Warwick

Too often the only women pupils encounter in history textbooks are queens, witches or suffragettes. ‘Women’s history’, if it has a place in the curriculum at all, can easily become a side show to the main narrative. Yet among historians, gender history is a vibrant field of research, and the centenary anniversary of the Representation of the People Act has renewed popular interest in the stories of the women and men who campaigned for the vote.

In this workshop we will be reflecting on the opportunities this offers to history teachers to re-imagine the ways in which we might teach the story of the women’s suffrage campaign. Drawing on our experiences as a historian and history teacher, we will share how we worked together to develop a set of enquiries and resources for the HA’s ‘Women’s Suffrage Resources’. In doing so we will reflect on how, as teachers, we can ensure women’s stories are fully integrated into wider political and social narratives.

Friday – Session 4 – FSSB4
Saturday – Session 4 – SSSB4

It’s the stories I miss.’ Don’t forget the power of stories with exam classes
Sally Burnham, Carre’s Grammar School

With new specs and more content, it is important to make sure that we don’t forget that it is the stories that make history come alive for so many of our students. This workshop will look at weaving stories – local, national and international – into our teaching to ensure that students have stories that intrigue them as well as great examples to use in their written work/exams.

Saturday – Session 1 – SSRK1
Saturday – Session 4 – SSRK4

Back to the drawing board with Key Stage 3
Richard Kennett, Redland Green School, Bristol

This workshop will describe how we redesigned our Key Stage 3 curriculum from scratch at Redland Green School. With a new focus on rigorous, knowledge-rich learning, I will share our journey to help you replan your Key Stage 3, giving the ins and out of exactly what has worked and the hurdles we had to leap in doing this. The workshop will look at the reality of introducing a curriculum rich in both substantive and disciplinary knowledge, how we used strict enquiries and how we used homework.

Saturday – Session 1 – SSRF1
Saturday – Session 3 – SSRF3

Putting it back together again: restoring the relationship between ‘interpretations’ and ‘evidential thinking’
Rachel Foster, University of Cambridge
Kath Goudie, Cottenham Village College

The place of evidence and interpretations in the history classroom is well-established, yet as teachers we have long felt frustrated by the limitations we see in our pupils’ work. Enquiries focused on ‘evidential thinking’ or ‘interpretations’ frequently didn’t seem to really go anywhere, resulting in formulaic, dull responses. In this workshop we will explore how focusing on the relationship between sources and interpretations can result in more interesting and rigorous work, and therefore prepare our students for the challenges of GCSE.

Saturday – Session 1 – SSHS1
Women in war over time
Helen Snelson, University of York
Katharine Burn, University of Oxford

Women are under-represented in most school history curricula. Making war and making peace is a recurrent theme across the ages in Europe. Whether you are looking to diversify your curriculum, or preparing students for GCSE thematic study, this session will provide you with knowledge and ready-made resources to enable your students to learn about the impact of conflict on women and the impact of women on conflict, from the medieval to the modern.

Saturday – Session 1 – SSMJ1
Working towards quality
Mel Jones, Historical Association 

This workshop will introduce you to the secondary history Quality Mark and Chartered Teacher status. HA Education Manager Mel Jones will outline the process and benefits for each award and answer your questions.

Saturday – Session 2 – SSDH2
How does the historian, Yasmin Khan, use evidence to reach conclusions about experiences of the Second World War?
David Hibbert, Weald Community School
Jason Todd, University of Oxford

Based on a collaboration with the historian Yasmin Khan (HA Conference keynote and author of A Passage to Britain and The Raj at War), we created an enquiry that sought to get students to consider how the historian uses evidence to create accounts and, substantively, to consider a more global treatment to traditional ways the Second World War has typically been presented.

Saturday – Session 2 – SSSF2
Squaring the circle: matching the lessons of cognitive science with the challenges of history teaching
Steve Farndon, Institute for Teaching

This session will focus on how we marry lessons from cognitive science with history teachers’ craft knowledge. How can we build the kind of knowledge that is useful to our students and get them to think hard about it in an historical way? The session will also have a strong focus on how these ideas can be implemented by individuals and departments.

Saturday – Session 2 – SSPE2
A-level history:guidance on sources and interpretations
Katie Hall, Pearson

This workshop will look at how sources and interpretations are assessed in the Edexcel A-level History specification. We will look at marked exemplars to consider some common barriers and pitfalls as well as what makes a high level response.

Saturday – Session 4 – SSMR4
Teaching about conflict, art and memory
Michael Riley, Schools History Project
Ellie O’Keeffe, Historic Royal Palaces

In 2019, the Historical Association, in partnership with Historic Royal Palaces, has provided an opportunity for ten teachers to participate in a Teacher Fellowship Programme focused on developing a deeper understanding of conflict in the twentieth century and how it has been remembered. Taking the centenary of the First World War as its starting point, the Fellowship has explored academic research about the nature of the conflict and the cultural legacy of the the War. This workshop will share academic research and pedagogical approaches that can be used to deepen your students’ understanding of human conflict and the ways in which wars have been remembered.

Saturday – Session 4 – SSJT4
Bringing the untold stories of black Tudors into the classroom
Jason Todd, University of Oxford
Chris Lewis, Brookfield Community School

This workshop will focus on different ways history teachers have sought to bring historian Miranda Kaufmann’s work into the classroom. The approaches help to illuminate the black presence in Britain but also articulate common themes of Tudor England and thoughts about evidence.

Saturday – Session 4 – SSKH4
Refreshing the Age of Revolutions: teacher subject knowledge and the Historical Association Fellowship
Katie Hall, Education consultant and author
HA Teacher Fellows

Does your curriculum include the Age of Revolutions? Would you like it to? This session will be packed full of teaching ideas for topics in the eighteenth and nineteenth centuries that you might have missed at Key Stage 3, 4 or 5. It will also focus on the power of giving classroom teachers time to improve their subject knowledge of a period and the results of engaging with recent historical scholarship. Participants from the recent Age of Revolutions Teacher Fellowship will share their findings and resources, as well as advice for anyone who would like to be involved in one of the upcoming Historical Association Teacher Fellowships.


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