Secondary

Friday

Session 1

‘But Miss, they all have the same name!’ Unpicking who’s who in the Wars of the Roses
Louisa Dunn
Westcliff High School for Girls
A practical session primarily aimed at KS5 teachers of 15th-century England, but also useful for anyone wishing to develop their own knowledge, modelling the use of resources created as part of the Agincourt Teacher Fellowship and showcasing the value of this subject-specific CPD provided by the HA. By getting to grips with who is who and telling one Henry, Richard and Edward from another, we can better help our students to successfully analyse events shaped by personalities and relationships.
Friday – Session 1 – FS1LD

See it, say it, write it
Carmel Bones
Consultant
Anne Jackson
The British School of the Netherlands
It is said that knowledge is power… but not without the right vocabulary. Literacy and oracy are crucial skills, but they should not be, as Jim Carroll has pointed out, ‘bolted on’. Teaching students to write historically means that students need to become more familiar with how historians construct an argument.  This workshop will explore a variety of practical, easily applicable ways to embed literacy, ditch generic scaffolding and encourage students to explore the interconnectedness of factors and their relative importance.
Friday – Session 1 – FS1CB
Saturday – Session 2 – SS2CB

Synthesising good practice of independent learning strategies to reinforce learning in the classroom
Martyn Bajkowski
Pleckgate High School
Alex Fairlamb
St Wilfrid’s RC College
Effective modelling of methods taken to synthesise community-wide good practice to develop independent learning strategies rooted in second-order concepts and further cement sequential classroom learning. Woven within this is the role of collaboration without borders: colleagues looking beyond the boundaries of content and specification differences to collaborate on cultivating a climate of independent learning, and honing second-order concept skills which can be utilised in all history departments.
Friday – Session 1 – FS1AF

‘Taking in the view’: Give your curriculum coherence through big picture overviews
Richard McFahn
University of Sussex
There seems to be general agreement in history-teaching literature that teaching big-picture overviews will help your students make much more sense of the past. Such overviews help to give your curriculum coherence. Yet if we are honest how often do we really stand back and allow our classes to see the big picture? In this workshop, Richard will share his research and provide you with a number of practical ideas and activities that you can adapt for your own classrooms.
Friday – Session 1 – FS1RM
Saturday – Session 1 – SS1RM

Authentic encounters: how can original artefacts enrich our understanding of the Holocaust?’
Helen McCord
UCL Centre for Holocaust Education
This session models a lesson which could be used to open a scheme of work on the Holocaust. It seeks to develop historical knowledge and understanding, but also aims at deepening students’ disciplinary understanding.
Friday – Session 1 – FS1HM

Connecting with oral histories in the history classroom
Mary Brown
History and English teacher
Natalie Kesterton
Ryedale School
This session will discuss the role of oral history in the history classroom. It will include a discussion of why oral history matters, how to collect oral histories, theories surrounding its use and how it can be used as both source and interpretation. The session will offer examples of using oral history to deepen students’ understanding of topics across the 20th century and at all key stages, providing slot-ins for use in your own classrooms.
Friday – Session 1 – FS1MB

Session 2

What does knowledge-rich learning at Post-16 really look like?
Richard Kennett
Gatehouse Green Learning Trust
This workshop will describe how I have attempted to improve my Post-16 lessons to make them knowledge-rich, and how defining the core and setting high expectations around knowledge has helped. But more importantly it will describe how I have attempted to redefine hinterland knowledge that is not necessarily in the specification. This will include how I have focused on engaging students with historical debates and taught a more inclusive history of Soviet Russia by putting women back into the story.
Friday – Session 2 – FS2RK
Saturday – Session – SS1RK

Revision: Help, I can’t bear it any more!
Paige Richardson
Hazelwick School
A workshop focusing on active revision techniques for all; with an emphasis on resources for those for whom traditional revision guides may be inaccessible.
Friday – Session 2 – FS2PR
Saturday – Session 3 – SS3PR

Using art to build a better understanding of history
Michael Riley
UCL Institute of Education
The art produced by different societies in the past offers rich possibilities for developing students’ understanding of history. It can create curiosity about people in the past, generate an appreciation of human artistic achievement and deepen understanding of visual interpretations. Michael’s workshop will share a range of strategies for making the most of art in Key Stage 3 and GCSE history.
Friday – Session 2 – FS2MR
Saturday – Session 4 – SS4MR

Extending the reach and power of medieval history
Elizabeth Carr
Presdales School
Inspired by Ian Dawson, Helen Castor, Marc Morris, Thomas Penn, Peter Frankopan and others, a session looking at ways to broaden the scope and impact of medieval history at KS3 and beyond. Examples of enquiries bringing in (many) more women, setting medieval England in a European and world context, and teaching cultural and environmental history. Exploring the value of this as ‘just good history’, and its power to enhance understanding of later periods at KS3, GCSE and A-level.
Friday – Session 2 – FS2EC

Putting the ‘T’ into LGBT history
Amy Austin and Rebecca Harris
University of Reading
This session will introduce participants to source material that reveals attitudes in Britain in the late 19th and early 20th century towards those who identify as transgendered. The workshop will support teachers’ subject knowledge in this area and provide ideas about how to approach this topic and weave these stories into your lesson sequences.
Friday – Session 2 – FS2AA

Delivering the GCSE History Period Study
Katie Hall

Pearson
This workshop will look at how the Paper 2 Period study is assessed in the Pearson Edexcel GCSE History specification. We will discuss the summer 2019 series and look at marked exemplars to consider common barriers and pitfalls as well as what makes a high-level response.
Friday – Session 2 – FS2PE

Session 3

The historical process uncovered: bringing the academic discipline into the classroom to help students improve their understanding of historical interpretations at A-level
Holly Hiscox
d’Overbroeck’s School
Student evaluation of academic historical interpretations at A-level is a challenging prospect. By helping students to understand the process and methodology involved in historical research and writing, they can come to more sophisticated analyses of interpretations. A variety of ways to do this will be explored – through bringing historians directly into the classroom, developing teaching sequences and resources focusing on historical methodology, and through accessing video clips of historians talking about their work remotely.
Friday – Session 3 – FS3HH

Dual coding in the history classroom
Emily Harrison and Hugh Richards
Huntington School
Cognitive psychology has been increasingly offered as a way to significantly improve classroom practice, when carefully combined with disciplinary teaching traditions. Dual coding is a way of working we have carefully brought into history classrooms at Huntington, a Research School, using it to improve first-time understanding as well as memory recall. This workshop will explore how dual coding can be used to sequence and structure knowledge, develop first- and second-order historical concepts and tackle common challenges in the teaching of history across the key stages.
Friday – Session 3 – FS3EH
Saturday – Session 4 – SS4EH

Navigating medieval history in the classroom: a source-focused approach
Claire Kennan
Royal Holloway, University of London
Ben Walsh
Academies Enterprise Trust
This workshop explores innovative new ways of teaching medieval history as part of the curriculum at Key Stage 4 by drawing on the resources produced as part of the Heritage Lottery Funded Citizens Project. This workshop will provide an opportunity for teachers to take part in activities using primary sources, video clips and ‘history mystery’ challenges with the aim of increasing subject knowledge and building confidence around issues such as accessibility of the material.
Friday – Session 3 – FS3CK

What is history? An African start to secondary history
Sharon Aninakwa
Convent of Jesus and Mary Language College
Robin Whitburn
Justice to History
This session is about reviving the core approaches to studying history at secondary school, using sources and concepts, through a study of Africa before Western contact. The new Justice to History enquiry interrupts our assumptions about Africa and fires pupils with new ideas and skills. The presentation will show you the new lessons, give news of its impact in schools, and give you access to all the materials after the session.
Friday – Session 3 – FS3SA

Turning the world upside down: teaching the 17th century so that all voices are heard
Ruth Lingard
Millthorpe School
Helen Snelson
University of York
The Civil War and Restoration period is a key component of student substantive knowledge, but too often the lived experience is missing. This session adopts an alternative approach to teaching the topic. We use stories of a variety of people, and their hopes and fears as their world turned upside down, in order to draw out the wider narrative.
Friday – Session 3 – FS3RL

AQA GCSE History – thematic studies
Eoin MacGabhann
AQA
This session will focus on planning, teaching and assessing the thematic studies.
Friday – Session 3 – FS3AQA

Session 4

Beyond ‘so what!?’ explanations: modelling academic causal arguments for students
Jim Carroll
Esher Sixth Form 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 4 – FS4JC

History for all at GCSE: supporting less able students in your GCSE classroom
Sally Burnham
Carre’s Grammar School
This workshop will look at strategies for helping students, especially less able students, to enjoy and succeed at GCSE History. The new GCSE has highlighted difficulties for some students trying to learn and remember a knowledge-rich curriculum as well as being able to apply this knowledge to answer questions. The workshop will look at ways to support students tackling thematic units, how stories can help students remember key knowledge and then ways to help students apply their knowledge.
Friday – Session 4 – FS4SB
Saturday – Session 1 – SS1SB

Making America Great to Teach Again
Alex Ford
Leeds Trinity University
19th-century America is now more popular than ever as a GCSE option. However, many teachers find it complex to teach and many students report a lack of interest in a topic that feels like a long slog through dates, details, and the uses of a buffalo. This session aims to show how engaging with a clear macro-narrative and supporting this with fascinating micro-narratives can really make America great to teach again.
Friday – Session 4 – FS4AF

Using evidence to enhance your teaching of the 18th and 19th centuries: the Georgian Papers Programme
Arthur Burns
Kings College London
Katie Hall
Consultant
Engaging students with genuine original evidence helps with substantive knowledge and fosters an amazing sense of period. The Georgian Papers Programme is a 10-year project to digitise, conserve, catalogue, transcribe, interpret and disseminate 425,000 pages or 65,000 items in the Royal Archives and Royal Library relating to the Georgian period. This workshop will introduce the documents available (from George III’s view of the American Revolution to revealing household accounts) as well as offering practical examples of how you can include this sort of evidence in in your teaching.
Friday – Session 4 – FS4AB

Listening to the voices of transatlantic slavery
Marianne McMahon and Sally Thorne
Colston’s Girls’ School
The HA Teacher Fellowship on Britain and Transatlantic Slavery gave support to teachers aiming to do justice to this fraught episode of Britain’s history. This workshop explains how work undertaken during the fellowship has informed the teaching of transatlantic slavery at Colston’s Girls’ School in Bristol. As well as aiming to give voice to all those involved, we also consider how transatlantic slavery has been memorialised around the world.
Friday – Session 4 – FS4ST

Social change in post-war Britain: taking the Key Stage 3 curriculum beyond World War II
Madeleine Marvin
Helsby High School
This session takes Key Stage 3 British history beyond 1945 and considers the social changes brought about after the end of the Second World War. From the post-war consensus to the Pride Movement, we will look at ways students can learn about the factors driving the socio-economic changes that have shaped their world. With a little help from the Beatles, Punk and the Spice Girls, this session will chart the route towards improved women’s rights, workers’ rights, LGBT rights, racial equality and disability rights.
Friday – Session 4 – FS4MM

Saturday

Session 1

Imagining cities: helping students understand historical sites as contested spaces
Geraint Brown and Matthew Stanford
Cottenham Village College
Focusing mainly on Berlin, this workshop will explore how one department has used stories big and small to ask students to think about what should be preserved, memorialised, destroyed, reconstructed or allowed to decay in one of the most contested spaces in Europe. At the same time we will address the tensions between the knowledge students need for GCSE and the moral requirement to place those stories within the wider chronological and geographical contexts of Prussian, German and international history.
Saturday – Session 1 – SS1GB

Engaging with medieval women at Key Stage 3
Philip Arkinstall
Hardenhuish School
Take a trip through medieval history with a twist. See the role of early medieval queens like never before. Explore the stories of different women in medieval England and then focus on the role of the anarchy in making and shaping Empress Matilda. This workshop will look at ways of delivering a fresh take on schemes of work at Key Stage 3 and provide a blueprint for resourcing a scheme of learning which explores the significance of medieval women.
Saturday – Session 1 – SS1PA

Understanding narrative decision-making: Year 8 interrogate the making of the Peterloo graphic novel
Arthur Chapman
UCL Institute of Education
Jenny Thornton
Loreto Grammar School
How are histories made and how can we help children make analytical sense of variations in historical narration and interpretation? We will explore these questions through an enquiry looking at the construction of the Peterloo graphic novel and at ways in which Year 8 students respond to the enquiry. Our scheme of work drew on the novel and on interviews with the historian, the graphic novelist and the script writer who wrote it.
Saturday – Session 1 – SS1AC

Session 2

Improving students’ A-level writing: or how I learned to stop worrying and love the essay
David Brown
The Sixth Form College Farnborough
Selena Daly
Royal Holloway, University of London
This workshop will look specifically at the techniques and processes we have employed to improve student essay writing at A-level history. This workshop will look at a variety of lesson activities, guidance on structure and writing techniques that have proved successful with our A-level students. We will also be discussing our collaboration with Royal Holloway, University of London, working on the problems that first-year history undergraduates experience with essay writing and how this has helped to improve our students’ writing.
Saturday – Session 2 – SS2DB

Towards representative history at GCSE, or the rise of Hitler in three women
Ed Durbin
Yate Academy
Susanna Boyd’s call in TH 175 for a more inclusive history curriculum has led to a great deal of reflection on the part of history teachers and curriculum planners. At GCSE, however, exam-board specifications, subject knowledge and time constraints present significant barriers to a more representative curriculum. In this session I will reflect on my attempts to make the oft-told GCSE narrative of the rise of Hitler more representative by asking different historical questions, stretching the GCSE specification in creative directions, and bringing undertold stories into the narrative.
Saturday – Session 2 – SS2ED

Empire, curriculum and belonging
Hannah Cusworth
The Charter School, East Dulwich
The session will look at how I’ve developed our KS3 curriculum to include much more about the British Empire and Black British history, with a focus on an enquiry we taught: ‘How and why has the Empire Windrush become such a big part of Britain’s island story?’ It will also include my reflections on the challenges and implications of teaching Empire and Black British history on students’ (and teachers’) sense of belonging.
Saturday – Session 2 – SS2HC

Conflict, art and remembrance: new insights and approaches from the Historical Association Teacher Fellowship
HA Teacher Fellows
This session will outline practical strategies, resources and approaches developed by Teacher Fellows on the Conflict, Art and Remembrance Teacher Fellowship programme. There will be plenty of easy takeaway ideas which will help bring recent academic research into the classroom, with a particular focus on remembrance of the First World War.
Saturday – Session 2 – SS2TF

Supporting lower-attaining students at GCSE History
Katie Hall
Pearson
This workshop will consider the challenges facing lower-attaining students with the reformed GCSE History qualification. It will explore the strengths that lower-attaining students have and how these can be built upon, look at exemplar student answers, and develop strategies for improving lower-attaining students’ historical skills and knowledge.

Saturday– Session 3 – SS3PE

Session 3

Mapping the history curriculum from Key Stage 1 to Key Stage 5: how do we keep it interesting, challenging and fresh?
Lynne Adams
Dene Magna School
As a Head of History in a secondary school which has just taken on A-level teaching, I was keen to find out students’ entire history journey. Working with a local primary school, I have mapped a typical 12-year journey and considered its impact on history teaching throughout the school. It has enabled us to reconsider our KS3 teaching and provide a more challenging start, rather than ‘starting from scratch’.
Saturday – Session 3 – SS3LA

Korea: a forgotten war?
Ben Walsh
Academies Enterprise Trust
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 KS3 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.
Saturday – Session 3 – SS3BW

A history of your locality in 30 artefacts
Rachel Lewin
Five Islands Academy
Rachel Lewin explores the joys and challenges of the ambitious scheme of work she designed to launch her school’s KS3 curriculum, inspired by Ian Dawson’s ‘What is history?’ and Neil MacGregor’s ‘History of the world in 100 objects’. Delegates will come away with exciting ideas about how to help Year 7 establish a big picture chronological framework, develop an initial sense of period, engage with local history, investigate artefacts as sources of evidence and present historical research as part of a Young Curators Museum Project.
Saturday – Session 3 – SS3RL

Mirror images and wide-angle lenses: using diversity to ensure a curriculum that reflects students’ identities and broadens their horizons
Paula Lobo
Bristol Grammar School
Polly Simson
Hardenhuish School
Paula and Polly will explore their journeys towards a diverse curriculum, in which they seek to broaden their students’ horizons. As a starting point, they considered the limited scope of a curriculum that reflected their homogenous student bodies and decided to diversify their teaching. By considering diversity within past societies, and by widening the breadth of their students’ studies, Paula and Polly reshaped and expanded the scope of their curriculum content.
Saturday – Session 3 – SS3PL

What can we learn from Polish teachers to support our teaching of the Holocaust?
Steve Mastin
Consultant
Toby Simpson
Wiener Library
In Poland, history teachers are wrestling with the government about how the death camps should be memorialised and how Poland’s war history should be taught. In England we debate siting a permanent Holocaust memorial. In our schools, the subject can be reduced to a handful of lessons at the end of Year 9, or worse. This session will consider how history teachers can use the latest scholarship and the rich archive at the Wiener Library in London (the largest Holocaust archive in the UK) to breathe new life into their teaching of an event that has lasting significance and in an atmosphere of rising anti-Semitism.
Saturday – Session 3 – SS3SM

Session 4

Students, sources and six degrees of separation
Andrew Payne
The National Archives
How can we get students to work with original documents in an authentic process that provides an insight into how historians work with archival material to produce thoughtful, analytical extended writing? Andrew Payne from The National Archives offers a new method for working with sources that is adaptable for students of all ages and abilities. He will use material related to the transatlantic slave trade but the process is adaptable for use with content for any topic or theme.
Saturday – Session 4 – SS4AP

LGBT+ history: why include it and how to do it well
Claire Holliss
Reigate College
As more teachers have sought to include LGBT history in their curriculums, there has been a renewed focus on how to do so in a historically rigorous way. This workshop will explore how I have tried to include key individuals without engaging tokenism, how I have linked the ‘big stories’ of queer history into the rest of the curriculum and how I have grappled with some of the problems of interpretation linked to queer history as a discipline.
Saturday – Session 4 – SS4CH

Exploring local legacies of the transatlantic slave trade
Tom Allen
Oldfield School
Pam Canning
Little Heath School
Everybody knows about the links between the slave trade and the development of London and Bristol, but we will share two teachers’ journeys of using local histories to explore the impact of the transatlantic slave trade on the provincial towns of Reading and Bath. The session will share ways that teachers can build local elements into their teaching of this important topic to make it more powerful. Building on work from the 2019 HA Fellowship on the legacies of the transatlantic slave trade.
Saturday – Session 4 – SS4TA

Using metaphors to enable pupils to characterise change and continuity and engage with historical scholarship
Eve Hackett
Comberton Village College
Building on the work of previous teacher-researchers, this workshop aims to explore how metaphors can be used and adapted by pupils to characterise the nature and process of change over time, as well as enabling them to engage with historical scholarship. The focus will be on the use of Marc Morris’s ‘The Norman Conquest’ with a Year 7 class, but there will also be discussion of how metaphors can be used in a similar way in Key Stages 4 and 5.
Saturday – Session 4 – SS4EH

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