‘But Miss, they all have the same name!’ Unpicking who’s who in the Wars of the Roses
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
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
Pleckgate High School
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’: bring coherence to your curriculum through big picture overviews
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?’
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
History and English teacher
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
What does knowledge-rich learning at Post-16 really look like?
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!
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
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
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
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
The historical process uncovered: bringing the academic discipline into the classroom to help students improve their understanding of historical interpretations at A-level
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
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
Royal Holloway, University of London
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
Convent of Jesus and Mary Language College
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
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
This session will focus on planning, teaching and assessing the thematic studies.
Friday – Session 3 – FS3AQA
Beyond ‘so what!?’ explanations: modelling academic causal arguments for students
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
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
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
Kings College London
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
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