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Drop-in session: Secondary welcome meeting
Live session: Monday 24 May 2021, 6:15 pm

Let’s get ‘source-y’: how to develop students’ analysis and evaluation of historiography at A-level
Heather Sherman
York College
Being able to understand, analyse and evaluate the interpretations of historians is a key feature of AQA, Edexcel and OCR A-level history. In this session, we will explore a range of different pedagogical activities that you will be able to use with your students to develop and enhance their historiographical skills set, including how to analyse extracts individually and comparatively, and how to apply their understanding to exam technique. With all exam boards focusing their historical interpretation questions on ‘how convincing’ students find the sources, we will also look at how to develop high-level skills around the integration of contextual knowledge to help form and sustain a mature judgement.
Live session: Tuesday 25 May 2021, 4:30 pm

Making your history department a good environment for beginning teacher learning and well-being
Katharine Burn
University of Oxford
David Hibbert and Rosanna Griffin
The Weald Community 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!
Live session: Tuesday 25 May 2021, 4:30 pm

After the fall: teaching a decolonised narrative of slavery in Bristol after Colston
Richard Kennett
Gatehouse Green Learning Trust
Kate Smee
Fairfield School
Sally Thorne
Colston’s Girls’ School
After the fall of Colston, the Bristol history teachers reflected on our practice. We decided that we needed to teach transatlantic slavery better. The outcome of this has been the production of a new textbook, but not a normal textbook – a very Bristol one, fact-checked to within an inch of its life, with community engagement and critique at its core.
Live session: Tuesday 25 May 2021, 4:30 pm

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.
Live session: Tuesday 25 May 2021, 6:00 pm

Extending the reach and power of medieval history
Elizabeth Carr
Presdales School
The medieval period can seem unappealing, distant and even irrelevant to students. This session will help you to reconsider the scope of medieval history and enhance its power in your curriculum sequence. Fascinating stories, from powerful women to climate change and cultural, European and wider world histories, offer new lenses to reinvigorate students’ interest and transform their understanding. This session will share practical ways to approach familiar topics in medieval history from fresh perspectives and to incorporate new stories. It will inspire and empower you to equip your students with a better understanding of medieval history and its connections to later periods, at Key Stage 3, GCSE and A-level.
Live session: Tuesday 25 May 2021, 6:00 pm

Bloody foreigners? The power of a Key Stage 3 study to question and illuminate issues of identity for us all
Paige Richardson
Hazelwick School
This practical workshop will look at how the Key Stage 3 curriculum can be made more diverse and inclusive through a study of the ‘bloody foreigners’ that have made up our nation. It considers how concepts such as similarity and difference can help students to understand the complexity of English identity and how it has changed over 1,000 years.
Live session: Tuesday 25 May 2021, 6:00 pm

Drop-in session: Discussion with the examination boards
Live session: Tuesday 25 May 2021, 7:00 pm

Using academic literature to enhance students’ subject knowledge and history-specific vocabulary at A-level
David Brown and Amy Diprose
The Sixth Form College Farnborough
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 can be applied specifically to A-level history in order to enhance student progression in the subject.
Live session: Wednesday 26 May 2021, 4:30 pm

Teaching a coherent and representative British seventeenth century
Helen Snelson and Ruth Lingard
University of York
Might your teaching of the seventeenth century lead children to think that some white, mainly rich men had a fight, cut a king’s head off, cancelled Christmas and then made friends again? If the answer is ‘err, maybe!’, then this session is for you. We have researched and made materials to develop a coherent understanding of the period and knowledge of what mattered to a socially, ethnically and geographically diverse range of women and men. We will use these to show how, by exploring what mattered to these people, students can consider what we should regard as historically significant from the period today. You can take away the resources to adapt and we have trialled them online – just in case!
Live session: Wednesday 26 May 2021, 4:30 pm

Everybody’s talking? Unpacking, sharing and developing the use of dialogue in history learning and teaching
Michael Bird
University of Chester
David Ingledew
University of Hertfordshire
Dialogue is a common routine in history classrooms and the many insights that it offers into the development of historical understanding are generating increasing interest. Using excerpts of classroom dialogue, this talk aims to show how dialogic interaction enables pupils to transform knowledge and construct historical meaning, as well as how it makes visible the processes of collective thinking that it entails. We will highlight the different types of dialogue that can be used in history lessons, and listen to the voices of children grappling and struggling with historical questions in dialogue with each other. Through doing this, we will propose a series of principles underpinning a dialogic approach to the teaching of history, which we recommend that practitioners consider in their own teaching. The follow-up live session will explore with participants how they can unpack and share their own use of dialogue in history lessons, with the aim of developing it and enhancing its impact on pupils’ historical understanding.
Live session: Wednesday 26 May 2021, 4:30 pm

Drop-in session: Secondary subject leadership
Live session: Wednesday 26 May 2021, 7:15 pm

Putting the school in the classroom
Annie Thwaite
University of Cambridge
Molly Navey
Priory School
Hannah Cusworth
The Charter School East Dulwich
Jonny Sellin
Bottisham Village College
Andrew Stacey-Chapman
Northallerton School & Sixth Form College
Despite secondary education becoming an almost universal experience for British 11-year-olds after the Second World War, it is striking how rarely this key social transformation is used to engage current school-age pupils studying post-1945 British history. This workshop examines a recent collaboration between the ESRC-funded project ‘Secondary Education and Social Change in the UK since 1945’ (SESC) and four secondary school history teachers to provide a creative solution to this problem by creating Key Stage 3 School Resource Packs based on SESC’s research.
Live session: Thursday 27 May 2021, 4:30 pm

‘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 Key Stage 5 teachers of fifteenth-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.
Live session: Thursday 27 May 2021, 4:30 pm

Exploring local legacies of the transatlantic slave trade
Pam Canning
Little Heath School
Tom Allen
Oldfield 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 in which 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.
Live session: Thursday 27 May 2021, 4:30 pm

Drop-in session: Writing for Teaching History
Live session: Thursday 27 May 2021, 7:15 pm

Drop-in session: Early career networks
Live session: Thursday 27 May 2021, 7:15 pm

‘Presumably a British subject’: colonial seafarers in the 1920s
Iqbal Singh and Kathryn Collins
The National Archives
This session will take on the case of a British Indian seafarer from The National Archives collection to see what we can discover about the lives and challenges faced by colonial seafarers in the 1920s. The teaching resource that we will be sharing has been developed to support the GCSE unit on migration and could also be adapted for Key Stage 3. It uses documents from The National Archives that relate to the individual story of Jan Mohamed, a lascar in the 1920s. There is a forward written by the historian Rozina Visram and the resource includes a series of document activities to address the enquiry question: ‘Presumably a British subject’: What can we discover about the lives of British Indian seamen in the 1920s and the challenges they faced?
Live session: Friday 28 May 2021, 4:30 pm

Working within the bounds of specifications to build representation and a range of voices
Kerry Apps
St Thomas The Apostle College
In this session I will share the approaches that I and my department have taken to build representation and a range of voices into our teaching of A-level. This will be particularly pertinent to those who teach specifications relating to the Tudors, but will also feature other topics such as Native American and African American history. I will share practical steps that we have taken and how this has impacted upon our students’ learning, as well as uptakes at university level.
Live session: Friday 28 May 2021, 4:30 pm

Drop-in session: Initial teacher education
Live session: Friday 28 May 2021, 6:00 pm
An opportunity to meet colleagues involved in History Initial Teacher Education and to bring questions to our panel who will be operating a live ‘Move Me On’ feature. This session will be hosted by HTEN (History Teacher Educators Network). HTEN represents those who work with and have responsibility for the professional education, development, and training of beginning and serving history teachers. This is an opportunity to ask questions about any aspect of History Initial Teacher Education, from supporting beginning teachers with lesson planning to the benefits and challenges of becoming a history mentor and how to get more involved with HTEN.

The panel will comprise:
Victorian Crooks, Co-Chair HTEN, Assistant Professor in History Education at University of Nottingham
Laura London, Co-Chair HTEN, Lecturer in Education (Secondary History) at UEA
David Ingledew, Secretary HTEN, Secondary ITE Lead at University of Hertfordshire
Sally Burnham, SCITT History Lead, PGCE Mentor and Associate PGCE Tutor
A SCITT representative, to be confirmed

It would be helpful if ‘Move Me On’-style questions could be submitted ahead of the drop-in if possible (although we will take questions in the meeting too). Please could questions be sent to: (subject line: HA ITE Drop-in).

Storytelling in history teaching
Christine Counsell
What is its role? Why does it matter? How does it work? How can history teachers learn to do it well? Why does teaching a diverse past require stories? How does story make it possible to assimilate and retain knowledge? How can we use story to challenge assumptions, question other narratives and interrogate silences?
Live session: Saturday 29 May 2021, 11:30 am

History, diversified and devolved: Four Nations approaches to teaching history – British values and identities
Rhonwen Bruce-Roberts
Edge Hill University
In recent years, there has been an increasing amount of scholarship on Ireland, Scotland and Wales emerging. Therefore, enthusiasm for the Four Nations debate must be promoted in history secondary education. This session will explore the challenges and misconceptions surrounding the Four Nations approach in teaching history, while identifying effective and inclusive approaches throughout the National Curriculum. It uses them in order to improve pupils’ understanding at Key Stages 3 and 4 of what has happened in the United Kingdom as a whole and in England.
Live session: Saturday 29 May 2021, 11:30 am

Building communities of enquiry across history education: the value of collaboration and dialogue between PGCE students and historians
Will Bailey-Watson and Charlotte Crouch
University of Reading
Since 2018, Will and Charlotte have designed three projects that bring history PGCE students and history PhD students together. The projects facilitated cross-disciplinary knowledge exchanges, as the students worked together to ask questions and solve problems being faced in school and university contexts, as well as the wider history education community. The topics covered varying combinations of substantive, methodological, curricular and pedagogical matters. This session will explore how the model was conceived, and how it might be introduced into other ITE providers and wider settings. It will also look at the findings and the role of collaborative practice for improving classroom teaching and outcomes, as well as historians’ ability to have real impact through their research and teaching. This will interest anyone who works with trainee history teachers, but also those interested in the power of collaborating across different sectors of history education and academia, and those who have teaching responsibilities without formal training.
Live session: Saturday 29 May 2021, 11:30 am

CARGO Classroom: innovative new resources for Key Stage 3 history
Alison Hargreaves, Lawrence Hoo, Tracy O’Brien and David Rawlings
Led by poet Lawrence Hoo and Creative Director Charles Golding, CARGO is an independent creative organisation collaborating with experienced teachers to create innovative online resources for Key Stage 3 History. In this presentation, Lawrence will describe the motivations behind this work and share the principles CARGO adheres to with regards to language and point-of-view. Alongside samples of the multimedia resources CARGO is creating, we will also hear testimonies from the teachers who are working with CARGO to develop them, and learn how they are being implemented in the classroom.
Live session: Saturday 29 May 2021, 1:00 pm

Picturing the past: using historical illustration with clarity and purpose
Michael Hill
Ark Academy
Although historical illustrations have long been used in the history classroom, this research-based workshop will reconsider how exactly they can further pupils’ knowledge and understanding. We will look at a range of practical examples, including illustrations from history textbooks published over the last century, to consider what kinds of historical learning illustrations can bring about – and how we might use them effectively in the classroom. This workshop will be particularly useful for teachers interested in worldbuilding, and those looking to support lower-attaining pupils at Key Stage 3, GCSE and A-level.
Live session: Saturday 29 May 2021, 1:00 pm

Putting the ‘T’ into LGBT history
Richard Harris and Amy Austin
University of Reading
This session will introduce participants to source material that reveals attitudes in Britain in the late nineteenth and early twentieth centuries 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.
Live session: Saturday 29 May 2021, 1:00 pm

Diversity and the curriculum: panel discussion
Emily Folorunsho, Sharon Aninakwa, Otis Blaize, Ainsworth Brown, Hannah Cusworth, Josh Garry, Patrice Gonzalez, Teni Oladehin
In this session the panel will discuss diversity in the curriculum and some of the issues facing us all, such as what a decolonised curriculum can look like, what can be done in initial teacher training and how to encourage more BAME students to undertake history A-level and degrees.
Live session: Saturday 29 May 2021, 3:00 pm

Diversifying, decolonising, developing substantive knowledge… but don’t forget the disciplinary!
Sally Burnham
Carre’s Grammar School
With the buzz surrounding developing our Key Stage 3 curriculums as we look at diversifying, decolonising and developing substantial knowledge, there is a wealth of excellent work being done in our history departments. This session and workshop will look at ways to ensure that we don’t lose sight of disciplinary knowledge and that we continue to build the second-order concepts across the curriculum, rather than them becoming ‘bolt-ons’ in our planning and teaching.
Live session: Saturday 29 May 2021, 3:00 pm

Beyond behaviour: injecting your observation of early career teachers 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 that 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 that 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 to their historical learning in particular.
Live session: Saturday 29 May 2021, 3:00 pm


Call for papers 2021

About Bristol 2021 Conference

HA Virtual Conference

About the Virtual Conference

Speakers Virtual Conference


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