Doing History 2010 Annual Conference Hallam University Friday 14 May and Saturday 15 May 2010

What they said last year: “Thank you! An excellent mix of speakers and research … the debate was EXCELLENT” “I found all the courses very relevant and well pitched to the practical needs of a classroom teacher. I was able to feedback to the rest of the department and some of the ideas from Saturday have already been put into action” history.org.uk Programme at a glance Friday 14 May 2010 Pathways Time Primary Secondary Secondary General Sponsored Tours and Workshops Walks 10.00 10.30 Registration

10.30 11.30 Presidential Lecture 11.30 A Sheffield 12.00 Coffee and Exhibition Time walk taking 12.00 The greatest Scheherazade in Building a History in education AQA in Sheffield 13.00 invention of the the Classroom: school history, project, reviewing GCSE History Cathedral C20th? Doing Narrative in interactive 100 years of history Richard Led by significance with history teaching solutions for teaching Staton Dr Trevor Key Stage 2 Joanne classroom use Dr Nicola SSW1 James Alf Wilkinson Pearson Dr Nick Sheldon & FW1 FPAW1 FSJP1 Barratt Dr Jenny Keating FSNB1 FGNS1

13.00 13.45 Lunch

13.45 Dilemmas in Motivation Assessment The impact of the OCR Sheffield Sheffield 14.45 history in the history in the new digital revolution Skills and the Local Archives Beverly classroom, curriculum: upon historical Sixth Form Studies Tour Forrest teaching Using APP to research Historian: Library and Dave historical help pupils get Dr Andrew How students Tour Weldrake interpretation better at history Foster can approach FPBF2 Ben Walsh Joanne Philpott FGAF2 cause and FTLS2/3 FTA2/3 FSBW2 FSJP2 consequence FSW2 14.45 15.15 Coffee and Exhibition Time

15.15 Meaningful Don’t worry Making sense How to get on EDEXCEL 16.15 history in about the of historical at the Georgian GCE History: integrated study answer, make interpretations, Court: Tips on Preparing for Sue Temple sure you’re developing self promotion, A2 examined FPST3 asking the student flirtation and Unit 3 right question! thinking etiquette in the Angela Developing Dr Arthur ‘Age of Scandal’ Leonard engaging enquiry Chapman Dr Lucy Worsley FSW3 Andrew Payne FSAC3 FGLW3 FSAP3

16.15 17.30 Exhibition Time 17.30 18.00 Drinks Reception 18.00 19.00 AGM 19.00 19.30 Free Time 19.30 onward Conference Dinner Saturday 15 May 2010 Pathways Time Primary Secondary Secondary Secondary General Sponsored Visit Workshops 9.00 9.45 Registration and Exhibition

9.45 10.30 Keynote Speech – Professor Justin Champion 10.30 11.00 Coffee and Exhibition Time A visit to Sheffield 11.00 An interactive Religious Assessment History and An AQA Manor 12.00 session minorities in the new PLTS: A town introduction to A level Lodge teaching in European curriculum: big enough the National History SV1/2 evidence history Using APP to for the both Fairground Sally Waller based history, Paula help pupils of us? Archive FSW1 Flora Kitching get better Ian Luff Professor Wilson SPK1 at history SSIL1 Vanessa SPFW1 Joanne Toulmin Philpott SGVT1 SSJP1

12.00 The challenge Bringing Does Scheherazade Connected OCR 13.00 of cross home the curriculum in the histories: Doing Skills and the curricular bacon: How innovation Classroom: British history Sixth Form teaching to teach mean the Narrative on the internet Historian: Karin Doull outstanding end of in history Professor How sources SPKD2 lessons history? teaching Robert can be used Richard Simon Joanne Shoemaker by teachers McFahn Harrison Pearson SGRS2 and students ThisSSRM2 session is full SSSH2 SSJP2 SSW2 it will be repeated at 15.45 SSRM4 13.00 13.45 Lunch

13.45 15.15 Round Table: Does Content Matter?

15.15 15.45 Coffee and ExhIbition Time

15.45 The greatest Motivation Muslim Making ‘If you go down EDEXCEL The place 16.45 invention of in the history Tommies: sense of to the woods GCSE History: of history in the C20th? classroom, Can history historical today…’ the Controlled the school Doing teaching teaching interpretations, economic, Assessment curriculumn significance historical help prevent developing social and for Modern suggesting with Key interpretation violent student cultural history World ways forward Stage 2 Ben Walsh extremism? thinking of Britain’s and SHP following Alf Wilkinson SSBW3 Andrew Dr Arthur ancient specifications the General SPAW1 Wrenn Chapman woodlands Angela Election. SSAW3 SSAC3 Professor Leonard Martin Melvyn Jones SSW3 Roberts SGMJ3 SSRM3

16.45 Conference Close Presidential Lecture She has been putting together a modern social, intellectual and Doing history: major database of known English cultural themes including the is it too dangerous to be a soldiers from the period and the history of the plague, blasphemy medieval historian? resulting website has been hugely and irreligion and the politics of Professor Anne Curry popular. Anne is author of the reading. He is also committed to Head of the School of Humanities recent title, Agincourt: a new widening participation projects: a and Professor of Medieval History, history. keen proponent of public history Southampton University he has been involved in regular ‘Re your piece in the Daily Mail, Keynote Speaker broadcasts on radio and TV. He is 26 October 2009, on the battle How public is public history? author of: Republican Learning: of Agincourt, I was absolutely Professor Justin Champion John Toland and the Crisis of disgusted at the inference that Head of Department at Royal Christian Culture, 1696-1722 it did not occur as has originally Holloway and Professor of the been reported’. Who would have History of Early Modern Ideas Round Table thought that research based on Professor Champion will engage Does Content Matter? archival sources would lead to with the increasing awareness Chair: Heather Scott (HA Deputy such a hostile response? In my of the different forms of public President and Headteacher at presidential lecture I will reflect on history in print, TV, film and radio Barlby High School, N. Yorkshire) why there are tensions between media – but also raise questions what professional historians do about the distinction between Arguing the case are: Dr Michael and how their work is perceived public history as entertainment, Riley (Director of the Schools outside the academic sphere. and the question of public History Project.); Anastasia Why do myths prevail? Can involvement in making or doing de Waal (Deputy Director of historians do anything to redeem history. He will also deliberately Civitas); Colin Jones (President the situation? set out to explore what ‘public’ of the Royal Historical Society resources are available to the and Professor of History at Queen Anne Curry research interests are wider community to ‘do’ different Mary University of London); in 14th and 15th century English types of history. Nicolas Kinloch (Author and and French relations – particularly former Head of History at Agincourt, Women and Warfare Justin Champion’s research Netherhall School and Sixth and elements of financial history. interests cover a range of early Form College.)

GENERAL HISTORIAN PATHWAY The Impact of the ‘If you go down to the charcoal making, basket making, Digital Revolution upon woods today...’: the coopering and clog making; historical research economic, social and age-old techniques of building in Dr Andrew Foster cultural history of Britain’s timber; and the clues that can be Honorary Visiting Fellow of the ancient woodlands found in surviving woods about University of Southampton Professor Melvyn Jones their origins and their history. A workshop aimed at promoting Visiting Professor in Landscape debate about the benefits and History, Sheffield Hallam History in Education Project potential dangers of increasing University Dr Nicola Sheldon and use of internet resources in Many of the woods we take short Dr Jenny Keating historical research. Whilst we cuts through, walk our dogs in, Institute of Historical Research might celebrate great gains or visit to see the spectacular This will be a presentation of the regarding speed and access, displays of bluebells were known outcomes of a research project should we perhaps worry about to our medieval ancestors. But in into history teaching since 1900. what exactly we have access to, those days – and up to the end By May 2010, we will have how it has been catalogued, and of the 19th century – they were completed a significant number how much more there might working woods. This lecture will of interviews for the oral history be behind the scenes that now recount the fascinating history archive with teachers (current lie neglected and simply crudely of British woodlands: traditional and former), former pupils, listed? Come prepared for a lively management techniques; teacher trainers, historians and discussion! old woodland crafts such as those involved in all of the major developments in history teaching resources are being created the artefacts and machinery of in the past 40 years. We will which facilitate sophisticated fairgrounds. Professor Vanessa also have completed work on integrated searching of Toulmin will provide a lively numerous documentary sources dispersed databases, and use introduction to this valuable and and archives for the whole of user-generated content to add important collection. the period. As a result we hope value to existing electronic to provide both visual and audio sources, thereby allowing a How to get on at the material to explore the significant crowd-sourced, connected, and Georgian Court: Tips changes and big questions internet-enabled British history on self promotion, which have both bedevilled and to be created. flirtation and etiquette brightened the lives of history in the ‘Age of Scandal’ teachers up and down the The National Dr Lucy Worsley country for a hundred years. Fairground Archive Chief Curator, Professor Vanessa Toulmin Historic Royal Palaces Connected Histories: Doing Research Director, The drawing room of a Georgian British History on the Internet National Fairground Archives royal palace sounds like a genteel Professor Robert Shoemaker The National Fairground place, but it was in fact a bloody Professor of 18th Century British Archive is a unique collection battlefield. Participants will learn History, of photographic, printed, how to advance in the cut-throat Presenting the latest manuscript and audiovisual world of court politics. They’ll be developments in the exploitation material. It covers all aspects instructed in how to whip open of electronic resources for of the culture of travelling a fan like a flick-knife, how to researching and writing British showpeople: their organisation stand, bow, dress and even how history. Moving beyond as a community; their social to relieve themselves with the Google and Wikipedia, new history and everyday life; and utmost elegance.

SECONDARY PATHWAY

Building a school history their understandings of history? attitudes and competencies Nick Barratt How can we support and seems incompatible with a Broadcaster and researcher develop student thinking and curriculum that rigorously Interactive solutions for advance their understandings develops the discipline of the classroom use: how software can of the discipline of history? This historian. At Swanmore College help develop personal histories. workshop will present examples of Technology a curriculum has This workshop will look at how of student thinking on these been designed that attempts to schools have used interactive questions, provide opportunities meet both aims. This workshop software with pupils to build to explore these questions will explore this model through a history of the school and and present a model for the process of its creation, surrounding area. understanding and developing delivery and evaluation. This will student thinking. not be a sales pitch, rather an Making sense of historical honest reflection on successes interpretations Does curriculum and pitfalls, considering what Arthur Chapman innovation mean can be learned from them in the Lecturer in History Education, the end of history? context of wider research on Institute of Education Simon Harrison cross curricular learning in the How do students explain the Deputy Headteacher, humanities. existence of differing historical Swanmore College of interpretations? What do Technology, Hampshire the kinds of explanation that The aim to create a curriculum students offer reveal about that addresses broader skills, history.org.uk Religious minorities in love. The hour will be active, Assessment in the European history provide you with concrete new curriculum: Using Paula Kitching examples and a framework APP to help pupils get Citizenship and History Consultant for success. Bacon butties not better at history This workshop will offer included. Joanne Philpott an exploration of the AST and Subject Leader, history of selected religious Don’t worry about the Dereham Neatherd School, minorities’ impact and influence answer, make sure you’re Norwich on European development from asking the right question! This practical workshop will the 18th century through to Andrew Payne focus on how the use of APP today. In particular, it will focus Head of Education and principles has impacted on on the presence of Islam and Outreach, The National Archives Dereham Neatherd history Judaism on European traditions This session will look at department’s approach to and history. developing engaging enquiries planning for progression as well with online resources for the as assessing pupil progress. History and PLTS: classroom; including finding A town big enough suitable source material, framing Motivation in the for the both of us?* the enquiry question and history classroom Ian Luff developing the source-based Ben Walsh Deputy Head, activity using archival material. Author and consultant Kesgrave High School, Suffolk Using film as historical source for Are cross-curricular and applied Scheherazade in the history teaching, this workshop approaches about to run school Classroom: narrative and will explore teaching historical history out of town? Should history teaching interpretation. Based on the new subject discipline be thrown to Joanne Pearson E-CPD unit What’s History got to the winds of change currently Senior Lecturer, Leeds do with me? blowing strongly through the Metropolitan University ‘blue sky’ of radical thought? Ian This seminar examines the Muslim Tommies; can Luff considers the future of the place of narrative within history history teaching help study of the past in our schools. teaching. The Key Stage 3 prevent violent extremism? *a slightly modified repeat of Curriculum gives teachers Andrew Wrenn the Keynote presentation at SHP scope to choose the content Advisor for History, in July 2009. that they teach, in addition to Cambridgeshire this the Key Stage 3 Orders in This workshop will consider Bringing Home the Bacon: England and Wales acknowledge the extent to which history How to teach outstanding the constructed nature of teaching might help prevent lessons the past with the inclusion of violent extremism. It will use as Richard McFahn interpretation and significance an example a recently published Humanities Adviser West Sussex as key concepts. How then HA module on the Who Do We Having turned a failing do teachers think about these Think We Are? website aimed department into an OFSTED choices and what attention do at Year 9 pupils, which focuses rated outstanding one (three they pay to the narrative turn on rich original sources to track times). Richard is more than within historical theory and the role played by both white qualified to share the dark arts practice? I will be examining and Indian Muslims during the of exemplary teaching. Being the choices of three female British war effort in the first on the receiving end of SLT teachers working in English state world war. This unit also makes observations can be painful – schools about narratives they explicit links to the present day. this session will show you how choose and how they feel about to teach high quality history the place of narrative and story and get the right boxes ticked, within the history classroom. without compromising the integrity of the subject we all PRIMARY PATHWAY

Dilemmas in History Meaningful history in The project found that Primary- Beverley Forrest integrated study age children are capable of Associate Principal Lecturer, Sue Temple working with historical concepts Primary Education Leeds Trinity Senior Lecturer in Primary History at a much more mature level University College As we move towards more cross than many teachers think. This Dave Weldrake curricular work, this session will workshop will explore some Education and Outreach examine how the study of a recent work on Significance with Coordinator West Yorkshire person from the past can lend Key Stage 2 pupils. Archaeology Advisory Service itself to meaningful integrated This session will look at work. We will examine children’s Teaching Evidence-based developing creativity and work, photographs and activities history thinking skills in history through to explore how this project Flora Wilson archaeology. There will be a worked in a small local primary Head of History at a large north strong link to citizenship. school. This session is aimed at London secondary school Key Stage 1/2. Sometimes it can be really dif- The challenge of cross ficult to engage our pupils with curricular teaching ‘What was the what evidence is – and thus Karin Doull greatest invention of what the discipline of history is Principal Lecturer, Primary ITT, the 20th Century?’ all about. This is a session where Roehampton University Doing significance participants will be asked to take The session will suggest how with Key Stage 2 part in various activities – many History can be used as a focus Alf Wilkinson of which can be used in the subject within a cross curricular National Subject Lead History, classroom, though some are de- topic, considering ways in New Secondary Curriculum, signed to challenge and extend which to identify and promote Historical Association our thoughts as adults about historical learning while also In 2006 the HA undertook a what we understand about the developing valid links to other research project into transition subject. subjects. from Key Stage 2 to Key Stage 3.

TOURS

If you would like to know more day and includes business, family about the resources available at and estate, local government, Sheffield Manor Lodge is either the Local Studies Library local public records and records the site of a hunting lodge or at Sheffield Archives come on from individuals. built in the late 15th and mid one of these fascinating tours. 16th centuries as a country Sheffield Local Studies Library retreat for the Earls of Sheffield Archives The library has a collection of over Shrewsbury, the Lords of the Sheffield Archives Collects, 30,000 volumes including books, Manor of Sheffield. At the time of preserves and lists written pamphlets, journals and reports its construction it was surrounded and other records relating to on all aspects of the city’s history by a huge deer park.The remains Sheffield and , and development and the lives of of Sheffield Manor Lodge include and makes them available for its people. In addition there are parts of the kitchens, long gallery reference and research. This tour collections of newspapers, trade and the Grade II listed Turret. will look at records dating from directories, census records, maps the 12th century to the present and other materials. history.org.uk Sponsored WORKSHOPS

OCR – Skills and the Edexcel GCSE History: AQA GCSE History Sixth Form Historian Controlled Assessment for Richard Staton Two workshops will explore Modern World and SHP Chair of Examiners how students can consolidate specifications There are no secrets here. Writing and extend their historical skills Angela Leonard good GCSE answers is, and and understanding in the sixth Chair of Examiners, always has been, about answering form. The focus will be on how Edexcel History the question set. Precisely. Why young historians can achieve a This session will help you to then do some candidates struggle balance between developing develop an understanding of the especially those on the C/D and subject knowledge and a critical requirements of Edexcel’s GCSE A/A* border? This session will try approach to historical evidence. Unit 4 Controlled Assessment. and answer that question within There will also be discussion on You will look at sample materials, an AQA context, there will be issues of continuity and change share good practice, discuss a particular focus on teaching and how students evaluate long- effective preparation of candidates the Controlled Assessment term developments and acquire and address common issues. component. a sense of perspective. Edexcel GCE History: AQA A level History The first workshop will focus Preparing for A2 Sally Waller on how sources can be used by examined Unit 3 Chief Examiner teachers and students in the sixth Angela Leonard This session will reflect on the form and how an understanding Chair of Examiners, changes that have taken place in of the way that historians use Edexcel History the examining system over the last evidence can be fostered. This session will help you to two years and will look at their The second workshop focuses develop an understanding of impact on students, teachers on how students can approach the requirements of Edexcel’s and examiners. There will be an cause and consequence, and A2 examined Unit 3. You will appraisal of AQA’s response to the build understanding of vital look at sample materials, share new four unit A level examination concepts such as turning good practice, discuss effective structure, assessing its rationale, its points in history and long term preparation of candidates, and effectiveness and what has been continuity and change. address common issues. learnt so far.

How to get there Sheffield Hallam University is based in the heart of the country in Britain’s fifth largest city. Major road and rail networks link Sheffield directly with the rest of the country and the city itself is served by excellent bus and supertram services.

The conference is held at the City Campus which is directly adjacent to Sheffield’s central Passenger Transport Interchange at Pond Street, and is a two minute walk from Sheffield’s Midland railway station.

Sheffield’s motorway link is the M1, junctions 33 and 34. You are recommended to leave at junction 33 and proceed into the city centre by way of the Parkway (A630). Annual Conference – Booking Form To book your place please either: complete the form in block Capitals, tick as applicable and return to: The Historical Association, 59a Kennington Park Road, London SE11 4JH or book online at: history.org.uk or call: 020 7735 3901 To take advantage of the ‘early bird’ booking fee, please complete all sections and send by fax or post to arrive no later than 28 February 2010.

Pathways – Friday 14 May – Please tick the sessions you wish to attend Time Slot Primary Secondary Secondary Secondary General Sponsored Walks and Sessions Sessions Sessions Sessions Sessions Workshops Visits 11.30 FW1 12.00-13.00 FPAW1 FSJP1 FSNB1 FGNS1 FSW1 FTLS2/3 13.45-14.45 FPBF2 FSBW2 FSJP2 FGAF2 FSW2 15.15-16.15 FPST3 FSAP3 FSAC3 FGLW3 FSW3 FTLA2/3

Pathways – Saturday 15 May 10.30 SV1/2 11.00-12.00 SPFW1 SSPK1 SSJP1 SSIL1 SGVT1 SSW1 12.00-13.00 SPKD2 SSRM2 SSSH2 SSJP2 SGRS2 SSW2 15.45-16.45 SPAW3 SSBW3 SSAW3 SSAC3 SGMJ3 SSW3

Delegate Fees Early bird discounts one day Both days (on one day rate only) (from 1 March 2010) HA Member Conc*: £45 £65 £110 HA Member: £80 £95 £160 Non-Member £120 £140 £240 *Concessions please tick: Full time students NQTs Retired Unemployed

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The Historical Association will be negotiating discounts at local hotels, if you would like further details please tick here Booking Summary Please tick the box if you wish to attend: Item Cost Drinks Reception Registration Fee Friday 14 May, 17.30, free, ticketed event Conference Drinks Reception Free Conference Dinner Conference Dinner Sheffield Hallam, 3 course meal and wine Sheffield ManorL odge Friday 14 May, 19.30, price £37.50 Total £ Sheffield Manor Lodge Sheffield ManorL odge has a £5 supplement history.org.uk Annual Conference – Booking Form To book your place please either: complete the form in block Capitals, tick as applicable and return to: The Historical Association, 59a Kennington Park Road, London SE11 4JH or book online at: history.org.uk or call: 020 7735 3901

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