Conference Programme and Booking Form

Annual Conference 10-11 May 2013

I was utterly impressed with the quality This was my first time at the HA What of the speakers and the amount of conference and it was all very good and ideas and resources I came away with. interesting. Thank you, and good to meet they I will definitely recommend it to other so many of you too. people. said last A very enjoyable event, plenty to use and Had a fab time and learnt a lot: think about for the coming months, can’t year: thank you! see how it could be improved! I’ve never been before but was so Excellent overall, as last year. A great impressed I would definitely like to chance to network, get new ideas and go come again. away feeling inspired. history.org.uk Session 3 Session 2 Session 1 19.30 19.30 18.30 - 18.15 17.15 - 17.00 16.15 - 16.15 15.45 - 15.45 14.45 - 14.45 14.30 - 14.30 13.30 - 13.30 12.45 - 12.45 11.45 - 11.45 11.15 - 11.15 10.15 - 10.15 09.30 - Programme ataglance FGMO3 1330-1550 immigrants, England’s Mark Ormrod FGBS2 the north the viewfrom The Reformation: Bill Sheils FGAF1 imperial legend the creation ofan Napoleon and Alan Forrest Coffee Coffee Presidential Lecture: JackieEales–HowgloriouswasGloriana?ElizabethI and herhistorians Registration andExhibition General Conference Dinner Wine Reception Keynote Speech: SirRichard Evans–Writing thehistoryofnineteenth-century Europe AGM Coffee andExhibition Break Lunch FPHP2 for KS1andKS2 and bigquestions year: goodstories 1953 aneventful Hilary Pegum FPST1 other from learning each classroom – mainstream in theSENor Teaching history Sue Temple FPJW3 schools working with partnership new approach to museums –a of workingwith Creative ways Julie Wooding Primary FSCC2 (Repeated onSat) the jewelofKS3 history: uncovering Interpretations of Christine Counsell FSWR1 (Repeated onSat) classroom in aninclusiveKS3 controversial history teaching emotiveand of theHolocaust: Muslim rescuers Andrew Wrenn SESSION FULL (Repeated onSat) A-level students stretching your Supporting and Diana Laffin Secondary FSSL3 know much! people whodon’t yet – bigthinkingfor showing thehorizon’ ‘Opening eyes, Helen Snelson Ruth Lingard & FSKH2 KS3 conceptually coherent Planning a Katie Hall FSMR1 (Repeated onSat) History inparticular Michael Riley Friday FSMB1 (Repeated onSat) lonely heartsclub History teacher’s Richard McFahn Neil Bates& FSBW3 (Repeated onSat) historians think andwritelike reluctant students to helping weakeror and metaphor: Motivation, mindset Ben Walsh FSSI2 World War project ontheFirst museums –aSalford between schoolsand Effective collaboration Steve Illingworth

FSDB1 (Repeated onSat) and on-goingissues strategies, successes urban comprehensive; atan and learning affected teaching How theEBACChas David Barnes FSBF3 (Repeated onSat) bedfellows Ofsted success:happy Rigorous history and Michael Fordham Geraint Brown & FSKG2 historical enquiry on student-led Year 7 withafocus KS3: re-designing Young enquirers at Kath Goudie announced to be Session FCAQA2 workshop and continuity AQA’s change announced to be Session Commercial empire history attheedgeof Romans revealed: FHEH2 and newtechnology visits, archival sources combining on-site Using historicsites: English Heritage FHYM1 worship inaplaceof learning reinvigoration Revealed – Learning York Minster FHV3 Heritage FVYM2/3 York Minster to Privilege Visit Visits teachers children andprimary documents, primary overdue: primary oversimplified and Overlooked, Helen Maddison Karin Doull& FEMW2 down under curriculum intheland from anational exploring perspectives and TheApology: Convicts, TheEmpire Maree Whiteley FEMG1 portal tothepast with Historiana:your – onlinelearning of HistoryEducators European Association EUROCLIO, the Reuvekamp Marjan deGroot- FEDM3 Enrichment Alan Forrest Napoleon and the creation of an imperial legend

FGAF1

Bill Sheils The Reformation: the view from the north

FGBS2

Mark Ormrod England’s immigrants, 1330-1550

FGMO3

Programme at a glance Saturday General Primary Secondary Commercial Heritage Visits Enrichment 09.00 - Registration & Exhibition 09.45 09.45 - 10.45 Keynote Speech: Marc Morris – The : why did it matter? 10.45 - Coffee 11.15 11.15 - Stuart Carroll Dave Martin Rachel Foster Paige Richardson Aaron Wilkes Andrew Wrenn Remembering York Self-Guided Melanie Jones 12.15 Rethinking religious Reading and writing ‘Miss, is that a Making learning fun Is it possible to Muslim rescuers Waterloo, Archaeological tour of Clifford’s 50 Shades of Grey… violence in early historical fiction symbolic, directional or for them and us Ofsted-proof your of the Holocaust: Waterloo 200 Trust Tower, with an how your HA modern Europe theoretical milestone?’ history lesson? Teaching emotive and Touching the past: introduction to website can help add colour to your Helping our pupils to controversial history cross-curricular the history of the knowledge, planning find the argument in in an inclusive KS3 education using the tower by Louise and professional change and continuity classroom (Repeat of Fri) archaeology of York Wyatt, English

Session 1 Session development SGSC1 SPDM1 SSRF1 SESSION FULL SSAW1 SSWR1 SCWL1 SHYAT1 Heritage SEMJ1 12.15 - Break Not suitable for 12.30 wheelchair users or 12.30 - Richard Eales Penelope Harnett David Barnes Clare Buxton Richard Harris & Neil Bates & Edexcel Certificate Stuart Davies those with limited Louise Zarmati 13.30 Thoughts on & Sarah How the EBACC has Motivational history Michael Maddison Richard McFahn in History The future of mobility. Handmaiden no teaching the Whitehouse affected teaching and in the Academy The return of ‘1066 History teacher’s museums in more: the happy Crusades It depends on learning at an urban and All That’ ... or is lonely hearts club understanding the Maximum capacity marriage of history your point of comprehensive; there an alternative? (Repeat of Fri) past 20 and archaeology in view… strategies, successes an Australian ancient

Session 2 Session and on-going issues history course SGRE2 SPHW2 SSDB2 SSCB2 SSHM2 SSMB2 SCPE2 SHSD2 SVCT1/2 SELZ2

13.30 - 14.15 Lunch 14.15 - Keith Laybourn ‘Change to previously Barbara Hibbert Ben Walsh Steve Mastin Elizabeth Carr Cambridge IGCSE The National A Visit to Kate Brennan 15.15 In search of phantom advertised session’ Applying to study Motivation, mindset & Paul Nightingale ‘Is this actually a History: A teacher’s Archives Micklegate Bar ‘The history of York in fortunes: working- history at university: and metaphor: helping How do I avoid real person, Miss?’ perspective Never had it so and the Medieval 17 minutes’ or using Alf Wilkinson class gambling in what advice and help weaker or reluctant teaching to the test? Making diversity good? The rise and Walls of York scripted drama to Reputations in Britain c.1906 to can you give your students to think and meaningful, rise of British living Not suitable for tell the stories of our History 1961 students? write like historians motivating and standards 1900-1960 wheelchair users or Session 3 Session cities and historical (Repeat of Fri) rigorous those with limited sites SGKL3 SPAW3 SSBH3 SSBW3 SESSION FULL SSEC3 SCCIE3 SHTNA3 mobility SEKB3

15.15 - Maximum Capacity 15.30 Break 25 15.30 - Ian Dawson Jerome Freeman & Christine Counsell Diana Laffin Michael Riley Michael Fordham & Session Heritage Learning Anne Roe 16.30 Anne Herbert: a life Michael Maddison Interpretations Supporting and History in Geraint Brown to be Setting the challenge Nelson’s ‘other’ column amidst the Wars of Planning for the of history: uncovering stretching your particular Rigorous history and announced – Museums in a Box and a local Tudor map the Roses new National the jewel of KS3 A-level students (Repeat of Fri) Ofsted success: happy of ‘Armada’ defences: Curriculum in (Repeat of Fri) (Repeat of Fri) bedfellows fun and engaging ideas primary history (Repeat of Fri) for teaching national

Session 4 Session stories with a local twist SGID4 SPFM4 SSCC4 SESSION FULL SSMR4 SESSION FULL SHHL4 SVMB3/4 SEAR4 16.30 - Plenary / End Session 17.00 17.00 Conference close Conference Speeches

Presidential Lecture Keynote Speech Keynote Speech Friday 10.15 – 11.15 Friday 17.15 – 18.15 Saturday 09.45 – 10.45 How glorious was Gloriana? Writing the history of nineteenth- The Norman Conquest: Elizabeth I and her historians century Europe why did it matter? Jackie Eales Sir Richard Evans FBA Marc Morris President of the HA and Professor of Early Regius Professor of History and President of Historian, author and television presenter Modern History at Canterbury Christ Church Wolfson College, University of Cambridge University

Elizabeth I’s spin doctors created a lasting ‘Study problems, not periods’, Lord Acton 1066 is the most famous date in English image of her as Gloriana and when she died famously advised in his Inaugural Lecture at history. Everyone remembers the story, her reign was lauded as a golden age of Cambridge. Centuries in themselves have depicted on the Bayeux Tapestry, of William peace and prosperity. Later historians have, no historical meaning; the historian writing the Conqueror’s successful invasion, and however, drawn attention to her apparent a survey must choose a period that also poor King Harold being felled by an arrow failings as an indecisive and difficult woman, constitutes a problem. This lecture argues in the eye. But why do we remember 1066 and even to her subjects’ discontents with that the years from 1815 to 1914, the only above all other dates, and why do the events female rule. Just how glorious then was the period in history when Europe dominated of that year matter so much? Virgin Queen? the world, are one such period.

Secondary Pathway

Friday 11.45 – 12.45 across Key Stage 3, GCSE and A-level in This session will explore the strategies we repeated Saturday 11.15 – 12.15 order to explore how we can move students have used at Lampton to adapt to the Muslim rescuers of the Holocaust: confidently between the details and big EBACC, covering issues such as maintaining teaching emotive and controversial pictures of history. our aim of teaching engaging lessons that history in an inclusive Key Stage 3 Code: FSMR1 improve historical understanding, with larger classroom classes and less timetabled lessons. It will Andrew Wrenn Friday 11.45 – 12.45 also explore some of the successes we think Cambridgeshire LA Humanities Advisor repeated Saturday 12.30 – 13.30 we’ve had and the continuing difficulties Are there topics you avoid teaching through History teachers’ lonely hearts club we face. This will be an opportunity to share lack of confidence, knowledge or because Neil Bates successful strategies and listen to ideas from they might stir controversy? Do you face AST Forthill Community School colleagues at other schools and in roles extremist student or communal beliefs such Richard McFahn beyond the classroom. as Holocaust denial that are hard to Adviser and consultant Code: FSDB1 challenge? This workshop will examine Two passionate history teachers WLTM how such issues can be addressed by using like-minded male and female colleagues Friday 13.30 – 14.30 the little-known example of Muslims who concerned over changes being made to the repeated Saturday 15.30 – 16.30 rescued during the Holocaust to show history curriculum at Key Stages 3 and 4. Interpretations of history: how emotive and controversial history can We are willing to share the principles which uncovering the jewel of Key Stage 3 be taught in way that includes all pupils but make up best practice in history teaching Christine Counsell also gets them to question extremist beliefs. and which shouldn’t be compromised on. Senior Lecturer, University of Cambridge Those attending will be given access to all If you would like to see fully worked-up Faculty of Education the classroom materials used. examples of what great lessons should Since 1991, a distinctive property of England’s Code: FSWR1 continue to look like, no matter what, we National Curriculum for history has been the would like to meet you for some fun and study of others’ ‘interpretations’ of the past. Friday 11.45 – 12.45 maybe more but definitely a long term repeated Saturday 15.30 – 16.30 history future. GSoH essential. Typically, students explore how, why and in History in particular Code: FSMB1 what contexts diverse interpretations are Michael Riley constructed. Curricular expressions have Director, Schools History Project Friday 11.45 – 12.45 changed slightly, but the core idea has Particular people, places and moments in repeated Saturday 12.30 – 13.30 remained. What have teachers learned from time bring history to life and directly engage How the EBACC has affected over 20 years of working with this idea students with the lives of people in the past. teaching and learning at an urban in the history classroom? What practical But how do we blend particular experiences comprehensive; strategies, successes strategies seem to enliven it? Why are other with wider knowledge in order to develop and on-going issues countries now so interested in it? Where our students’ understanding of history? David Barnes does it sit and fit within other important This workshop will focus on ways in which Head of History, Lampton School, Hounslow aspects of historical learning such as building the work of professional historians can be Has the introduction of the EBACC led to secure knowledge and discerning patterns of used to create interest in the particulars of changes at your school? If you don’t work in change over time? the past. It will draw on historical enquiries a school, are you curious about its impact? Code: FSCC2 Friday 13.30 – 14.30 Friday 14.45 – 15.45 key strengths of the teaching there. In this Planning a conceptually coherent ‘Opening eyes, showing the horizon’ workshop we shall share examples from Key Stage 3 – big thinking for people who don’t our schemes of work at Key Stage 3 and Katie Hall yet know much GCSE which illustrate these ideas, and show History author and educational consultant Ruth Lingard the way in which the different enquiries What do you really want from Key Stage 3? Head of History, Millthorpe School are structured across a key stage in order Are you wrestling with concepts, content Helen Snelson to effect progression in pupils’ historical and coherence? Not sure what a second- Head of History, The Mount School and understanding. order concept is or how to embed enquiries? History PGCE tutor, York University Code: FSBF3 This practical workshop will focus your ideas Able and interested students love big ideas, for your department and offer some tips to but they don’t know much. How can we Saturday 11.15 – 12.15 help your long- and medium-term planning. help them to engage with big concepts and ‘Miss, is that a symbolic, directional Code: FSKH2 also maintain the rigour of their thinking? or theoretical milestone?’ Helping We use online and face-to-face partnerships our pupils to find the argument in Friday 13.30 – 14.30 between schools, including in Germany. We change and continuity Effective collaboration between draw in concepts from other disciplines and Rachel Foster schools and museums – a Salford apply them. We’ve got our students thinking Comberton Village College project on the First World War rigorously about national identities, memory We all know what an argument about Steve Illingworth and remembrance and history significant causation looks like. But how many of us are Independent Educational Consultant and to young Europeans. Big thinking to as confident we know what an argument former Head of History complement their exam courses; and it’s fun! about change and continuity looks like? This workshop examines a recent Salford Code: FSSL3 What does it actually mean to get better project to make accessible to secondary at thinking about change and continuity school students the rich First World War Friday 14.45 – 15.45 and how we can get our pupils to see it material found in the city’s museum. As well as repeated Saturday 14.15 – 15.15 clearly enough to begin arguing themselves? sharing fascinating resources and intriguing Motivation, mindset and metaphor: Frustrated by the limitations of our practice lesson ideas, relevant to schools across the helping weaker or reluctant (just how many times can we ask our pupils country, we will explore how the Salford students to think and write like to draw a graph?) the history department project can help to establish some general historians at Comberton Village College has been guiding principles for collaboration between Ben Walsh exploring how we can make our change and schools and museums, as we approach the Deputy President of the HA continuity enquiries more rigorous and more centenary of the First World War in 2014. Most students find it challenging to write engaging – in a word, more argumentative. Code: FSSI2 like historians, often because they have Based on our department practice from not first started to think like historians. Key Stage 3 to AS-level, this workshop will Friday 13.30 – 14.30 Narrative history involves careful selection explore underlying rationales and practical Young enquirers at Key Stage 3: and deployment and explanation of events. strategies for crafting change and continuity re-designing Year 7 with a focus on Analytical history also involves selection and enquiries that examine change as a concept. student-led historical enquiry deployment, but also the use of historical It will also consider issues of progression Kath Goudie data as evidence to explain or present a from Key Stage 3 to AS level. History Teacher at Comberton Village case on issues such as causes, consequences Code: SSRF1 College and Seconded Mentor for the or significance. Historians also write to University of Cambridge History PGCE reconstruct the past, and so they often Saturday 11.15 – 12.15 SESSION FULL How do you engage Year 7 with genuine have to customise their work to make the Making learning fun for them and us historical enquiry, staying close to the past accessible to differing audiences with Paige Richardson evidential record and the work of real differing interests and needs. All of these Advanced Skills Teacher, The Norwood historians? How did Mary Beard transform are major challenges, and this session will School our thinking about how to get Year 7 to use explore ways in which students can be Do you sometimes get bored with yourself? evidence and how did we incorporate local made aware of these challenges and be Would you like to try some things that make stories within our schemes? Resources will encouraged to overcome them. We will learning more fun and effective for you be provided for you to adapt to your context. explore a range of different types of writing and the kids? Are you struggling to engage Code: FSKG2 and consider the relationship between some students and get those that don’t research, data, analytical thinking and like writing to write? This session will be Friday 14.45 – 15.45 SESSION FULL narrative and discursive writing. interactive and look at ways to engage the repeated Saturday 15.30 – 16.30 Code: FSBW3 less motivated students as well as ensure Supporting and stretching your they enjoy learning, develop literacy and A-level students Friday 14.45 – 15.45 most importantly realise that history is not Diana Laffin repeated Saturday 15.30 – 16.30 just for the clever clogs but something Assistant Director of Teaching and Learning Rigorous history and Ofsted success: exciting and accessible for everyone. at Farnborough Sixth Form College happy bedfellows Code: SSPR1 SESSION FULL Effective teaching at A-level is like luxury Michael Fordham lingerie- it feels good but it also stretches Head of History, Cottenham Village College Saturday 11.15 – 12.15 and supports! This session will share Geraint Brown ‘Is it possible to Ofsted-proof your ideas that help to support students who Advanced Skills Teacher, Cottenham Village history lesson?’ are struggling and to stretch your most College Aaron Wilkes capable candidates. There will be some The Cottenham Village College history Aaron is an experienced history teacher and ideas for identifying those needing help, department was used as a ‘Good Practice’ textbook writer, who manages a large and for developing independent learning and case study by Ofsted in 2012, with successful history department in a Midlands for addressing all student needs in a mixed the report highlighting enquiry-based comprehensive school. He offers practical, ability classroom. planning, rigorous historical thinking and down-to-earth advice, tips, tricks and Code: FSDL3 SESSION FULL the development of historical literacy as techniques to help you prepare your lesson Secondary Pathway for the moment when that Ofsted Inspector at home, through competition and through Saturday 14.15 – 15.15 comes calling! thematic days. I showcase some ideas for Repeat of Friday 14.45 – 15.45 Code: SSAW1 teaching and outstanding lessons as well as Motivation, mindset and metaphor: introduce you to my box of tricks! helping weaker or reluctant students Saturday 11.15 – 12.15 Code: SSCB2 to think and write like historians repeat of Friday 11.45 – 12.45 Ben Walsh Muslim rescuers of the Holocaust: Saturday 12.30 – 13.30 Deputy President of the HA teaching emotive and controversial The return of 1066 and All That ... Most students find it challenging to write history in an inclusive Key Stage 3 or is there an alternative? like historians, often because they have classroom Richard Harris not first started to think like historians. Andrew Wrenn Lecturer in History Education, Narrative history involves careful selection Cambridgeshire LA Humanities Advisor University of Reading and deployment and explanation of events. Are there topics you avoid teaching Michael Maddison Analytical history also involves selection and through lack of confidence or knowledge HMI and Ofsted’s National Adviser for history deployment, but also the use of historical or because they might stir controversy? Do Puzzled/worried/overjoyed/fed up (please data as evidence to explain or present a you face extremist student or communal delete as appropriate) with yet another case on issues such as causes, consequences beliefs such as Holocaust denial that are hard history curriculum change? This workshop or significance. Historians also write to to challenge? This workshop will examine will (we hope) provide some perspective on reconstruct the past, and so they often how such issues can be addressed by using what you have to do what you could do, have to customise their work to make the the little-known example of Muslims who Code: SSHM2 past accessible to differing audiences with rescued Jews during the Holocaust to show differing interests and needs. All of these how emotive and controversial history can Saturday 12.30 – 13.30 are major challenges, and this session will be taught in way that includes all pupils but repeat of Friday 11.45 – 12.45 explore ways in which students can be also gets them to question extremist beliefs. History teachers’ lonely hearts club made aware of these challenges and be Those attending will be given access to all Neil Bates encouraged to overcome them. We will the classroom materials used. AST Forthill Community School explore a range of different types of writing Code: SSWR1 Richard McFahn and consider the relationship between Adviser and consultant research, data, analytical thinking and Saturday 12.30 – 13.30 Two passionate history teachers WLTM narrative and discursive writing. repeat of Friday 11.45 – 12.45 like-minded male and female colleagues Code: SSBW3 How the EBACC has affected concerned over changes being made to the teaching and learning at an urban history curriculum at Key Stages 3 and 4. Saturday 14.15 – 15.15 SESSION FULL comprehensive; strategies, successes We are willing to share the principles which How do I avoid teaching to the test? and on-going issues make up best practice in history teaching Steve Mastin David Barnes and which shouldn’t be compromised. If you Head of History, Sawston Village College, Head of History, Lampton School, Hounslow would like to see fully worked-up examples Cambridgeshire Has the introduction of the EBACC led to of what great lessons should continue to Paul Nightingale changes at your school? If you don’t work in look like, no matter what, we would like to History Teacher and International Co-ordinator, a school, are you curious about its impact? meet you for some fun and maybe more but Sawston Village College, Cambridgeshire This session will explore the strategies we have definitely a long term history future. GSoH We all know why teachers do it – pressure used at Lampton to adapt to the EBACC, essential. from senior leaders, time constraints, anxious covering issues such as maintaining our aim Code: SSMB2 pupils, the GCSE culture in which we live. of teaching engaging lessons that improve However, is teaching to the test the best historical understanding, with larger classes Saturday 14.15 – 15.15 way to secure those GCSE grades? Steve and fewer timetabled lessons. It will also Applying to study history at and Paul have a proven track record of GCSE explore some of the successes we think we’ve university: what advice and help can achievement within a department that has had and the continuing difficulties we face. you give your students? banned ‘teaching to the test’. With tips to This will be an opportunity to share successful Barbara Hibbert persuade senior leaders and resources to strategies and listen to ideas from colleagues Freelance Writer and Education Consultant. share, come and hear how one department at other schools and in roles beyond the Where should they apply? What grades bucks the trend so that more pupils (and classroom. will they need? Can your students stand teachers!) enjoy history. Not a markscheme Code: SSDB2 out from the crowd? How can they best in sight – promise. present themselves? The focus is on Code: SSMN3 SESSION FULL Saturday 12.30 – 13.30 practical advice on choice of institutions, Motivational history in the Academy personal statements, additional application Saturday 14.15 – 15.15 Clare Buxton forms and interviews. Barbara Hibbert ‘Is this actually a real person, Miss?’ Head of Humanities Globe Academy works as a professional tutor with Teach Making diversity meaningful, (ARK Federation) First participants and has recently revised motivating and rigorous The HA surveyed its members in 2011, the Higher Education Academy booklet on Elizabeth Carr finding a worrying trend in history teachers’ transition to university in history. Presdales School thoughts about the status of their subject. Code: SSBH3 This practical workshop will model Through this session I aim to provide a enquiries and activities to develop students’ practical approach to the leadership of understanding of historical diversity, with history and to give tips on raising the profile resources provided on topics including the of history with regard to its status, its Victorians and Stalinist Russia. It will explore teaching and its popularity. The workshop the challenge of avoiding stereotypes covers ideas for motivation in the classroom, without drowning in detail, and show Primary Pathway how characters lifted from the historical for addressing all student needs in a mixed Friday 11.45 – 15.45 record can be used to motivate and engage ability classroom. Teaching history in the SEN or students of all abilities and enhance their Code: SSDL4 SESSION FULL mainstream classroom – learning sense of period. from each other Code: SSEC3 Saturday 15.30 – 16.30 Sue Temple repeat of Friday 11.45 – 12.45 Senior Lecturer in Primary History, University Saturday 15.30 – 16.30 History in particular of Cumbria repeat of Friday 13.30 – 14.30 Michael Riley This workshop will examine a small piece Interpretations of history: Director, Schools History Project of research which examined the differing uncovering the jewel of Key Stage 3 Particular people, places and moments in approaches and attitudes of teachers of Christine Counsell time bring history to life and directly engage Special Educational Needs children (Speech Senior Lecturer, University of Cambridge students with the lives of people in the past. & Language) compared to mainstream Faculty of Education But how do we blend particular experiences teachers. We will consider if any of the Since 1991, a distinctive property of with wider knowledge in order to develop approaches used by SEN teachers are England’s National Curriculum for history has our students’ understanding of history? significantly different and what we can learn been the study of others’ ‘interpretations’ of This workshop will focus on ways in which from each other in ensuring we teach good the past. the work of professional historians can be history lessons. used to create interest in the particulars of Code: FPST1 Typically, students explore how, why and in the past. It will draw on historical enquiries what contexts diverse interpretations are across Key Stage 3, GCSE and A-level in Friday 13.30 – 14.30 constructed. Curricular expressions have order to explore how we can move students 1953 an eventful year: good stories changed slightly, but the core idea has confidently between the details and big and big questions for KS1 and KS2 remained. What have teachers learned from pictures of history. Hilary Pegum over 20 years of working with this idea Code: SSMR4 Freelance School Improvement Professional in the history classroom? What practical Use film, fiction and fear to build enquiries, strategies seem to enliven it? Why are other Saturday 15.30 – 16.30 SESSION FULL develop skills and think deeply about how countries now so interested in it? Where repeat of Friday 14.45 – 15.45 events are recorded and exploited. Stories does it sit and fit within other important Rigorous history and Ofsted success: of the East Coast Flood, the Conquering of aspects of historical learning such as building happy bedfellows Everest and the Coronation of Elizabeth II secure knowledge and discerning patterns of Michael Fordham will provide rich sources for your colleagues change over time? Head of History, Cottenham Village College and children to question, and move from Code: SSCC4 Geraint Brown now to the past and from detail to big Advanced Skills Teacher, picture and back again. Saturday 15.30 – 16.30 SESSION FULL Cottenham Village College Code: FPHP2 Repeat of Friday 14.45 – 15.45 The Cottenham Village College history Supporting and stretching your department was used as a ‘Good Practice’ Friday 14.45 – 15.45 A-level students case study by Ofsted in 2012, with the report Creative ways of working with Diana Laffin highlighting enquiry-based planning, rigorous museums – a new approach to Assistant Director of Teaching and Learning historical thinking and the development partnership working with schools at Farnborough Sixth Form College of historical literacy as key strengths of the Julie Wooding Effective teaching at A-level is like luxury teaching there. In this workshop we shall Freelance Arts & Heritage lingerie- it feels good but it also stretches share examples from our schemes of work With a review of the National Curriculum in and supports! This session will share at Key Stage 3 and GCSE which illustrate prospect, is this an opportunity for Museums ideas that help to support students who these ideas, and show the way in which the to evaluate their schools programme and are struggling and to stretch your most different enquiries are structured across a key investigate the way they work with schools? capable candidates. There will be some stage in order to effect progression in pupils’ Can museums and schools work together to ideas for identifying those needing help, historical understanding. produce a more creative approach to learning? for developing independent learning and Code: SSBF4 SESSION FULL Code: FPJW3

Saturday 11.15 – 12.15 Schools – upgrade to Corporate HA Reading and writing historical fiction Membership and get up to four Dave Martin Freelance History Adviser conference places at member rates! Is it the story in history that grabs you? Do you want to use historical fiction in Secondary upgrade: your classroom but are unsure where to start? Have you already tried getting your + £43 children to write historical fiction and been disappointed with the results? This may be Primary upgrade: the workshop for you. + £19.50 For children to write historical fiction Contact membership successfully they need to know and on 0300 100 0223 or see understand the writer’s techniques. They www.history.org.uk can only achieve this through your teaching them how to read historical fiction with Primary Pathway General Pathway a critical eye; then the writer within the Friday 11.45 – 12.45 Saturday 12.30 – 13.30 reader will be released. This workshop Napoleon and the creation of an Thoughts on teaching the Crusades session sets out to show you exactly how imperial legend Richard Eales this might be done with practical classroom Alan Forrest University of Kent guidance on planning, researching and Unusually for a topic in medieval history, writing good historical stories set in any Napoleon would become a nineteenth- the Crusades, which set up western historical period. century hero, the stuff of legend in a outposts in the Holy Land (and so in the Code: SPDM1 romantic age. This lecture examines the Muslim world), are still closely linked with genesis of the Napoleonic myth, and shows contemporary geo-political conflicts. Based Saturday 12.30 – 13.30 how throughout his career he consciously on experience of teaching the subject It depends on your point of view… burnished his image, using art, public in universities since the 1970s, this talk Penelope Harnett & Sarah Whitehouse ceremonial and the printed word to gain considers what students at all levels might Department of Education, University of the popular approval and guarantee his place learn from crusading history in the light of West of England, Bristol in history. modern research. This workshop draws on a range of Code: FGAF1 Code: SGRE2 teaching strategies to encourage children to recognise different points of view held Friday 13.30 – 14.30 Saturday 14.15 – 15.15 by people who lived in the past and also The Reformation: the view from In search of phantom fortunes: to investigate different interpretations of the north working-class gambling in Britain past events. It provides examples of ways Bill Sheils c.1906 to 1961 to support children’s writing about different University of York Keith Laybourn interpretations. The Reformation comprised a range of Diamond Jubilee Professor of the University Code: SPHW2 regional and local experiences, each with of Huddersfield its own character and chronology. This talk Determined attempts were made by the Saturday 14.15 – 15.15 will examine the broad characteristics of middle classes, and some religions, to Change to previously advertised session’ Original session religious change in the north of England legally stamp out working-class gambling ‘History mysteries, the end of , Anglo- Saxon England and the rise of Islam’ cancelled between 1520 and 1640, and identify local in the early twentieth century since it was variation within the region also. The idea is seen as immoral, corrupt, wasteful, godless Reputations in History to provide ways for teachers and others to and the sure-fire way to poverty. However, Alf Wilkinson use local sources and what they show us to working-class gambling was a small-scale, HA CPD Manager challenge the national story and to engage affordable and endemic part of working- Why do we remember people in history the students at all levels with the value of local class culture and as greyhound racing, the way we do? Winston Churchill once said historical materials and to introduce them football pools and other forms of credit ‘History will be kind to me, because I shall to the ways in which historians approach and on-course gambling expanded it write it!’ This session will explore some of processes of cultural and religious change. was inevitable that eventually off-course the names and events we come across in Code: FGBS2 money-ready gambling would be legalised, the KS1 and KS2 curriculum, and explore as it was in 1961. Had the middle classes what contemporaries, as well as historians, Friday 14.45 – 15.45 not become concerned about the growth have to say about them. Sometimes, by England’s immigrants, 1330-1550 of the pools, greyhound racing and the going back to the archive, we find a very Mark Ormrod Irish Sweepstake Lottery in the inter-war different person or event emerges! And it University of York years the law would have been changed has the advantage of making our children This session explores the rich history earlier. aware that there is always more than one of immigration to England during the Code: SGKL3 story in history. You can help trial some Hundred Years War and the Wars of the new classroom materials I am developing too. Roses. We will explore the rich archival Saturday 15.30 – 16.30 Code: SPAW3 resources, covering the entire country, Anne Herbert: a life amidst the that reveal the important contribution of Wars of the Roses Saturday 15.30 – 16.30 foreigners to the economy and culture of Ian Dawson Planning for the new National late medieval England. For further details Freelance writer and historian, national Curriculum in primary history see www.englandsimmigrants.com award-winning university teacher Jerome Freeman Code: FGMO3 In February 1486 ‘special protection’ was Freelance Education Consultant and Chair given to Anne, Countess of Pembroke ‘who of the HA Primary Committee Saturday 11.15 – 12.15 had come from Wales to London by the Michael Maddison Rethinking religious violence in King’s command’. Tantalisingly we know HMI and Ofsted’s National Adviser for early modern Europe no more of Anne’s meeting with Henry history Stuart Carroll VII but through evidence including wills, This workshop will look at the implications University of York poetry and archaeology we can explore of the new National Curriculum for history In the wake of 9/11 and civil war in how Anne’s remarkable life illuminates the in primary schools. We will consider the Iraq, historians have been prompted to attitudes and actions of those who lived issues facing all teachers in primary schools, rethink Europe’s own dark history of through the Wars of the Roses. including subject leaders, look at how religious violence. This workshop will Code: SGID4 you might approach revising your current introduce current research on the area and curriculum in history, and review some place historical thinking in comparative practical approaches to implementing the perspective. revised programmes of study. Code: SGSC1 Code: SPFM4 Enrichment Pathway Visits

Friday 11.45 – 12.45 Saturday 11.15 – 12.15 Friday 13.30 – 15.45 (2h 15m) EUROCLIO, the European 50 Shades of Grey…how your HA Privilege visit to York Minster Association of History Educators website can help add colour to A guided tour of York Minster conducted by – online learning with Historiana: your knowledge, planning and one of our qualified guides. Learn more about your portal to the past professional development its art, history, and music and how these have Marjan de Groot-Reuvekamp Melanie Jones changed with York over the centuries. Vice-President and Treasurer, EUROCLIO HA Education Manager In this session we will inform you on the The HA is more than our journals…did Our qualified voluntary guides will take you mission and aims of EUROCLIO and zoom in you know about the fantastic support that through the entire cathedral, pointing out its on our award-winning project Historiana, an the HA website can offer? From planning, hidden treasures and stunning stained glass, international education programme, initiated to delivery, to your on-going professional giving you an informative and interesting look to develop an educational website on the development, the HA website is there for at its amazing history and life. Also included history and heritage of Europe that involves you. This session will show you how to get as part of the tour is The Orb – a must-see more than 30 countries. It offers teachers the most out of your HA. for all visitors: an elliptical treasure-house of and pupils the opportunity to compare Code: SEMJ1 stained glass, showcasing five examples of experiences of people, consequences some of world’s most important medieval art. Saturday 12.30 – 13.30 of historical developments, and make Code: FVYM2/3 connections between histories. The website Handmaiden no more: the offers a first real alternative solution to the happy marriage of history and archaeology in an Australian Saturday 11.15 – 13.30 (2h 15m) idea of a European history textbook. Self-Guided Tour of Clifford’s Tower, Code: FEMG1 ancient history course Louise Zarmati with an introduction to the history of the tower by Louise Wyatt, English Friday 13.30 – 14.30 History Teachers’ Association, NSW Australia Ancient history is one of the most popular Heritage Convicts, The Empire and Clifford’s Tower offers stunning panoramic The Apology: exploring elective subjects in Years 11 and 12 and views over the historic city of York. Set on perspectives from a national enrolments continue to increase each year. a tall mound in the heart of Old York, this curriculum in the land down under In this presentation I will discuss what we teach, how we teach it and reveal some of imposing tower is almost all that remains of Maree Whiteley the secrets of our success. , originally built by William the Primary Teacher, Curriculum Consultant: Code: SELZ2 Conqueror. In its time the tower has served P-10 History, Association of Independent as a prison and a royal mint, as well as the Schools Western Australia (AISWA) Saturday 14.15 – 15.15 place where Henry VIII had the bodies of his Changes over time, voices from the past ’The history of York in 17 minutes’ enemies put on public display. and stories of nationhood. During this or using scripted drama to tell the session we will take a brisk walk through the stories of our cities and historical sites This visit is not suitable for wheelchair users chronological narrative of the newly released Kate Brennan or delegates with limited mobility. The tower National History Curriculum, now being Act the Facts, educational script-writing has 55 entrance steps, uneven surfaces and implemented in Australian primary school Scripted drama works brilliantly for Key hazardous walkways. Maximum numbers for classrooms. From our personal histories to Stage 2 and 3 students, so the session this visit are 20. stories of arrival and settlement, rights and would be suitable for primary as well as Code: SVCT1/2 freedoms, commemoration and celebrations secondary teachers and museums’/historical to Australia’s place in the world. sites’ education officers. Code: FEMW2 Code: SEKB3 Saturday 14.15 – 16.30 (2h 15m) A visit to Micklegate Bar and the Friday 14.45 – 15.45 Saturday 15.30 – 16.30 Medieval Walls of York Overlooked, oversimplified and Nelson’s ‘other’ column and a local This visit to York’s westernmost gateway overdue: primary documents, Tudor map of ‘Armada’ defences: and the adjoining portion of the city walls primary children and primary fun and engaging ideas for teaching will consider the role of Micklegate Bar in national stories with a local twist teachers the history of York. The Bar has for many Anne Roe Karin Doull centuries been a site for ritual and procession, Adviser: Education Leadership, Improvement Principal Lecturer in Primary History and and has been the scene of several notorious and Development (Humanities) Norfolk Holocaust Education at University of incidents, including the spiking of the head Heritage Learning Partner Roehampton of the Duke of York for display there in 12 Norfolk Heritage Schools (KS1-4) are Helen Maddison 1461. This visit with Chris Tuckley of York using work with varied partnerships to Archaeological Trust will aim to describe the KS1 & 2 Class Teacher and History Subject deepen and enrich historical learning. This Bar’s medieval features and setting, as well Leader, Lady Elizabeth Hastings’ Primary workshop will share a range of transferable as the key features of its surroundings and its School approaches that we are using to engage special roles in civic life, and will include an Looking for some helpful tips and fresh students and the local community with opportunity to visit the exhibitions inside the Bar. approaches for using primary documents national and local history. During the with primary age children? Learn how session you will have a chance to explore a we developed resources through the particular case study on Nelson and to look Please note Micklegate Bar is located on top Transatlantic Teacher Scholars Programme at issues linked with commemoration. There of the City Walls and is therefore accessible by using documents from the National will be opportunities to investigate a set stairs only. There are also two steep internal Archives (UK) and the Library of Congress of interesting resources and to learn about staircases inside Micklegate Bar museum. (USA). We’ll dismiss the myth that primary practical strategies for re-creating the Battle This visit is not suitable for wheelchair users documents and younger children don’t of Trafalgar in your classroom (complete or delegates with limited mobility. Maximum mix! (In fact they LOVE them!) with props, sound and visual effects). numbers for this visit are 25. Code: FEDM3 Code: SEAR4 Code: SVMB3/4 Commercial Pathway

Sponsored Session Sponsored Session Sponsored Session

Friday 13.30 – 14.30 Saturday 12.30 – 13.30 Saturday 14.15 – 15.15 AQA’s change and continuity Edexcel Certificate in History Cambridge IGCSE History: A workshop Steve Waugh, Chief Examiner teacher’s perspective Join us on Friday 10 May from 1.30pm to Have you considered teaching the Edexcel Jonathan White, Head of History, 2.30pm to explore the impact of changes on Certificate in History? Designed for use Latymer Upper School. GCSE and A-level history. Discuss with senior in UK state schools and based on our Jonathan White will share his experiences examiners what the changes mean for you popular International GCSE specification, of teaching Cambridge IGCSE History. This and your students and the support we can The Edexcel Certificate is equivalent to a qualification has been offered in schools offer you. Register for further details aqa. GCSE, is included in school performance around the world for many years and has org.uk/ha-conference tables and will also count towards the been accredited and funded for use in UK Code: FCAQA2 English Baccalaureate measure. It also has schools since June 2010. A representative no Controlled Assessment and is 100% from Cambridge International Examinations externally assessed. This session will provide will introduce the session and will be on details of the features and benefits of hand to answer any general questions that choosing the Edexcel Certificate in History delegates might have about the Examination by looking at the qualification content and Board. assessment, and the support offered from Code: SCCIE3 Edexcel. Code: SCPE2

Saturday 11.15 – 12.15 Remembering Waterloo Carole Divall & Michael Crumplin Waterloo 200 A session that will primarily appeal to teachers and educators

Carole Divall, an English teacher, maintains a long interest in many aspects of the British Army during the Napoleonic Wars. She has published four books on these subjects and lectures widely on the life soldiers during this long conflict. She will discuss her research and the challenges that lay before Wellington’s men. Michael Crumplin is a retired surgeon and curator, with a deep interest in the history of surgery. He will discuss the training, work and problems associated with disease and wounds 200 years ago, both in civil and military life.

Code: SCWL1 Heritage Pathway

Friday 11.45 – 12.45 range of users and to provide teaching Saturday 14.15 – 15.15 York Minster Learning professionals with a dedicated and friendly The National Archives York Minster Revealed – booking and advice service. Never had it so good? The rise reinvigoration learning in a place of Code: FHV3 and rise of British living standards worship 1900-1960 Kate Whitworth Saturday 11.15 – 12. 15 Andrew Payne Learning Manager, York Minster, & Members York Archaeological Trust Head of Education and Outreach, The of the Learning Team Touching the past: cross-curricular National Archives York Minster Revealed is a five-year, £20m education using the archaeology of How true was Macmillan’s claim that ‘most project, supported by a £10.5m grant from York of our people have never had it so good’ the Heritage Lottery Fund (HLF) scheduled Chris Tuckley and more importantly how can researchers, for completion in Spring 2016. As part of Head of Interpretation, JORVIK, DIG, Barley teachers and students find out? The National this project learning opportunities across the Hall, Micklegate Bar Museum Archives and University of Sussex, together Minster are being transformed. Frances Bennett with an intrepid band of history teachers, This session will cover developments in Education Officer at York Archaeological Trust have searched the archives, datasets and formal Key Stage 2 education provision to This workshop will explore the methods and homes of the Fab Four (or two of them) to a more discovery-led approach and some of resources used by York Archaeological Trust’s find the answers. So was Mac right? Or was the informal family learning opportunities education team to encourage students of all he being economical with the actuality? we have introduced. ages to explore and engage with the past. Judge for yourselves. Code: FHYM1 Come along for an insight into presentation Code: SHTNA3 techniques, to handle genuine artefacts Friday 13.30 – 14.30 and to make use of our evolving set of Saturday 15.30 – 16.30 English Heritage interpretational materials. Heritage Learning Using historic sites: combining on- Code: SHYAT1 setting the challenge – Museums in site visits, archival sources and new a Box technology Saturday 12.30 – 13.30 Jane Avison Lynne Minett The future of museums in Manager, Heritage Learning Education Manager (North of England) understanding the past In 2008 Heritage Learning launched Francesca Lashmar Stuart Davies Museums in a Box, an exciting and Education Manager (South East) with Independent Researcher and Consultant innovative outreach project that uses support from other members of the English Museums are one of our most popular genuine artefacts to inspire pupils to create Heritage Education Team. places to visit. Each year over 100 million their own museums in school. Developed visits are made. History and heritage has in partnership with schools, the project Find out how English Heritage can help you never been so popular. Yet the historical supports the development of personal, to develop fascinating studies of historic collections and information that museums learning and thinking skills. Using original sites and your local historic environment. hold, but are not displayed, are a artefacts as evidence in the construction How can your students get the most out staggeringly under-used resource even when of arguments, pupils are inspired to ask of their visit to a historic site? Where can the popularity of museums as a means to and answer important questions, discover they find out about the significance of a broaden the primary school curriculum is alternative perspectives on the evaluation of particular site, both locally and in the story taken into account. How has this situation evidence and offer new interpretations of of England? How are English Heritage sites developed and what can be done to change the past. This presentation and interactive interpreted? What makes a fascinating local it in the future? workshop will enable you to discover first study? The session will feature case studies Code: SHSD2 hand the Museums in a Box project. produced by teachers, online resources Code: SHHL4 available from English Heritage and lots of ideas for creating exciting enquiries centred on historic sites and on your local historic environment. Schools – upgrade to Corporate HA Code: FHEH2 Membership and get up to four Friday 14.45 – 15.45 Vindolanda conference places at member rates! Romans revealed: history at the edge of Empire Barbara Birley Secondary upgrade: Assistant Curator, Vindolanda Trust + £43 The Vindolanda Trust brings our Roman past to life at its two museums and extensive Primary upgrade: excavation site in the heart of ’s Wall Country. The lives of the soldiers and + £19.50 civilians who lived and worked on Rome’s northern frontier are revealed through on- Contact membership going archaeology, imaginative displays and on 0300 100 0223 or see ground-breaking exhibition techniques. Our well-established and enjoyable education www.history.org.uk programme is designed to meet a wide HA Annual Conference 2013 – Booking Form To book your place please either complete the form in BLOCK CAPITALS, tick as applicable and return to: Conference Bookings, The Historical Association, 59a Kennington Park Road, London SE11 4JH, or book online at www.history.org.uk or telephone 020 7820 5989 or 020 7735 3901

To take advantage of the Early Bird booking fee, please book by 28 February 2013

Pathways – Friday 10 May – Please tick the sessions you wish to attend Time Slot General Primary Secondary Secondary Secondary Secondary Commercial Heritage Visits Enrichment 11.45-12.45 FGAF1 FPST1 FSWR1 FSMR1 FSMB1 FSDB1 FHYM1 FEMG1 13.30-14.30 FGBS2 FPHP2 FSCC2 FSKH2 FSSI2 FSKG2 FCAQA2 FHEH2 FVYM2/3 FEMW2 14.45-15.45 FGMO3 FPJW3 SESSION FULL FSSL3 FSBW3 FSBF3 FHV3 FEDM3 Pathways – Saturday 11 May

11.15-12.15 SGSC1 SPDM1 SSRF1 SESSION FULL SSAW1 SSWR1 SCWL1 SHYAT1 SVCT1/2 SEMJ1 12.30-13.30 SGRE2 SPHW2 SSDB2 SSCB2 SSHM2 SSMB2 SCPE2 SHSD2 SELZ2 14.15-15.15 SGKL3 SPAW3 SSBH3 SSBW3 SESSION FULL SSEC3 SCCIE3 SHTNA3 SVMB3/4 SEKB3

15.30-16.30 SGID4 SPFM4 SSCC4 SESSION FULL SSMR4 SESSION FULL SHHL4 SEAR4

Please complete session choices for one delegate only. For additional delegates please copy a blank form and fill it in. Payment Details Please select your preferred method of payment: Please note that all workshops have limited capacities, and places are Cheque allocated on a first-come-first-served basis. Popular sessions book up The sum of: made payable to: quickly and first choice cannot be guaranteed. The Historical Association Invoice (Institutions only) Delegate Fees Orders to be invoiced must carry an Corporate members can buy up to 4 tickets at member rates. official purchase order reference:

Prices One day Both days Debit / Credit Card Maestro / Visa / Mastercard / Delta HA Member Conc*: £75 £135 account for the total amount of: HA Member: £110 £210 Non-Member £165 £300 Card number: *Concessions please tick: Full time students NQTs Retired Unemployed

Dietary requirements: Please specify Expiry Date: Booking Summary Security Code: Conference Dinner – Friday 11 May, 7.30pm 3 course meal and wine, price £45 (Switch / Maestro card only) Issue number: Item Cost Please tick the box if you wish to attend, and choose your courses: Registration Fee or Start Date on card: Starter Main Dessert Conference Dinner Soup Chicken Breast Banoffee Parfait I have read and agree to the terms stated. Chicken Parfait Pork Loin Crumble Tart Total £ Salmon terrine Mushroom Cheese Strudel Signature: Date: Personal Details – please complete all fields Please state the credit card holder’s name and address Full Name: on a separate sheet of paper if different from the booking address. Job Title: Membership No: Organisation: Terms and Conditions Refunds on cancellations will be made as follows: Address: • Received on or before 14 April 2013: 50% refund • Received after 14 April 2013: no refund

No refunds will be made for delegates not attending conference or Postcode: for missed reservations. All prices include VAT where applicable. We reserve the right to amend charges should VAT change after we go to print. Please ensure that you and your belongings are adequately Telephone daytime: insured for the duration of the conference. We reserve the right to cancel any session or event should they not be viable to run. Telephone evening: Please tick here if you do not want us to disclose your Email: personal data to selected third parties who can provide you with information about goods and services. Please tick to receive email updates from the HA Please tick here if you do not wish your email address to be included on the delegate list in conference packs. Park Inn by Radisson, York City Centre, North Street, York YO1 6JF Hotel Accommodation We have secured a limited number of discounted hotel rooms for our conference delegates at the Park Inn Hotel, where the conference is being held. If you wish to book accommodation please contact the hotel directly, quoting ‘The Historical Association Conference’ to get the discount, on tel. 01904 459 988 or at: [email protected] Prices: Bed and Breakfast, £79 per room single occupancy or £89 per room double occupancy. Additional nights can be added at the agreed rate, subject to availability.

How to get there The Park Inn hotel is a short walk from York Railway Station. From the station, walk out onto Station Road (A1036) and as you approach the river, take the stairs and turn left into Wellington Row. Continue on to North Street, the hotel will be on the left.

Key to map: A: York Train Station B: Park Inn by Radisson

Conference Dinner, 7.30pm, Friday 10 May Three-course meal with wine, coffee and mints at £45 per person

Starter Main Course Dessert Leek & Potato Soup with Herb Pan Fried Breast of Chicken, Crushed Sweet Iced Banoffee Parfait with Sippets Potato, Asparagus Spears and Mushroom Butterscotch Sauce Sauce with Crispy Bacon Garnish Homemade Chicken Liver Parfait, Warm Apple & Pear Crumble Tart Onion Confit, Crisp Crostini and Loin of Pork, Roast Potatoes, Traditional with Vanilla Ice Cream Sun Blush Tomatoes Sage Seasoning, Apple Sauce, Roasted Roots and Claret Sauce Cheese Selection, Celery & Grapes Terrine of Salmon, Mange Tout Salad and Green Sauce Wild Mushroom & Leek Strudel, Asparagus & Pea Risotto, Red Pepper Sauce and Parmesan Crisp