Tag: African

CPD, curriculum and planning, disciplinary knowledge, diversity and inclusion, historical scholarship, KS3, substantive knowledge, teacher knowledge, teaching history

5 years’ on from ‘Britain and Transatlantic Slavery’: lessons learned and next steps

In 2018, Abdul Mohamud and Robin Whitburn (Justice2History) wrote a blogpost for OBHD entitled ‘Rethinking how we teach about transatlantic slavery’ as they were preparing for the HA Teacher Fellowship ‘Britain and Transatlantic Slavery’. In this blogpost Abdul, history teacher and now working on his PHd as part of the Empire, Migration and Belonging project, returns to the topic to reflect on what we have … Continue reading 5 years’ on from ‘Britain and Transatlantic Slavery’: lessons learned and next steps

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curriculum and planning, diversity and inclusion, teaching and learning ideas, teaching history

Bringing the Black Tudors to Life Through an Interdisciplinary Approach

Alex Fairlamb (@LambHeartTea) is a Senior Leader in charge of Teaching and Learning and CPD, based in the North East, and also a member of the Historical Association Secondary Committee and the Schools North East Steering Board. The publication of Miranda Kaufmann’s ‘Black Tudors: The Untold Story’ had a profound effect, not only my teaching, but on many other educators’ teaching too.  ‘The Tudors’ is … Continue reading Bringing the Black Tudors to Life Through an Interdisciplinary Approach

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curriculum and planning, diversity and inclusion, teaching history

What are the challenges of teaching a diverse and representative history curriculum in a rural school?

Thanks to Katie Hopwood for this blogpost. Katie is an ECT at Bishop Young Academy in Leeds. Last year she did her PGCE with the University of York. When starting my second placement of PGCE year, I knew that my second school would be quite different from my first. I had moved from a large inner city religious school to a rural school. As part … Continue reading What are the challenges of teaching a diverse and representative history curriculum in a rural school?

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curriculum and planning, diversity and inclusion, historical scholarship, substantive knowledge, teacher knowledge

Empire blogpost 1: asking different questions about Empire

This blogpost is the first in a series written by Richard Kennett. He is a member of HA Secondary Committee, assistant headteacher in Bristol and co-author of the new MShed published book: “Bristol and Transatlantic Slavery”. Like many of you I have been thinking a lot about how we teach the British Empire this year. The Black Lives Matter protests and reflections that followed it … Continue reading Empire blogpost 1: asking different questions about Empire

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CPD, curriculum and planning, diversity and inclusion, historical interpretations, historical significance, KS3, subject leadership

Decolonisation in the history classroom: wider perspectives and more critical questions

Thank you to Sarah Jackson, Head of Department at Sawston Village College in Cambridgeshire for this blogpost. Sarah has been imbibing the wealth of CPD on offer to history teachers. Here she explains how this has shaped her thinking, her experience of trying out ideas to reveal the constructed nature of the curriculum with her own pupils, and her current thinking about best ways forward … Continue reading Decolonisation in the history classroom: wider perspectives and more critical questions

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curriculum and planning, diversity and inclusion, KS3, substantive knowledge, teaching and learning ideas

How can we foster students’ understanding of the Industrial Revolution, the British Empire and the Transatlantic Slave Trade as interconnected?

Thanks to Sian Ayling (@MsAylingHist), history teacher at Blackfen School for Girls in Sidcup for this blogpost. Sian has wrestled with the need to enable students to see the inter-connection between Britain’s industrial revolution, Empire and transatlantic slave trade. She describes the way that she has planned and developed this work in a way that will be very helpful to colleagues planning the same journey. … Continue reading How can we foster students’ understanding of the Industrial Revolution, the British Empire and the Transatlantic Slave Trade as interconnected?

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curriculum and planning, diversity and inclusion, historical scholarship, KS3, subject leadership, teaching and learning resources

Decolonising the curriculum one step at a time: lessons on race in the early British Empire

In this blogpost, Jen Thornton (@jen_a_thornton), Head of History at Loreto Grammar School, shares her recent work to improve the history curriculum. Jen started by listening to students, she has gone back to the scholarship to gain the knowledge she needs, she has consulted and worked with colleagues, and she is clear that this is work in progress. Her description of this work and her … Continue reading Decolonising the curriculum one step at a time: lessons on race in the early British Empire

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CPD, curriculum and planning, disciplinary knowledge, diversity and inclusion, substantive knowledge, teacher knowledge, teaching and learning ideas

Reflections on the HA Conference 2020

Thanks to Gemma Hargraves (@History_Girls) for writing here about here takeaways from the HA Conference. The conference sessions will be online until 4th January 2021, so there is still time to catch-up on other sessions once the rush of term is ended. Now is actually a great time to learn We’re all tired, busy adapting to blended learning, and facing various COVID related challenges… but … Continue reading Reflections on the HA Conference 2020

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CPD, diversity and inclusion, teacher knowledge

Teachers’ perspectives on teaching Black History

Thanks to Simon Beale, Associate Assistant Headteacher and Subject Leader of History & Politics, and co-founder of the History Teacher Book Club, for sharing the key findings of some teacher to teacher sampling that he did earlier this term. It raises interesting points to add to discussions about future work, as it gives a perspective from teachers about what they think will help them make a difference.  … Continue reading Teachers’ perspectives on teaching Black History

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CPD, curriculum and planning, diversity and inclusion, historical scholarship, subject leadership, substantive knowledge, teacher knowledge

Tackling Racism: Teaching West African History pre-1700 – Benin

Alex Fairlamb (@lamb_heart_tea), member of HA Secondary Committee reflects here on how her department has taken action over the last year to address the problem of lack of ethnic diversity in the history department’s curriculum at her school. Alex makes clear the process of deep engagement with the history community that inspired, encouraged and enabled her to teach herself the knowledge she lacked and then … Continue reading Tackling Racism: Teaching West African History pre-1700 – Benin

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