Tag: HATF

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, historical enquiry, historical interpretations, historical scholarship, KS3, local history, sources and evidence, substantive knowledge, teacher knowledge, teaching and learning ideas, teaching and learning resources, websites and publications

You might want to rethink your teaching of 1381!

Thanks to the teachers and academics of the HA Fellowship ‘The People of 1381’, the resources have now started to go ‘live’. Here is a short introduction and links to the resources. Downloadable classroom resources with teacher guidance Support for teacher knowledge, curriculum and teaching ideas The importance of The People of 1381 Why make time for the people of 1381 in a crowded curriculum? … Continue reading You might want to rethink your teaching of 1381!

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substantive knowledge, teacher knowledge, teaching and learning resources, teaching history

Unsilencing Welsh History in Schools

This blogpost shares with OBHD readers a short article published in Public History Weekly on 8 June 2023 by Rhonwen Bruce-Roberts. Our students in our history lessons are living in the UK. Rhonwen suggests that ‘anglocentrism poses a risk of denying separate histories and separate identities that are a part of its story’. She challenges us to ‘tease out forgotten narratives through ‘multiperspectival history’’. Abstract: … Continue reading Unsilencing Welsh History in Schools

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curriculum and planning, historical scholarship, KS3, local history

1381 HATF: co-planning across distance

In this blogpost HATF People of 1381 participants, Andrew Sweet (@AndrewSweet4) and Rachel Wilson (@rachelswilson91), share the first part of their work relating to the Fellowship. Their school settings and students are very different, but their aims and curricular intentions are similar, they have planning autonomy and are able to plan with their own students learning needs as a priority. Their model for co-planning is … Continue reading 1381 HATF: co-planning across distance

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CPD, historical interpretations, historical scholarship, sources and evidence, speaking and listening, substantive knowledge

1381 HATF: it’s good to talk!

Thanks to David Ingledew (@ingledew_j) for this blogpost reflecting on the powerful way that a HATF enables history teachers and teacher educators to learn from academic historians. On my way home from the Historical Association’s People of 1381 Teacher Fellowship programme residential at Mansfield College, Oxford, I was reminded of the mid-1990s advert for BT fronted by Oscar nominated actor Bob Hoskins. In a series … Continue reading 1381 HATF: it’s good to talk!

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CPD, curriculum and planning, historical scholarship, KS3, substantive knowledge, teacher knowledge

1381 HATF: calling time on classroom myths and misconceptions!

The Historical Association’s People of 1381 Teacher Fellowship programme is underway. It began with a residential at Mansfield College, Oxford last week. The team of fellowship teachers spent an intense and enjoyable two days working with the People of 1381 academic project team to understand what their research is revealing. It is now our task to bring this new research to teachers and pupils. This … Continue reading 1381 HATF: calling time on classroom myths and misconceptions!

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curriculum and planning, diversity and inclusion, GCSE and A level, historical enquiry, local history, local networks, sources and evidence, teaching and learning ideas, teaching and learning resources

Amazing archives: working with local history at GCSE and beyond

Heather Sherman (@HeatherLaws88) teaches history at York College. In this blogpost, Heather persuades us to use local archives to improve our teaching of GCSE topics and to prepare students for further study. Heather argues that local archives challenge, diversify and humanise broader narratives, she explains how to go about contacting your local archives, she generously gives a link to a workbook you can take and … Continue reading Amazing archives: working with local history at GCSE and beyond

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KS3, subject leadership, teaching history

What has the HA survey ever done for me?

Ever doubted that your contribution could make a difference? In this short blogpost, Katharine Burn explains how the HA survey was crucial to defeating the mad National Curriculum plan of 2013 – just ask an older colleague if you were not teaching then! The HA Survey window must end in the middle of October and this is a plea, if you have not yet had … Continue reading What has the HA survey ever done for me?

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CPD, historical scholarship, teacher knowledge

How undertaking a Teacher Fellowship could change your life – in teaching, at least!

Thanks to Louisa Dunn, Head of History, Westcliff High School for Girls, for writing this blogpost. She’s at @LouisaKDee (and says… “not that I am very active, but I am happy for people to contact me with questions etc.”) A new Historical Association Teacher Fellowship has just been announced on the Korean War and applications are open now .  I was lucky enough to be part … Continue reading How undertaking a Teacher Fellowship could change your life – in teaching, at least!

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beginning teacher, CPD, disciplinary knowledge, subject leadership, substantive knowledge, teacher knowledge, teaching history

Lists and indices of sources of substantive and disciplinary knowledge

Many superb colleagues have grafted to make life easier for us all by creating lists and indices of many useful resources. This work on behalf of the community saves so much time and is so helpful to newer colleague less ‘au fait’ with the sources old hands use for subject knowledge and also ‘how to teach’ updating. This blogpost is updated regularly and is an … Continue reading Lists and indices of sources of substantive and disciplinary knowledge

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