Primary programme
Where a session has been identified by the presenter(s) as suitable for multiple key stages, particular areas of focus are indicated in bold.
Invisible assessment in primary history
Andrew Wrenn
Consultant
This practical workshop will focus on how primary teachers can assess pupil progress in deepening their understanding of major substantive concepts, such as invasion or civilisation, while extending their knowledge of related vocabulary. It will address how ongoing assessment for learning may be invisible to pupils themselves, yet through this teachers can help them to build schemas around concepts and acquire knowledge, while avoiding confusion and challenging misconceptions.
Learning outcomes:
- to explore forms of ongoing formative assessment in primary history
- to show how these can help build to pupils’ schemas of substantive concepts and related vocabulary
- to spot and challenge pupil misconceptions early on, avoiding confusion
Friday: 11:30–12:30
Suitable for: Early Years, Key Stage 1, Key Stage 2
What alternatives are there to the Great Fire of London and Florence Nightingale?
Sarah Whitehouse
UWE, Bristol
This practical workshop will consider alternatives to favourite topics such as the Great Fire of London and Florence Nightingale at Key Stage 1. The concept of significance will be explored and Partington's criteria will be applied to a number of key individuals and events. The use of challenging primary sources will be modelled, and then linked to how they can be used to explore significant individuals and events who represent the changing shape of society in the United Kingdom. Activities that support curriculum-making will be provided and questions such as ‘why’, ‘how’ and ‘so what’ will be used to present rationales for significant individuals and events.
Learning outcomes:
- to consider alternative significant individuals and events
- to use challenging primary sources
- to engage in curriculum-making
- to understand the concept of significance
Friday: 11:30–12:30
Suitable for: Early Years, Key Stage 1, Key Stage 2, teacher educators, mentors
Forgotten voices: using stories to celebrate working-class heritage within your history curriculum
Carys MacRae
Co Op Academies Trust, Manchester
This session will explore the power of storytelling as a tool for embedding substantive knowledge in your pupils, as well as a way of providing cultural context that enables equity in curriculum starting points for all learners. It will discuss the impact that representation can have on some of the most vulnerable children in our classrooms. Participants will have the opportunity to consider the 'forgotten voices' in their local context and gain understanding in how to celebrate these within the curriculum.
Learning outcomes:
- to leave the session with a deeper understanding of the pivotal role that stories have within our curriculum
- to gain knowledge about how to create stories for curriculum topics, and how to interpret school data to understand who the 'forgotten voices' are
Friday: 13:30–14:30
Suitable for: Key Stage 1, Key Stage 2
Should we teach Rosa Parks before or after the Great Fire of London?
Helen Crawford
University College London
This session draws on research conducted with HA Gold Quality Mark schools to explore how we might best sequence the Key Stage 1 curriculum. In the session, we will explore how young children access the history curriculum, and the importance of chronological, geographical and social scales. We will also cover how effective curriculum sequencing can support phase transition from both EYFS to Year 1 and Year 2 to Year 3.
Learning outcomes:
- to enhance understanding of the importance of effective curriculum sequencing
- to enhance understanding of strategies to support phase transition
Friday: 13:30–14:30
Suitable for: Early Years, Key Stage 1, Key Stage 2
Local history: teaching and learning through place-based pedagogies
Jen Huntsley, Stephanie Jach
York St John University
A sense of history is inextricably entwined with a sense of place. How might we best support primary teachers in using their immediate location to teach history? We share case studies of our work in initial teacher education to model and exemplify how key concepts in a history curriculum (e.g. chronology, change, cause and consequence) can be 'made real' through interactive place-based pedagogies. This workshop will be suitable for primary teachers, student teachers and teacher educators.
Learning outcomes:
- to reflect on how to best support student teachers and early career teachers in primary history
- to know how key concepts in primary history may be taught through place-based pedagogies
- to take part in place-based learning activities suitable for primary history lessons
Friday: 13:30–14:30
Suitable for: Early Years, Key Stage 1, Key Stage 2, teacher educators
‘But maps are geography, Miss!’ History in the context of time and place
Susan Townsend
University of Roehampton
This session will explore the importance of both location and time in understanding the complex interconnections of history – so it will be location, location, location. How is history shaped by where we live in the world and when? This interactive workshop will focus on how to use maps/plans/timelines with pupils from Key Stage 2 and Key Stage 3 and will include examples from a whole range of time periods and perspectives. Making connections, encouraging children to argue about change and continuity and considering first order concepts, such as trade, settlement, civilisation and empires, are just some of the ideas that we will explore. It will be a creative and action-packed session!
Learning outcomes:
- to explore examples of activities that can be adapted for Key Stage 2 and Key Stage 3
- to gain resources to use both in and outside the classroom
Friday: 14:45–15:45
Suitable for: Key Stage 2, Key Stage 3
Teaching about a medieval Muslim city at Key Stage 2
Christine Counsell
Consultant
How and why does an in-depth focus on particular cities help pupils to learn about the evolution of diverse Muslim societies in the early medieval period? Focusing on Cordoba and Baghdad, this workshop will show how using connected stories, building a sense of period and prioritising a sense of place creates multiple benefits, including connecting up ancient civilisations in meaningful ways and helping pupils to answer increasingly sophisticated disciplinary questions. It will also show how a sustained, memorable encounter with a city ensures that pupils are increasingly enthralled by subsequent topics, both those on Islamic civilisations and those concerning quite different settings and religious cultures that nonetheless saw connections with Islam.
Learning outcomes:
- to improve knowledge of early Muslim Cordoba and Baghdad
- to gain a range of practical ideas for how to incorporate the teaching of these medieval Muslim cities into planning
Friday: 14:45–15:45
Suitable for: Key Stage 2, teacher educators, mentors
'There are places I remember'
Chris Trevor
Consultant
As we are in Liverpool, the focus is on the lyrics of The Beatles song 'In My Life': 'There are places I'll remember, All my life, though some have changed, Some forever, not for better, Some have gone and some remain.' What makes a place historically significant? How can we explore this with primary pupils? We will use inspiration from the Liverpool area to lead to suggestions for how to develop enquiries in your own local area. We will share national significant places that made a personal impact on us – and of which children could be aware – to enhance learning, before contemplating 'Another place', referring to Antony Gormley's local sculptures, where we will discuss globally significant places. Finally, we will explore how to engage and develop a historical and geographical sense of place in children, wherever they are.
Learning outcomes:
- to discuss interactive activities for site visits and classwork
- to gain lists of and resources for significant places
Friday: 16:15–17:15
Suitable for: Early Years, Key Stage 1, Key Stage 2, teacher educators
How to get historical enquiry right in primary
Alex Pethick
Knowledge Schools Trust, London
In this session, we will examine historical enquiry and why it is so important in teaching primary history. Using real examples and non-examples, we will identify what makes a great enquiry question and how we can effectively plan and teach historical enquiries in Key Stage 1 and Key Stage 2. Delegates will have the opportunity to analyse the outcomes of work produced by children and to reflect upon how they can embed the use of historical enquiries in their curriculum to support pupils in gaining a deeper appreciation of the discipline of history.
Learning outcomes:
- to learn what historical enquiry is and why it is important
- to identify what makes a good enquiry question
- to understand how to effectively plan and teach historical enquiries
Friday: 16:15–17:15
Suitable for: Key Stage 1, Key Stage 2
Exploring coherent curriculum design: from legislation to classroom practice
Yvonne Roberts-Ablett, Lloyd Hopkin
Welsh Government, Cardiff
This session will illustrate the role of co-construction in developing the National Curriculum for Wales Framework – a curriculum for teachers, by teachers. The development of a purpose-led curriculum is at the heart of work across Wales, one that is closer to the classroom than ever before, including mandatory inclusion of Black, Asian and minority ethnic histories.
Learning outcomes:
- to understand what Curriculum for Wales is and isn't
- to understand co-construction – the process of the teaching profession in Wales designing the national Framework
- to understand the purpose of history as a vehicle to realising the four purposes of Curriculum for Wales
Friday: 16:15–17:15
Suitable for: Early Years, Key Stage 1, Key Stage 2, Key Stage 3, Key Stage 4, Key Stage 5, teacher educators, mentors
Creating opportunities for oracy in your Key Stage 1 and Early Years history lessons
Sue Temple
University of Cumbria, Carlisle
In this workshop, we will consider the justifications for including more oracy in our history lessons and we will explore a range of activities and contexts suitable for developing speaking and listening for younger children. These activities will also be suitable for SEND and EAL learners. Speaking and listening/oracy has rather fallen off our radars more recently but is likely to be a focus in curriculum reviews, so this is an opportunity to remind ourselves of the value of these activities and consider where and how we can include them in busy classrooms.
Learning outcomes:
- to know and understand the justifications for including oracy in our history lessons
- to be able to see where and how these activities could be included in typical Key Stage 1 history topics (e.g. significant individuals, Great Fire of London, etc.)
Saturday: 11:15–12:15
Suitable for: Early Years, Key Stage 1
Interweaving local and national history across the primary curriculum
Karin Doull
Consultant
While local history is an identified component within the National Curriculum, it can also be used to expand children’s understanding of more general British history, focusing on people and events linked to their immediate environment. Children’s interest is engaged when exploring the history of their place, but a standalone study can be isolated from other wider history. By including a local context within other units, we can expand and enhance children’s awareness of the past, linking national history to what happened to people in their own area. This workshop will explore the idea of widening out the remit of the local context, considering how to weave this into more general history teaching.
Learning outcomes:
- to consider how to weave the local context into your more general history teaching
- to look at useful sources of information to build into your planning
- to demonstrate resources
- to suggest activities to expand children’s learning
Saturday: 11:15–12:15
Suitable for: Early Years, Key Stage 1, Key Stage 2
Teaching similarity and difference across the primary history curriculum
Justine Ball
Hampshire County Council, Winchester
The history National Curriculum requires Key Stage 1 children to identify similarities and differences between ways of life in different periods, and Key Stage 2 children to address and devise historically valid questions about similarity and difference. But how do you teach this skill in a deeper way that helps children to see the similarities between people and develop a knowledge of characteristic features of periods, while also knowing that such knowledge is complex, that it didn’t happen immediately and that there are many debates among historians about what was similar and what was different in each historical period? This workshop aims to help teachers to explore this, using examples across the curriculum. It aims to help teachers to build their own expertise so that they in turn can help children to become more confident in their history enquiries.
Learning outcomes:
- to consider the historical concept of similarity and difference across both Key Stage 1 and Key Stage 2
- to weave together Historical Association thinking, research from the Early Years Framework and anti-racist research to understand the concept
- to make connections, draw contrasts and frame historically valid questions
- to consider historical enquiry questions from Key Stage 1 and Key Stage 2 using similarity and difference
- to become more confident using the concept and to be able to model this for children
Saturday: 12:30–13:30
Suitable for: Key Stage 1, Key Stage 2
Artificial intelligence (AI) in primary history – take CARE!
Simon Lea, Ailsa Fidler
Liverpool John Moores University
Using the CARE Framework (Collect, Ask, Review, Explore), this session will focus on how generative AI might be used by primary history teachers effectively in the classroom. Participants are invited to engage in an interactive session that will help to increase their understanding and confidence about the many uses of AI in primary history, and how this can be supported by the use of the CARE framework. The creative opportunities that AI offers in the classroom will be discussed, alongside the importance of teachers' professional judgement.
Learning outcomes:
- to gain an understanding and knowledge of the CARE framework
- to recognise the importance of maintaining teachers’ professional judgment while using AI
- to gain knowledge of creative ways in which to use AI in the primary history classroom
Saturday: 12:30–13:30
Using the CARE Framework (Collect, Ask, Review, Explore), this session will focus on how generative AI might be used by primary history teachers effectively in the classroom. Participants are invited to engage in an interactive session that will help to increase their understanding and confidence about the many uses of AI in primary history, and how this can be supported by the use of the CARE framework. The creative opportunities that AI offers in the classroom will be discussed, alongside the importance of teachers' professional judgement.
Learning outcomes:
- to gain an understanding and knowledge of the CARE framework
- to recognise the importance of maintaining teachers’ professional judgment while using AI
- to gain knowledge of creative ways in which to use AI in the primary history classroom
Saturday: 12:30–13:30
Suitable for: Key Stage 1, Key Stage 2, teacher educators, mentors
Remembering Rosa right: deconstructing the popular memory of Rosa Parks with Year 9
Ed Durbin
Yate Academy; Greenshaw Learning Trust
Rosa Parks was more than the quiet seamstress who refused to give up her seat on the bus in Montgomery. But what if we want to do more than just correct our students' misconceptions? What if we want to help them to explore the reasons why popular memory in both the UK and the USA has departed so far from Parks' life story? In this session, we will explore possibilities for teaching the concept of popular memory in the classroom, and Ed will share an enquiry based on the work of Parks' biographer, Jeanne Theoharis.
Learning outcomes:
- to feel more confident in planning your own enquiries around the concept of popular memory and to have ideas for doing so
- to build subject knowledge of race relations in twentieth-century America
Saturday: 12:30–13:30
Suitable for: Key Stage 2, Key Stage 3, Key Stage 4, Key Stage 5, teacher educators, mentors
Achieving excellent outcomes in primary history through artefact sessions from EYFS to Year 6
Steven Kenyon
Lancashire Professional Development Service, Southport
Steven Holt
Edenfield Church of England Primary School, Bury
This session examines how to use a range of artefacts, including stories, portraits, medals, figurines and written documents, to develop children's curiosity and critical thinking, while equipping pupils to ask perceptive questions, weigh evidence, sift arguments and develop perspective and judgement. During this practical session, the presenters will demonstrate how to engage pupils in high-quality dialogue and back-and-forth talk. The presenters will share pupil outcomes, demonstrating the power of these strategies when producing extended, coherent, well-considered written outcomes.
Learning outcomes:
- to learn the importance of giving children time to think, reflect and share ideas
- to receive a collection of fully exemplified artefact sessions, pupil outcomes to share with colleagues and training to deliver CPD yourselves
Saturday: 14:30–15:30
Suitable for: Early Years, Key Stage 1, Key Stage 2, teacher educators, mentors
Creating engagement in primary history
Glenn Carter
Ingleby Mill Primary School, Stockton-on-Tees
Engaging children in historical content is key to maximising their opportunities to learn, so what kinds of activities can we employ to help with this? In this session, we will look at a variety of customisable, practical activities that you can use with your pupils, as well as defining the most useful elements of experiential learning. Find examples of gamification, low-stakes quizzing and group-focused tasks that encourage children to take part in their learning.
Learning outcomes:
- to identify a range of activities that enhance engagement in primary history
- to identify the benefits of enhanced engagement in the history curriculum
- to identify opportunities within your own curriculum for the implementation of engaging activities
Saturday: 14:30–15:30
Suitable for: Key Stage 1, Key Stage 2
What next for K culture? K history of course! It’s time to be more global; it’s time for Korea!
Michael Maddison
Consultant
Aaron Wilkes
University of Warwick
You’ve listened to K-pop, you’ve watched K-drama, you’ve tasted K-food and you’ve admired K-fashion. Our fascination with Korea, both North and South, has increased enormously in the last few years. But how much do you know about Korean history, beyond the Korean War? This
workshop introduces you to a history of Korea through ten amazing objects. They include the largest collection of gold crowns ever discovered, the oldest surviving astronomical observatory in the world, the oldest surviving example of a book printed using moveable metal type, and the world’s first armoured ship. Join us to learn about these objects and more and how you can incorporate Korean history into your curriculum.
Learning outcomes:
- to broaden your knowledge and help you with ideas and strategies to enrich your pupils’ and students’ learning and expand their understanding of world history
Saturday: 14:30–15:30
Suitable for: Key Stage 2, Key Stage 3, teacher educators
Dawson Lecture
Michael Riley
UCL Institute of Education, London
History around us: why teaching about the historic environment matters more than ever
Engaging children and young people with the history around them is one of the great joys of history teaching. Studying the buildings and landscapes of the past can deepen our understanding of the lived experience and mental world of people in past societies. More profoundly, it can help us to understand ourselves in time. In an age of environmental crisis, engaging pupils with the history around them matters more than ever. Michael’s lecture will reflect on the power and potential of learning about the historic environment.
Saturday: 15:50–16:50
Suitable for all key stages
