I have linked a whole range of notes from the conference here - please excuse my spelling though, I haven't actually checked these through fully yet!!
NB. A full set of all my past conference and session notes is available HERE or by clicking the folder icon below.
- I am afraid I only managed to capture some of the essence of Christine's excellent session here, however some of the issues of how we encourage trainees to deepen their understanding of substantive knowledge and historical processes were especially interesting. There was also a significant challenge for mentors to be able to refer to the work of historians as well as personal experience and theoretical works. Notes for this session are available HERE.
The New AQA History A Level - Sally Waller
- This session is more of a summary of the key aspects of AQA's proposed A Level specification for 2015. It does clarify how the specification may work and raises a few questions about how things might be implemented. Notes are HERE and the draft specification can be found on the AQA site HERE.
Let's Talk of Graves, of Worms and Epitaphs - Interpretations in the Classroom - Michael Fordham
- Another hugely enjoyable and thought provoking session. Michael explores how we can use substantive knowledge and chronological understanding to help create really valuable sequences of lessons on historical interpretations. One of the key points he raises is that students need a good knowledge of the period being interpreted, but also of the period in which the interpreter is operating. The session notes are available HERE and Michael has written a blog on the issue HERE.
Wrestling with Knowledge, Planning and Progression - Rachel Foster & Kate Hammond
- Not technically an HA session, but Rachel and Kate presented some fascinating thoughts on making progress in students' understanding of continuity and change (Rachel); and Kate presented some fascinating ideas about how we might judge students' command of knowledge. I am particularly fond of Kate's use of the phrase "flavouring" to describe how students might command a wide range of knowledge to inform their writing. Notes are available HERE.