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Conference materials: Jamie Byrom’s plenary

At this summer’s conference, Jamie Byrom spoke on the topic, ‘Floating their boat – helping low-attainers in history’. He drew on his considerable experience in the classroom and as History adviser in Devon to share strategies grouped into three categories – using enquiry questions, long-term planning and day-to-day planning. We’re delighted to be able to share his pr...

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Conference materials: Historian in the classroom – Yasmin Khan: the Raj at War

This workshop was based on a collaboration with the historian Yasmin Khan. The substantive focus was a comparative study of the British and Indian Home fronts during the second world war. However, we were also keen to give access to the ways historians construct their historical claims. The 12-minute film was made to allow Yasmin Khan to talk directly to students about her methods, her issues with...

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Teaching Black Tudors – resources

Black Tudors Miranda Kaufman’s plenary at SHP 2019 and workshop by Josh Garry and Wendy Lennon alerted delegates to a range of approached that teachers nationally are developing using Miranda’s books. The short blog explains the background to the project while the Google Drive contains materials that have already been created to support teachers, but please feel free to add some of your own. Curre...

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Revising the Norman Conquest for the SHP (OCR B) GCSE

These revision materials for the OCR B depth study on the Norman Conquest have been produced by Stuart Farley (SHP Regional Adviser for the South East and Subject Lead for History at Upper Shirley High School) and Megan Thomas (Head of History at Swanmore College). For each of the five sections, the resources include: A Powerpoint A revision storyboard An exam practice sheet Please click here to a...

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OCR (B) SHP GCSE: Examiner Report

Reports on all the papers comprising the OCR (B) SHP GCSE specification are available and can be accessed via the secure section of OCR’s website. These provide lots of tips to help our OCR (B) teachers prepare their students thoroughly for the next series and they come highly recommended!

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Using oral history at Key Stage 3

Oral history has great potential to connect history to the lives of young people. It can deepen students’ understanding of history by making it more personal and complex. These resources emerged from Helen Snelson’s plenary session at the 2018 SHP Conference. Helen made a powerful argument for the potential of oral history to change the focus of historical enquiry and to build relationships betwee...

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SHP 2018: Sixth Plenary

Helen Snelson today talking about oral history and its use in the classroom. Helen was inspired by a story on Her Story Made History on Radio 4, in particular the story of Madera Al Ajroush, who has successfully campaigned for women to be allowed to drive in Saudi Arabia. When Helen attended a seminar on oral history, she was recommended a book called The Voice of the Past by Paul Thompson. If you...

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SHP 2018: Fourth Plenary

Claire Alexander, Robin Bunce, Maya Parmar, Pragya Vohra and Brodie Waddell presenting their work on the award winning ‘Our Migration Story’ – teaching migration history and why it matters so much. Claire is approaching the study from a sociological focus and has worked with the Runnymede Trust, a race equality think tank. She’s also been working with a Cambridge historian ...

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SHP 2018: Third plenary

Tim Cole, Professor of Social History at Bristol University, speaking on Beyond Auschwitz: exploring the meaning of local landscapes in the evolution of the Holocaust. Tim begins with the famous spot in Auschwitz where the rail line branches close to the gates. This was completed in 1944 for the deportation of the Hungarian Jews and has become an iconic vision of the Holocaust. There’s a spa...

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SHP 2018: Second plenary

Putting ordinary people back into the history of the Industrial Revolution, with Hannah Barker, Sarah Alderson and Daisy Horsley. Hannah has recently written a book called Family and Business during the Industrial Revolution. She encourages us to stick with it through the first two chapters of economic history as ‘it does get juicier’. Who should history be about? History that focuses ...

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