#HTENUK

And thanks for all your work to keep #HTENUK going

SAVE THE DATE for our next #HTENUK Conference in the Spring. We're looking forward to this exciting lineup as we support #TeacherEducation colleagues in their professional development.

Congratulations to the HTEN team for a superb conference this morning. Helen absolutely was "a major force in our midst" and Be More Helen is the way forward #HTENUK

A few reminders to end this thread with:
@htenuk.bsky.social has a new email: HTENUK@outlook.com - Please save the email to your contacts.

#HTENUK will also be phasing out Twitter and moving to Bluesky: @htenuk.bsky.social 17/

a cartoon girl with blue hair and a yellow dress is doing a yoga pose and smiling . ALT: a cartoon girl with blue hair and a yellow dress is doing a yoga pose and smiling .

Opportunity now for colleagues to meet in breakout rooms to chat and network. Such a joy to spend time with colleagues sharing our work and gaining insights and opinions. #HTENUK 16/

Fascinating session delivered by Dr Joe Smith as part of the HTEN conference. Lots to now take away to consider further. #HTENUK #TeacherEducation #HistoryEducation #historyteacher

ideas around curriculum mirror, window, bridge and staircase.

Helen's findings: using Style ideas around curriculum mirror, window, bridge and staircase. #HTENUK www.wcwonline.org/WCW-Blog-Wom...

Cyclical curricula beg questions about sequencing... or does it beg more about responsive teaching? #HTENUK

What might we mean by coherent, meaningful, connected, inclusive in #HistoryEducation? Making connections with Joe's talk and Katharine's question about responsive teaching! #HTENUK 🗺

Research questions about history leaders, their decisions and agency

Research questions around WHY content is selected and sequenced and agency #HTENUK 🎓

Helen explains how her research questions were formed and her rationale for this research basis. This is really helpful for @htenuk.bsky.social members engaged in their own research - so helpful to hear the process and methodologies behind the study as well as the study itself. #HTENUK
11/

Key Stage 1 decision-making: what can we learn?

Now Dr Helen Crawford on curricular decision-making by teachers in Key Stage 1
(Approx 5-7 years for colleagues in other jurisdictions) #HTENUK

Delighted to welcome Dr Helen Crawford to speak on her doctorate work on curriculum decision-making in the primary phase. Really pleased we have #HTENUK primary members being represented in our conference programme today. So much #secondary colleagues can learn from #primary. #TeacherEducation 10/

Brilliant presentation from Joe Smith👏. So much to take away #HTENUK

Screen shot of the next presentation

Very pleased to be immersed with #HTENUK colleagues a great community for #HistoryEducation

Katharine Burn asks about pedagogical implications. How can responsive teaching thrive in a world where curricula and materials are prescribed? #HistoryEducation #HTENUK
If you are a #HistoryTeacher what do you think? 🗺

#TeacherEducation question: can we use this quadrant for discussion with our student teachers? What are the risks of doing so? @davidrawlings.bsky.social ? #HTENUK

Applications for #TeacherEducation and how it might help them and their beginning teachers make more sense of their experience of curriculum in school. #HTENUK 8/

A participant in the conference mentions the concern of a young teacher: is this all luxury in a divided world? Joe worries we might be arrogant and assume stupidity in others. So does History have a role in social cohesion? 🗺 #HTENUK

Idea of "liquid modernity" introduced as Joe talks through how these ideologies have been encountered in the history of our community. A warning shot to avoid tipping into an arrogance about what we know that shuts down meaningful conversation. #HTENUK #TeacherEducation #HistoryEducation 7/

The quadrant mentions the 'Western Historical Method'. Other ontologies and epistemologies are available. Whose History curriculum now? Not (per curric review) #HTENUK just 'what' should the curriculum contain

Really helpful exploration of the choices we make around our history curriculum impact the epistemological perspectives of the society in which we live. Importance of taking and cultivating multi-perspectivities of the past and now. #HTENUK 6/

Children can- and should- learn that they live in time, be conscious that they are temporal beings. What would the implications be for the stories we tell and the questions we ask about them ? #HTENUK #HistoryEducation 🗺

Many #HistoryTeacher s believe children can do more, develop disciplinary understandings, pursue truth as active citizens #HTENUK
Necessary. But sufficient?

Joe uses the quadrant to ask questions. Should pupils have to submit to a single story? Is this all that children can cope with? #HistoryEducation 🗺 #HTENUK

Joe is now wrestling with why he chose the 'Western Historical Method' for the y-axis of the matrix, and the need for us to use terms that express the fluidity and evolving nature of the historical method, rather than terms that might suggest a more absolute conceptualisation. #HTENUK 4/

Research Handbook on Curriculum and Education - Google Search

You can read a chapter by Joe in Research Handbook on Curriculum and Education g.co/kgs/Jg1mYpa 2024 edited by Elizabeth Rata #HistoryEducation #EducationalResearch #HTENUK

As fascinating as the micro version was in May! Enjoying delving further into this thinking and evaluation.

#HTENUK

Joe introduces his adaptation of Schiro's matrix to explore history curriculum ideologies. He unpacks how this connects to the way we relate to the past and what we perceive the role of the historical method as being in helping us relate to the past. #HTENUK 3/

We are very pleased to welcome Dr Joe Smith to speak on his work looking at developing a framework for exploring ideologies around history curriculum making. 1/

#historyteacher #TeacherEducation #HistoryEducation #HTENUK