HTAA Conference 2026Many Stories, Many Voices
Hosted by Queensland History Teachers Association
It's Everyone's History! Differentiation in the Secondary Classroom
Kath Burke and Peter Leete
Abstract
We have always firmly believed that History is for everyone. History encourages students to think critically, communicate clearly and engage with the world around them. The recent open letter to the Albanese Government regarding the importance of revitalising Humanities and Arts degrees at universities, and the supporting arguments put forward by corporations valuing the ‘soft-skills’ so important to 21st century thinking further underscore that these are vital skills we are teaching here! So how do we open these opportunities to students who may struggle to access the curriculum? Why is it important that we try? Can History studies offer an alternative to the traditional vocational pathway, and what does this look like in the classroom? In this workshop, we will look at differentiation strategies in junior school and how this led to the development of St Margaret Mary’s College’s History Skills subject in senior school.
About the Presenter
Kath has been teaching Humanities for over 25 years. She is an unashamed History nerd. Kath has been Head of Humanities at SMMC since 2019, where she enjoys teaching History across Years 7–12, and shared running of Diplomats’ Club where students discuss History, Politics and anything quirky. Peter Leete has been teaching Humanities for over 20 years. He has been at SMMC since 2014, teaching Humanities across junior and senior school. Ancient History in all its forms is his passion, and he inspires his students to witness the relevance and impact of the ancient world on the world around them today.
Source Analysis Skills: Back to Basics
Crystal Wieringa
Abstract
Developing effective source analysis skills is essential to understanding History. Students need to be equipped with the skills to determine the perspective of primary and secondary sources and then analyse the credibility and usefulness of the information presented. How do we empower our students to identify hidden agendas, understand context and construct evidence-based arguments in a meaningful and engaging way? We need to go back to the basic building blocks of interpreting historical sources - understanding the historical skills and what they mean. This workshop will unpack the historical skills and examine how students can question historical sources to understand the information they are being presented with.
About the Presenter
Crystal Wieringa is a passionate Humanities and Modern History teacher who has held a diverse range of roles in a variety of educational settings throughout her 15-year teaching career. Crystal has a special interest in designing engaging lessons that are accessible for all students and is hugely enthusiastic about Humanities being a significant area of study for young people. Crystal has been an executive committee member of the History Teacher’s Association of WA (HTAWA) since 2011, and has enjoyed the opportunity to collaborate with teachers, facilitate professional learning and organise conferences in this uniquely rewarding role.
Evaluating in Ancient History (QCAA Ancient History Syllabus)
Danielle Flower
Abstract
This presentation focuses on effective assessment and evaluation strategies for the Queensland Certificate of Education Ancient History syllabus. Danielle Flower will provide practical guidance on designing authentic assessments that align with syllabus requirements and develop students' historical skills. The session will cover various assessment formats, including research assignments, source analyses, and extended responses, with specific attention to QCAA criteria and standards. Participants will learn how to provide meaningful feedback, track student progress, and prepare students for external assessment while maintaining engagement and learning focus.
About the Presenter
Danielle Flower is an experienced ancient history teacher with extensive expertise in the Queensland Certificate of Education system. She has served as a senior marker for QCAA and has contributed to curriculum development and assessment design. Danielle specializes in helping teachers understand assessment requirements and develop effective evaluation strategies. She is passionate about ensuring that assessment enhances rather than detracts from student learning and regularly shares her expertise through professional development workshops and conferences.
Education and GenAI: Meeting new challenges, creating new opportunities
Anthony Barnett
Abstract
This presentation explores how Generative Artificial Intelligence is transforming education, creating both unprecedented opportunities and significant challenges for educators. Anthony Barnett will examine practical applications of GenAI in history education, including lesson planning, resource creation, and student assessment, while addressing critical concerns about academic integrity, critical thinking development, and the changing role of teachers. The session will provide strategies for integrating AI tools effectively while maintaining educational quality and preparing students for an AI-enhanced world. Participants will learn how to harness the benefits of GenAI while navigating the ethical and pedagogical considerations that come with this technological revolution.
About the Presenter
Anthony Barnett is an innovative educator with extensive experience in educational technology and artificial intelligence applications in teaching. He has researched the intersection of AI and pedagogy, developing practical frameworks for integrating new technologies in educational settings. Anthony specializes in helping educators adapt to technological change while maintaining focus on student learning outcomes and educational integrity. He regularly presents on educational innovation and the future of teaching in an AI-enhanced world.
The American Revolution at 250: Tacitus has entered the chat
Dr Craig Johnston
Abstract
This presentation examines the American Revolution through the lens of classical historical analysis, particularly drawing on insights from the Roman historian Tacitus. Dr Craig Johnston will explore how ancient perspectives on power, corruption, liberty, and resistance illuminate our understanding of revolutionary ideologies and political transformation in 18th-century America. The session will demonstrate how classical texts influenced revolutionary thinkers and provide strategies for using comparative historical analysis to deepen student understanding of political change. Participants will learn how to connect ancient and modern political thought in engaging and intellectually rigorous ways.
About the Presenter
Dr Craig Johnston is a historian and educator specializing in the intersection of classical antiquity and early American political thought. He has researched how ancient texts and ideas influenced revolutionary and early national periods in American history. Dr Johnston brings expertise in both ancient history and American revolutionary studies, with a particular interest in how classical learning shaped political development. He regularly presents on comparative historical approaches and is passionate about helping students understand connections between ancient and modern political ideas.
Unpacking Historical Causation: Practical Strategies for the History Classroom
Gerard Alford
Abstract
Understanding cause and effect is central to effective History teaching across the Years 7–10 curriculum - from the First World War and Building Modern Australia to the Industrial Revolution and the decline of the Roman Empire, to name just a few. Yet helping middle-school students move beyond simple cause-and-effect lists to a deeper, more nuanced understanding can be challenging. This practical, hands-on workshop explores a range of high-impact pedagogical approaches that support students to identify, analyse, and evaluate causes and consequences with increasing sophistication. Participants will engage with ready-to-use classroom strategies that help students build historical thinking skills, recognise complexity and interconnection, and develop richer explanations of historical change and continuity. Participants will leave with adaptable tools and approaches that strengthen student understanding across multiple historical contexts - while making cause and effect thinking visible, rigorous, and engaging. Please bring laptops/tablets to this session.
About the Presenter
Gerard has over 20 years' experience as a full-time Secondary School teacher in a range of independent schools in three Australian states and the UK, where he held a number of different senior positions including Head of Faculty, Director of Studies and Dean of Staff. He has a further 17+ years' experience as a respected education consultant, best-selling author and education resource developer. He is a well-established author of education resources and is the Director of one of the largest education resource companies in Australia: itc Publications.
The Value of the Three-Level Guide for Historical Inquiry
Dr Glenn Davies
Abstract
This presentation explores the pedagogical value of the Three-Level Guide as a scaffold for developing students' historical inquiry skills. Dr Davies will demonstrate how this instructional framework can support students in moving from literal comprehension through interpretive analysis to applied understanding when working with historical sources and concepts. The session will include practical examples of Three-Level Guides designed for different year levels and historical topics, showing how this tool can help students develop critical thinking skills and deeper historical understanding. Participants will learn how to construct effective guides and adapt them for their own teaching contexts.
About the Presenter
Dr Glenn Davies is an experienced history educator and researcher with extensive expertise in curriculum development and pedagogical practice. He has taught at both secondary and tertiary levels and has contributed to numerous curriculum projects and educational publications. Dr Davies specializes in historical inquiry methodologies and has presented his research on effective teaching strategies at conferences across Australia. He is committed to supporting teachers in developing students' critical thinking and analytical skills through innovative pedagogical approaches.
Highlighting Her Story: Including women's historical voices in the classroom
Kelly Chase
Abstract
This workshop focuses on strategies for incorporating women's historical voices into the secondary history classroom. Too often, women's experiences and contributions are marginalized or overlooked in traditional historical narratives. This presentation will provide practical approaches for teachers to highlight women's stories across different historical periods and geographical contexts. We'll explore primary source materials, digital resources, and pedagogical strategies that bring women's perspectives to the forefront. The session will include specific examples of how to integrate women's voices into existing curriculum requirements while maintaining academic rigor and historical accuracy.
About the Presenter
Kelly Chase is a passionate history educator with over a decade of experience teaching secondary students. She specializes in women's history and has developed innovative curriculum materials that highlight female perspectives across various historical periods. Kelly is committed to creating inclusive classrooms where all students can see themselves reflected in historical narratives and has presented her work at state and national conferences.
Teaching the 'Forgotten War': A Korean War Resource for Australian Classrooms
Dr Denis Mootz and Megan Tucker
Abstract
This workshop launches a national online resource developed by the History Teachers’ Association of Australia in partnership with the Korean War Legacy Foundation. Drawing on educational and archival materials from the Department of Veterans’ Affairs, the Australian War Memorial, and the National Archives of Australia, the project supports teachers in effectively incorporating the Korean War into Australian school curricula. The resource provides curriculum-aligned readings, digital sources, classroom activities, and adaptable lesson ideas for Years 9–12. Participants will explore practical strategies for embedding the Korean War within studies of the Cold War, Australia’s military history, and post-1945 international relations. The session highlights ways to engage students in historical inquiry, empathy, and critical thinking while connecting Australia’s involvement in Korea to broader global and contemporary contexts — ensuring the so-called “Forgotten War” is both remembered and meaningfully taught in Australian classrooms.
About the Presenter
Dr Denis Mootz is an education consultant and former Head of History with four decades of classroom experience across New South Wales. A long-serving leader in history education, he has been Vice-President of the PTC NSW and Treasurer of HTANSW. Denis lectured in History Method at UNSW, edited Teaching History for 28 years, and contributed to Macquarie University’s Museum of Ancient Cultures. Megan Tucker is a Senior History Teacher and 7–12 Literacy/HASS Curriculum Leader at Kadina Memorial School, South Australia. She is Vice President of HTASA and serves on AHA committees, focusing on curriculum design and resource development.
Introducing Archaeological Knowledge and Analysis through Australian Examples
Georgia Williams
Abstract
Archaeological knowledge is essential for all history students. As such, archaeological skills and knowledge are being increasingly included in the Australian Curriculum (2022, Version 9) and in new state and territory curricula and syllabi. Exciting examples include Queensland’s Senior Ancient History unit ‘Digging up the Past’ (2025); the New South Wales Sequence 4 Depth Study ‘The Ancient Past’ (2025); and Victoria’s Year 7 unit ‘Aboriginal and Torres Strait Islander Peoples' knowledge and understandings (Deep Time to the modern era)’ (2025). This workshop will equip teachers with foundational archaeological knowledge directly linked to current curricula and syllabi. The focus here will be on Australian archaeology rather than examples from overseas. You will learn ways in which case studies of Australian archaeology and archaeologists can be used in your classroom to meet content descriptors and inquiry questions, showing you how you can foreground local and national deep time history across the Year 7-12 curriculum.
About the Presenter
Georgia Williams is a qualified archaeologist and educator, working full time at Bremer State High School (SE QLD) as a Humanities and English teacher. She is also the co-chair of the Australian National Committee for Archaeology Teaching and Learning.
Not Over Yet? The French Revolution in Light of Recent Scholarship
Professor Andrew Bonnell
Abstract
It is now nearly half a century since the French historian François Furet wrote (in 1978): "The French Revolution is over". This was taken as a provocation by many French historians at the time. The bicentenary of the French Revolution in 1989 saw continuing debates over the legacy and continuing meaning of the French Revolution, both within France and internationally. Scholarly interest in the French Revolution remains undiminished, and the history of this period is still being reassessed and debated. This session will examine recent developments in historical writing on the revolution and reflect on developments in the scholarship such as the causes of the revolution, the cultural history of the revolution, the role of women, the meaning of the "Terror", and the global and transnational dimensions of the revolution. There will be time to consider the implications of such work for the senior history curriculum.
About the Presenter
Professor Andrew Bonnell's research interests include: Modern German and European history; German cultural and intellectual history in social and political context; and the history of German Social Democracy. Professor Bonnell holds a BA (Hons) (Sydney), and a PhD (Sydney). He is currently Professor in History at UQ. His teaching areas include Modern German history, European intellectual history, European fascism and the radical right, Film and history and Nationalism.
Student Voices: Learning History with AI (Panel)
Vince Wall - students and AI
Abstract
Know the learners and how they learn! What does AI in History feel like from the student side of the desk? This session features a panel of secondary students sharing their experiences of learning History in classrooms where AI is used intentionally and critically. Students speak to issues of voice, agency, connection, and meaning-making as they navigate historical inquiry, evidence, and research with AI at their fingertips. The panel offers educators an authentic opportunity to listen - to students themselves- about what matters to them in AI-supported history learning and to reflect on how pedagogy, presence, and professional judgement still matter!
About the Presenter
Vince is an award winning and highly accomplished Australian History teacher with nearly 40 years of classroom experience. He has worked in a variety of leadership roles. He currently leads his school’s integration of AI into the teaching and learning process. He’s a published author with postgraduate qualifications in both educational leadership and history. He’s a PhD candidate at the University of Southern Queensland. Vince has published numerous articles on history, pedagogy, and educational technology.
DNA: Awakening new voices and stories from the past
David Boon
Abstract
Analysis of ancient and modern DNA is providing insights that challenge and expand interpretations of Greek, Roman and Viking empires. This presentation explores how analysis of ancient DNA identifies the ethnic origins of people in those empires, the expansion of empires and their impact on modern populations. Challenging stereotypes, myths and assumptions, this presentation shows how science and history can come together to create more accurate pictures of the past. It will bring to life the stories and voices of everyday individuals from those empires and their connection to modern individuals, including the presenter in the case of the Vikings. Links will be made to specific content within Years 7 and 8 of the Australian Curriculum, and how knowledge of DNA studies can enhance the teaching of Greek, Roman and Viking empires.
About the Presenter
David Boon taught for three decades in primary and secondary schools in Tasmania. He was a HASS curriculum officer with the Tasmanian Department from 2016 until 2022, including a secondment to ACARA for the review of the Australian Curriculum in 2020/21. David is a past-president and life member of the Tasmanian History Teachers' Association and has presented at numerous HTAA conferences. He is an author of teacher education texts and works on a number of history and curriculum projects. As a DNA search angel, he combines analysis of DNA and historical research to help those searching for biological families.
Herodotus: Framing the East vs West dichotomy. Assumptions, Fictions Falsehoods and Fantasie
Dr Alan Barrie
Abstract
The concept of "WESTERN CIVILISATION", or, the "Western tradition" has become a politically loaded term, supported by right wing conservatives and maligned by the left. This 'debate' has been exacerbated in Australia with the creation of the Ramsey Centre for Western Civilisation, and former PM Tony Abbott's recent release of his History of Australia, extolling the virtues of the 'West'. Given the shared global values of today, I think there is much more common ground to be found between modernity and Ancient Persia than there is with Greece and Rome - the supposed 'foundation civilisations' of the 'West'. And what, or who, is to blame for this fallacy of Western superiority ... we have to go back to HERODOTUS.
About the Presenter
Dr Alan J Barrie is a university tutor and secondary school teacher in Queensland Australia. Having attended the Universities of Queensland and Cambridge, he has been a teacher, examiner, syllabus writer, resource consultant, conference presenter and lead author of Senior Ancient History for Queensland, (Cambridge University Press), 2019, and 2nd Edition, 2025.
Spreading the word - promoting History at your school
Cathy Baron
Abstract
This session is aimed at sharing ideas to promote and increase the value of History at your school.
About the Presenter
As a teacher for over 30 years, Cathy has a passion for History education! She is President of HTAA and HTAWA, a school principal, and continues to develop resources and teacher's professional learning.
Collections-based learning with State Library of Queensland
Natasha Ratajczek
Abstract
This presentation explores the rich educational opportunities available through the State Library of Queensland's collections and how teachers can integrate primary source materials into their history teaching. Natasha Ratajczek will demonstrate how to access and use historical documents, photographs, maps, and artifacts from the library's extensive collections to enhance student learning. The session will cover practical strategies for planning collection-based lessons, working with archival materials, and helping students develop skills in primary source analysis. Participants will learn how to connect their students with authentic historical evidence that brings Queensland and Australian history to life.
About the Presenter
Natasha Ratajczek is an education specialist at the State Library of Queensland with extensive experience in developing and delivering collection-based educational programs. She works closely with teachers to create meaningful connections between historical collections and curriculum requirements. Natasha specializes in making archival materials accessible to secondary students and has expertise in primary source pedagogy. She is passionate about helping students engage directly with historical evidence and regularly develops educational resources that showcase the library's collections for classroom use.
Around the Big-History Campfire: Deep-time stories and voices - hope for climate futures
Dr Marilyn Ahearn; Dr Max Barnett; Marisa Colonna
Abstract
This interactive workshop reflects on an emerging 13.8-billion-year history of our universe, exploring how deep-time stories and voices can spark hope in the face of climate crises. This workshop uses the lens of Big History to explore past/present future voices (https://www.oerproject.com/Big-History) and draws upon two PhD studies, one based on primary students’ environmental education and the second on societal responses to collapse. It is relevant to primary, secondary and tertiary education sectors. Transdisciplinary thinking blends history and science with critical thinking, exploring transformative worldviews beyond a fragmented human-centred lens. Participants will engage with past and present voices to explore strategies to meet future complex needs through open-ended mind-mapping and creative responses (e.g. art, poetry, prose). Participants will explore how awe and wonder can inspire wider worldviews to tackle complex, wicked environmental problems—and why history’s stories and voices, connecting past/present/ future, matter in building hopeful futures.
About the Presenter
Dr Maximillian Barnett is an Associate Lecturer at Macquarie University Law School, teaching in law and world history. He is a member of the International Big History Association (IBHA) and the World History Association. Dr Marilyn Ahearn is a primary school teacher and an adjunct lecturer in Education at Southern Cross University, Gold Coast. She is a member of Sustainability, Environment and the Arts in Education Research Centre. Marisa Colonna is an experienced primary school teacher who studied Big History in her BA DipEd at Macquarie University. She has been teaching Big History for 10 years.
The End of the Soviet Union
Clair Monnickendam
Abstract
The new Queensland External Examination topic Cold War: The End of the Soviet Union offers rich opportunities for deep historical inquiry in senior secondary classrooms. This session provides History educators with possible content that can shape an engaging and rigorous unit of work—from political stagnation and economic decline to reform, resistance, nationalism, and the dissolution of Soviet authority. Drawing on primary sources, including speeches, policy documents, memoirs, visual propaganda, and media reports, alongside major historical interpretations, this presentation will share strategies for helping students analyse, evaluate, and synthesise evidence with confidence. Participants will explore practical approaches for teaching competing perspectives, constructing historical arguments, and supporting students’ cognitive processes in preparation for the external assessment. In addition they will leave with some source sets for use in their own classrooms.
About the Presenter
A nerdy girl with a bad habit for history, Clair Monnickendam is a Highly Accomplished Teacher and the Vice President of the Queensland History Teachers’ Association. She has taught in both state and independent schools across metropolitan Brisbane and is passionate about helping students make meaningful connections between the past and the present. Clair also works as a Sessional Tutor at QUT, teaching third- and fourth‑year education students and supporting the next generation of History educators.
Judgments about the reliability of evidence from historical sources and the Queensland Modern History Syllabus
Dr Ben Gowlett
Abstract
This presentation provides detailed guidance on teaching source evaluation skills within the Queensland Modern History syllabus framework. Dr Ben Gowlett will demonstrate how to help students make sophisticated judgments about the reliability, usefulness, and limitations of historical evidence. The session will cover practical strategies for analyzing different source types, understanding bias and perspective, and connecting source evaluation to broader historical arguments. Participants will learn how to scaffold student learning in this critical area and align their teaching with QCAA assessment requirements.
About the Presenter
Dr Ben Gowlett is an experienced history educator and researcher with particular expertise in historical methodology and the Queensland Certificate of Education system. He has contributed to curriculum development and assessment design for QCAA and regularly provides professional development for history teachers. Dr Gowlett specializes in helping teachers understand the nuances of historical thinking skills and source analysis. He is passionate about developing students' ability to think like historians and evaluate evidence critically.
Teaching, Learning, and Assessing History in the Age of AI (Panel)
Vince Wall - AI panel
Abstract
This expert panel brings together leading voices from curriculum scholarship, system leadership, school-based practice, and classroom research to examine what it means to teach, learn, and assess with integrity in an age of AI. Chaired by Dr Alison Bedford, Senior Lecturer in History Education at the University of Southern Queensland, the panel features Jo Butterworth, Executive Director of the Queensland Curriculum and Assessment Authority; Jenny Knight, Assistant Principal - Pedagogy and Innovation at FisherONE; and Vince Wall, a highly experienced History teacher, academic researcher, and practitioner working at the intersection of AI, pedagogy, and assessment. The discussion explores curriculum intent, assessment design, academic integrity, and the role of professional judgement as AI reshapes schooling - focusing on how educators can balance innovation with rigour, clarity, and trust.
About the Presenter
Vince is an award winning and highly accomplished Australian History teacher with nearly 40 years of classroom experience. He has worked in a variety of leadership roles. He currently leads his school’s integration of AI into the teaching and learning process. He’s a published author with postgraduate qualifications in both educational leadership and history. He’s a PhD candidate at the University of Southern Queensland. Vince has published numerous articles on history, pedagogy, and educational technology.
Teaching "Resistance"
Dr Kirk Graham
Abstract
This presentation explores effective approaches to teaching about resistance movements throughout history. Dr Kirk Graham will examine how to present various forms of resistance - from armed uprisings to passive resistance, cultural preservation, and everyday acts of defiance - while helping students understand the complexity of power relationships and social change. The session will provide strategies for teaching resistance across different historical contexts, including Indigenous resistance to colonization, resistance to authoritarianism, and civil rights movements. Participants will learn how to help students analyze the effectiveness and consequences of different resistance strategies.
About the Presenter
Dr Kirk Graham is a historian and educator with expertise in resistance movements and social change throughout history. He has researched various forms of political and cultural resistance and has developed innovative approaches to teaching these complex topics in secondary classrooms. Dr Graham is particularly interested in helping students understand how ordinary people have challenged oppressive systems throughout history and how these lessons connect to contemporary social justice movements.
Valuable lessons from the Pacific War for our emerging leaders
Scott Casey
Abstract
This presentation will examine key leadership lessons from the Pacific War (1941-1945) that remain relevant for today's emerging leaders. Through case studies of military commanders, political figures, and civilian leaders during this crucial period, we will explore how leadership principles tested under extreme circumstances can inform contemporary leadership development. The session will analyze decision-making under pressure, coalition building, resource management, and strategic thinking as demonstrated by leaders like Douglas MacArthur, John Curtin, and others who shaped Australia's wartime experience. Participants will discover how these historical lessons can be applied to modern leadership challenges in education, business, and community contexts.
About the Presenter
Scott Casey brings extensive experience in both military service and education. He has served in leadership roles within the Australian Defence Force and has transitioned this experience into educational contexts, focusing on leadership development and military history. Scott is passionate about connecting historical lessons with contemporary leadership challenges and has presented at various conferences on military history and leadership development.
Teaching the Holocaust with integrity: Honouring many stories and many voices
Darlene Hill
Abstract
This presentation addresses the critical responsibility of teaching Holocaust history with accuracy, sensitivity, and integrity. Darlene Hill will explore how to honor the diverse experiences of Holocaust victims and survivors while avoiding simplification or exploitation of their suffering. The session will provide guidance on selecting appropriate sources, addressing misconceptions, and creating respectful classroom environments for difficult conversations. Participants will learn about available resources, including survivor testimony, and discuss strategies for helping students understand both the historical specificity of the Holocaust and its broader lessons about human rights, prejudice, and moral responsibility.
About the Presenter
Darlene Hill is a dedicated educator with extensive experience in Holocaust education and human rights teaching. She has worked with survivor testimony projects and has contributed to developing educational resources that honor the memory of Holocaust victims while providing meaningful learning experiences for students. Darlene is committed to teaching difficult histories with integrity and has presented at conferences on effective approaches to genocide education. She emphasizes the importance of historical accuracy, cultural sensitivity, and connecting historical lessons to contemporary human rights issues.
Designing quality assessment: The transition to secondary
Greg Sikich
Abstract
How do you know your History assessment program is truly impactful? Does it spark student curiosity? Does it use the achievement standard with precision to assess subject-specific skills? In this workshop, we will jump into hands-on activities that ignite a deep dive into the Years 6–8 History achievement standards. With a strong focus on middle-years learning, you will interrogate a sample History investigation, test its alignment to the achievement standard and use these insights to reflect on the design of year-level appropriate assessment within your own contexts. You will also explore a range of QCAA resources designed to strengthen your professional capacity in designing high-quality, purposeful assessment.
About the Presenter
Greg Sikich is Principal Project Officer: Humanities and Social Sciences (HASS), with the Australian Curriculum K–10 Branch at the Queensland Curriculum and Assessment Authority (QCAA).
The National History Challenge in your classroom
Liz McGinnis
Abstract
This presentation provides comprehensive guidance for incorporating the National History Challenge into classroom teaching and learning. Liz McGinnis will demonstrate how this prestigious competition can enhance student engagement, develop research skills, and create opportunities for extended historical inquiry. The session will cover entry categories, research strategies, and how to support students through the process from initial topic selection to final presentation. Participants will learn how to use the Challenge framework to develop students' historical thinking skills while meeting curriculum requirements and creating meaningful learning experiences that extend beyond the classroom.
About the Presenter
Liz McGinnis has extensive experience coordinating and supporting student participation in the National History Challenge. She has guided numerous students through successful Challenge entries and understands the educational value of competitive historical research. Liz specializes in developing students' independent research skills and has expertise in helping students identify compelling historical questions and conduct rigorous historical investigations. She is passionate about providing students with opportunities to engage in authentic historical inquiry and regularly shares strategies for successful Challenge participation.
'The Assisi Underground' and the importance of Year 10 History
David Grimes
Abstract
This presentation uses the story of the Assisi Underground - the network that saved Jewish lives during WWII - to demonstrate the importance and relevance of Year 10 History. David Grimes will show how this compelling historical case study can engage students in exploring themes of moral courage, resistance, collaboration, and the power of individual action during dark times. The session will provide practical strategies for using local and lesser-known stories to make global conflicts meaningful to students, while demonstrating how Year 10 History develops critical citizenship skills that remain vital in contemporary society.
About the Presenter
David Grimes is a passionate Year 10 History teacher with extensive experience in making historical content relevant and engaging for students. He specializes in finding compelling human stories within larger historical events and has developed innovative approaches to teaching about moral choices and ethical decision-making through historical examples. David is committed to demonstrating the continued relevance of historical learning and regularly presents at conferences on effective Year 10 History teaching strategies.
Dismantling the rules-based international order?
Dr Brian Hoepper
Abstract
This presentation examines current challenges to the international order established after WWII and their implications for global stability and cooperation. Dr Brian Hoepper will analyze how recent geopolitical developments - including great power competition, authoritarian resurgence, and challenges to multilateral institutions - are testing the foundations of international law and diplomacy. The session will explore historical parallels and provide strategies for helping students understand complex international relations topics. Participants will learn how to connect contemporary global issues to historical patterns and help students develop informed perspectives on international affairs.
About the Presenter
Dr Brian Hoepper is a distinguished international relations scholar and educator with extensive expertise in global governance and diplomatic history. He has contributed to academic research on international institutions and has experience in diplomatic and policy contexts. Dr Hoepper specializes in making complex international relations concepts accessible to secondary students and regularly presents on global affairs education. He is passionate about helping students understand how historical knowledge informs contemporary international challenges and opportunities.
Visible and misrepresented - ancient women through the case study of Cleopatra
Sarah Coleman - Cleopatra
Abstract
This session explores one of the most enigmatic figures of the ancient world - Cleopatra VII Philopator - as a case study through which to examine how powerful women in the ancient world can be simultaneously visible and misrepresented. Although Cleopatra is one of the most commonly named women across Australian senior Ancient History syllabi, her political authority, economic strategy, and diplomatic skill are frequently overshadowed by narratives shaped by hostile sources and later popular culture. The session foregrounds core disciplinary concepts shared nationally, including sources, perspectives, contestability, and historical interpretation, to demonstrate how we as teachers have the power to challenge reductive portrayals and reposition women as historical actors rather than mere symbols. Participants will leave with strategies for teaching gender, power, and representation while remaining tightly aligned to syllabus expectations and assessment demands.
About the Presenter
Sarah Coleman is an experienced Head of Humanities and Social Sciences, curriculum writer, and senior teacher of Modern History, Ancient History and Literature. With a strong focus on designing rigorous, concept-driven curriculum, she leads whole-school development of critical and creative thinking through explicit disciplinary practices. Sarah is recognised for her expertise in historical thinking—source analysis, contestability, contextualisation, and argumentation—and for delivering high-impact workshops that help teachers translate these skills into broader critical thinking applicable across faculties. She has served as a Subject Matter Expert for QCAA and ACARA, and as a QCAA External Exam Marker, Endorser, Confirmer and Assessment Writer. Sarah has authored curriculum resources for Oxford and Cambridge and works as a casual academic at the University of Southern Queensland. Currently undertaking a PhD on the representation of women in Ancient History curricula, she brings deep disciplinary knowledge and system-level insight to contemporary curriculum and pedagogy.
Two Millennia of Mushrooms and Misogyny
Erika Carlyle-Brauer
Abstract
In this lecture, we examine the chilling historical parallels between Agrippina the Younger and Erin Patterson. We will explore why the 'poisonous woman' remains one of history's most enduring and sensationalised archetypes. By analysing ancient texts from Tacitus alongside true-crime media coverage, we investigate how both women were portrayed as unnatural mothers and domestic monsters. This is an example of how to engage students in learning.
About the Presenter
With over 20 years' experience teaching Ancient History to senior students, Erika brings a wealth of experience in both curriculum knowledge, the science of learning and engaging students.
NSDAP Totalitarianism
Dr Denis Mootz - NSDAP Totalitarianism
Abstract
Sir Richard Evans once described the experience of living in NSDAP Germany as 'complicated'. This presentation will explore and attempt to explain the complications.
About the Presenter
Dr Denis Mootz taught K-12 in NSW schools for more than 40 years. He has worked at University of New South Wales in Teacher Education and at Macquarie University in archaeology and Ancient History. He has presented and been published in regional, state, national and international contexts. He is currently HTAA Secretary and NSW HTA Treasurer.
Adventures in Parallel Investigation - Enabling Student Choice
Kelly Allgood and Nicholas Tuckey
Abstract
This workshop demonstrates how parallel investigations, structured through the Gradual Release of Responsibility (GRR) model, can energise History learning and assessments. Drawing on practical examples from Years 7, 8, and 10 History classrooms (mainstream and extension), the session focuses on strategies that boost engagement, strengthen historical thinking, and embed student voice in assessment design. Participants will hear about the challenges and successes in our adventures: building content knowledge, historical skills, and modelling inquiry using a shared exemplar (“I do”/“We do”), then scaffolding and supporting collaborative and independent investigations (“You do together”/“You do individually”) where students select topics from an approved list. Attendees will leave with adaptable templates and planning tools to implement parallel investigations that balance curriculum rigour with choice, fostering deeper learning and ownership.
About the Presenter
Kelly Allgood is an experienced Humanities teacher who genuinely enjoys teaching historical investigation to middle years students. She is passionate about empowering students to have choice in their learning journey and the gains made in engagement and behaviour by also offering that choice in assessments. She and Nicholas were co-teachers in 2025 for a Year 10 History class at Corinda SHS. Nicholas Tuckey is an English and Humanities teacher with over three years’ experience across diverse cohorts in South-East and North Queensland. Recently he has been developing inclusive history teaching strategies to respond to varied interests, abilities, and support needs.
Student Museums - putting History back in the hands of our students
Greg Lally
Abstract
This presentation explores how student-created museums can transform history education by placing students in active curatorial roles. Greg Lally will demonstrate how students can research, design, and create museum exhibits that showcase their historical learning while developing critical thinking, communication, and creative skills. The session will cover practical aspects of organizing student museum projects, including space considerations, resource requirements, and assessment strategies. Participants will learn how student museums can engage diverse learning styles, build historical empathy, and create authentic audiences for student work while covering curriculum requirements in innovative and engaging ways.
About the Presenter
Greg Lally is an innovative history educator with extensive experience in project-based learning and student-centered pedagogy. He has successfully implemented student museum programs and has expertise in helping students develop curatorial and presentation skills. Greg specializes in creating authentic learning experiences that engage students as active historians and researchers. He is passionate about making history education more interactive and student-driven and regularly shares his innovative approaches at educational conferences and workshops.
Practical strategies for early career teachers in History classrooms
Belinda Card
Abstract
This workshop will be designed for early career teachers (or new to history teaching), offering practical strategies to build confidence and engagement in the classroom. We'll explore how to implement content effectively using the Gradual Release of Responsibility model, ensuring lessons cater to multiple learning levels and styles. Participants will learn techniques for teaching students to engage with annotated sources, fostering critical thinking and interpretation skills. The session will also introduce the CAMPOEIU source analysis structure, providing a clear framework for developing analytical writing and deeper historical understanding.
About the Presenter
Belinda Card is an experienced educator with over 15 years in teaching, primarily in primary education, and is now in her second year teaching junior secondary History. She works under the guidance of a highly respected QHTA mentor and recently presented at the QHTA TeachMeet on this same topic. Combining her skills with junior secondary learners and a commitment to supporting early career teachers, Belinda aims to make history accessible, engaging, and rigorous for all learners.
Integrating First Nations into all Australian Histories
Professor Kate Fullagar
Abstract
This presentation challenges the common practice of teaching Indigenous history as a separate topic by demonstrating how First Nations perspectives can be integrated throughout all aspects of Australian history. Professor Kate Fullagar will show how Indigenous voices and experiences can be woven into colonial history, federation, both world wars, and contemporary topics. The session will provide practical strategies for finding Indigenous perspectives on familiar topics, using appropriate sources and protocols, and moving beyond victimization narratives to recognize Indigenous agency and resilience. Participants will learn how integration creates more accurate and complete historical understanding.
About the Presenter
Professor Kate Fullagar is a distinguished historian at the University of Newcastle, specializing in early Australian history and Indigenous-European encounters. She has published extensively on cross-cultural contact in colonial Australia and is committed to decolonizing historical education. Professor Fullagar has worked closely with Indigenous communities and educators to develop respectful and accurate approaches to teaching Australian history. She is a leading advocate for integrating Indigenous perspectives throughout historical narratives rather than treating them as separate topics.
A Pedagogical Platter
Sarah Coleman - Pedagogical Platter
Abstract
The Pedagogical Platter is an energising professional learning session that brings together a curated suite of evidence-informed pedagogies to elevate History teaching. Rather than privileging a single method, this presentation showcases how a balanced combination of approaches can produce classrooms that are rigorous, inclusive, and intellectually vibrant. Anchored by the Four Question Method (4QM), the session demonstrates how structured historical inquiry—through narrative, causation, evidence, and argument—creates clarity for teachers and empowers students to think like historians. The session also highlights the central role of explicit instruction, illustrating how modelling, scaffolding, and targeted checks for understanding build the historical literacy needed to engage with complex content and sources. Underpinning the entire session is Cognitive Load Theory (CLT), providing practical techniques to reduce extraneous load and support schema development, ensuring that challenge is purposeful rather than overwhelming. Complementing this are inquiry learning and Universal Design for Learning (UDL), which promote curiosity, multiple pathways to understanding, and equitable access for all learners. Together, these pedagogical approaches form a rich “platter” that supports teachers to craft History classrooms where knowledge is deepened, thinking is sharpened, and every student can meaningfully engage with the past.
About the Presenter
Sarah Coleman is an experienced Head of Humanities and Social Sciences, curriculum writer, and senior teacher of Modern History, Ancient History and Literature. With a strong focus on designing rigorous, concept-driven curriculum, she leads whole-school development of critical and creative thinking through explicit disciplinary practices. Sarah is recognised for her expertise in historical thinking—source analysis, contestability, contextualisation, and argumentation—and for delivering high-impact workshops that help teachers translate these skills into broader critical thinking applicable across faculties. She has served as a Subject Matter Expert for QCAA and ACARA, and as a QCAA External Exam Marker, Endorser, Confirmer and Assessment Writer. Sarah has authored curriculum resources for Oxford and Cambridge and works as a casual academic at the University of Southern Queensland. Currently undertaking a PhD on the representation of women in Ancient History curricula, she brings deep disciplinary knowledge and system-level insight to contemporary curriculum and pedagogy.
History Through Inquiry: Building Skills in Investigation and Debate
Cindy Bin Tahal
Abstract
This presentation will introduce learning content from the Seriously Social school program, focusing on World War history topics for Years 9 and 10. It will also showcase a range of debate topics that support inquiry learning in the history classroom, such as "That Australian history unites us". A key focus of the session will be developing students' research skills using the investigation triangle, a model that supports evidence-based inquiry and helps students construct well-reasoned arguments. The presentation will also provide practical guidance on using debate as a teaching method in the history classroom. Both the research model and debate approaches can be readily applied across history subjects, offering teachers adaptable tools to strengthen student engagement and deepen historical understanding.
About the Presenter
Cindy Bin Tahal is the Education Director at the Academy of the Social Sciences in Australia, where she leads national initiatives to strengthen social sciences teaching through collaboration with teachers, curriculum authorities, students, and the research expertise of the Academy's Fellows. She brings more than 25 years of diverse experience across the early to middle years of education in Australia, North America, and Southeast Asia. Cindy is a PhD candidate at the University of Queensland, researching international education, and holds a Master of Education with a focus on Middle Phase Learning and Pedagogy, as well as a Bachelor of Education.
Using artwork and artefacts as historical sources when researching WWI and WWII
Paul Foley
Abstract
This presentation demonstrates how artwork and artifacts can serve as powerful primary sources for studying WWI and WWII. Paul Foley will show how visual and material culture evidence can enhance students' understanding of wartime experiences, propaganda, memory, and commemoration. The session will include practical strategies for source analysis, critical evaluation of artistic representations, and connecting material culture to broader historical themes. Participants will learn how to access digital collections, evaluate the reliability of visual sources, and design engaging activities that bring the world wars to life through authentic historical evidence.
About the Presenter
Paul Foley is a dedicated history educator with particular expertise in twentieth-century military history and the use of visual and material sources in history education. He has developed extensive resources for teaching WWI and WWII and has worked with museums and cultural institutions to create educational programs. Paul is passionate about helping students connect with historical evidence through multiple formats and regularly presents workshops on innovative approaches to source-based learning.
History Curriculum Across Australia: an analysis of dispossession and disposition
Dr Alison Bedford
Abstract
History curricula across Australia share many similarities, but each state and territory has their own approach. Using corpus-assisted discourse analysis, this presentation considers two aspects of how history education is constructed in curriculum documentation using the findings of a pilot study into the discourses evident in Australian history curricula, with a focus on discourses of Indigenous experience and critical thinking. This research is guided by questions of how First Nations peoples are represented in the curriculum, and how students are positioned as learners. The findings suggest agency is a key theme for both historical actors and learners. The corpus assisted approach allows for the analysis of very large bodies of text which could not be manually analysed and this pilot study demonstrates the utility of the method for curriculum research, with a view to developing a larger historical corpus of history curricula over time.
About the Presenter
Dr Alison Bedford taught secondary history for 19 years, and is now a Senior Lecturer in Curriculum and Pedagogy at the University of Southern Queensland. Her research centres on the teaching of national histories and the development of students as critical and independent learners.
Selecting sensitive, engaging, History-rich texts which respect Indigenous cultural protocols
Tess Merlin
Abstract
This presentation provides essential guidance for selecting and using texts about Indigenous history that respect cultural protocols while engaging students in meaningful learning. Tess Merlin will explore how to evaluate texts for cultural appropriateness, accuracy, and educational value, while ensuring Indigenous voices and perspectives are centered rather than marginalized. The session will cover protocols for using Indigenous stories and knowledge, strategies for working with Indigenous communities and educators, and approaches to addressing problematic texts that may already be in use. Participants will learn how to build respectful and culturally appropriate text collections that support authentic Indigenous history education.
About the Presenter
Tess Merlin is an educator and researcher with expertise in Indigenous education protocols and culturally responsive teaching. She has worked closely with Indigenous communities and educators to develop appropriate resources and teaching strategies for Indigenous history education. Tess specializes in helping non-Indigenous educators understand their responsibilities when teaching Indigenous content and has contributed to professional development programs focused on cultural responsiveness. She is committed to ensuring that Indigenous histories are taught with respect, accuracy, and appropriate cultural protocols.
Bump it Up: Improving Assessment Confidence
Aurora Reid
Abstract
This presentation provides practical strategies for improving both teacher and student confidence in history assessment. Aurora Reid will demonstrate how to design assessment tasks that clearly communicate expectations, provide meaningful feedback, and support student improvement. The session will cover techniques for scaffolding assessment preparation, helping students understand criteria and standards, and building assessment literacy that empowers student learning. Participants will learn how to create assessment experiences that build rather than diminish confidence while maintaining academic rigor and accurately measuring student achievement.
About the Presenter
Aurora Reid is an experienced history educator and assessment specialist with expertise in developing student confidence and assessment literacy. She has worked extensively on improving assessment practices and has contributed to professional development programs focused on effective assessment design and implementation. Aurora specializes in helping teachers create assessment experiences that support rather than intimidate students while maintaining high academic standards. She is passionate about ensuring that assessment serves learning and helps students develop confidence in their historical thinking and communication skills.
Incorporating First Nations Story telling into the History classroom
Michelle Brown and Peter Lawrence
Abstract
Teaching history generally requires an understanding of chronology, and that is usually defined by a linear mindset. However, when teaching First Nations’ history and trying to be true to the teaching of perspectives, then perhaps we as historians need to start thinking about Dreamtime thinking — an everywhen where past and present can collide for not only the discussion, analysis and presentation of First Nations’ histories, but also the First Nations’ students in our classes. Some ideas from ‘Aboriginal Gothic Literature’ may provide some starting points to examine ways in which we as teachers can pivot towards a more comprehensive understanding of First Nations’ representations and understandings of history. Examples will be provided from Year Ten History (Gurindji Walk-off) and Year 11 History (Frontier Conflict) with a focus on the Native police in Qld (NSW). Peter will bring to the conversation a rich understanding of pedagogy based on the 8 Ways of Aboriginal Learning developed by Dr Tyson Yunkaporta and Uncle Ernie Grant's Holistic Framework.
About the Presenter
Michelle Brown has been a Modern History teacher in Queensland for 37 years. She has presented numerous times at both National and State History Conferences in Queensland. Michelle is now flirting with being a poet. Peter Lawrence identifies as a Yugarapul man through his family's connection to the Rosewood Scrub. Peter has taught Australian history with Aboriginal focus for the past 25 years and taught Senior Aboriginal and Torres Strait Islander Studies in the late 1990s. He has taught Senior Modern History for over 20 years and has presented at Queensland History Teachers State Conferences. Peter contributed a chapter to the Cambridge Press, Senior Modern History text and its 2nd edition. He has been a researcher for the Ration Shed Museum including the WW1 Black Diggers story – The Boys from Barambah. He has written for both Australians Together and for the Academy of the Social Sciences in Australia. He is a presenter of Crossing Cultures Hidden History, 8 Ways and Uncle Ernie Grant’s Holistic Framework, Black Diggers and the Frontier Wars.
PANEL chaired by Professor Kate Fullagar, with speakers Jonathon Dallimore, Cathy Baron, Dr Hannah Forsyth
PANEL chaired by Professor Kate Fullagar, with speakers Jonathon Dallimore, Cathy Baron, Dr Hannah Forsyth
Abstract
This panel discussion, chaired by AHA President and ANU Professor Kate Fullager will explore the ways in which educators can promote the value of a History education to students. An overview of the current state of History education at a state and national level will set the context for the discussion. Panel members will share their practical suggestions for communicating the significance of a History education to students at all levels. A Q & A session will make this a valuable opportunity to share ideas, debate solutions and take a collaborative approach to our advocacy for the centrality of History to young people’s lives - now more than ever.
About the Presenter
Kate Fullagar is Professor of History at the Institute for Humanities and Social Sciences, Australian Catholic University, Fellow of the Australian Academy of the Humanities, and Vice President of the Australian Historical Association. Kate specializes in the history of the eighteenth-century world, particularly the British Empire and the many indigenous societies it encountered. Jonathon Dallimore is the Executive Officer for the History Teachers’ Association of NSW and a lecturer in History Methods. An author of numerous textbooks, Jonathon provides practical strategies for navigating inquiry-based learning and the complexities of shared national narratives. As a teacher for over 30 years, Cathy Baron has a passion for History education! She is President of HTAA and HTAWA, a school principal, and continues to develop resources and teacher's professional learning.
Why Caesar had to go!
Dr Kit Morrell
Abstract
This paper will contextualise Caesar's assassination by examining his increasing power from the 50s BCE to the Ides of March and why his assassins found it unacceptable, grounded in discussion of the nature of the Roman republic and the expectations of an aristocratic career. It will examine key ancient sources for Caesar's power, including literary texts and contemporary coins, as well as some modern perspectives on Caesar's dictatorship and its significance for the study of Roman history.
About the Presenter
Kit Morrell is the Susan Blake Lecturer in Classics and Ancient History at the University of Queensland. Her research and teaching focus on Rome during the late republic and imperial periods, especially the lifetime of Caesar, Pompey, and Cicero. Her publications include her 2017 monograph Pompey, Cato, and the Governance of the Roman Empire and a new co-edited volume on The Rule of Law in Ancient Rome (2025). Kit is a passionate teacher who encourages students of all levels to get their teeth into the ancient evidence and question conventional narratives of Roman republican history.
Archaeologists as education allies: the Australian 'Deep Time Detectives' program
Dr Georgia Stannard
Abstract
This presentation explores how archaeologists and educators can work together through the innovative "Deep Time Detectives" program to bring authentic archaeological thinking and methods into history classrooms. Dr Georgia Stannard will demonstrate how students can engage with archaeological evidence, learn investigative techniques, and develop understanding of deep time perspectives on human history. The session will showcase practical activities that connect students with Australian archaeological discoveries and help them understand how archaeological evidence complements written historical sources. Participants will learn how to access archaeological expertise and resources to enhance their teaching of ancient and prehistoric Australian history.
About the Presenter
Dr Georgia Stannard is an archaeologist and educator with extensive experience in developing educational partnerships between archaeological research and secondary education. She has worked on numerous archaeological projects across Australia and has expertise in making archaeological methods and discoveries accessible to school students. Dr Stannard is passionate about connecting students with Australia's deep history and has contributed to innovative educational programs that bring archaeological thinking into classrooms. She regularly collaborates with educators to develop authentic and engaging archaeological learning experiences.
Meeting Curriculum Needs at Newly Established/Growing Schools
James Elder
Abstract
This presentation addresses the unique challenges faced by history teachers in newly established or rapidly growing schools. James Elder will share practical strategies for building effective history programs from the ground up, including resource acquisition, curriculum planning, and establishing departmental culture. The session will cover how to prioritize spending on essential resources, develop partnerships with local institutions, and create engaging programs when operating with limited budgets and infrastructure. Participants will learn how to maximize impact with minimal resources and build sustainable programs that can grow with their schools.
About the Presenter
James Elder has extensive experience in establishing and developing history programs in new and growing schools. He has successfully built history departments from scratch and has expertise in resource management, curriculum development, and program sustainability. James understands the unique challenges of working in emerging educational environments and is passionate about helping fellow educators navigate the complexities of building effective history programs under resource constraints.
Enhancing students' grasp of historical concepts for effective application
Nelly Labiche
Abstract
This presentation focuses on practical strategies for helping students develop deep understanding of fundamental historical concepts such as causation, continuity and change, significance, and perspective. Nelly Labiche will demonstrate how to move beyond superficial concept knowledge to enable effective application in historical analysis and argumentation. The session will include techniques for scaffolding conceptual learning, assessing conceptual understanding, and helping students transfer concepts across different historical contexts. Participants will learn how to design activities that develop sophisticated historical thinking and prepare students for successful application of conceptual knowledge in assessments and real-world contexts.
About the Presenter
Nelly Labiche is an experienced history educator and curriculum specialist with expertise in historical thinking skills and conceptual learning. She has contributed to professional development programs focused on improving historical education and has researched effective approaches to developing students' analytical capabilities. Nelly specializes in helping teachers understand how to build conceptual knowledge progressively and systematically. She is passionate about ensuring that all students develop sophisticated historical thinking skills that serve them beyond the classroom.
Creating a Kinder Fairer World: Teaching Ethical Understanding through History
Dr Joy Verrinder
Abstract
This presentation explores how history education can contribute to developing students' ethical understanding and commitment to social justice. Dr Joy Verrinder will demonstrate how historical case studies, moral dilemmas from the past, and exploration of social change movements can help students develop ethical reasoning skills and understanding of human rights principles. The session will provide strategies for connecting historical learning to contemporary ethical challenges and empowering students to see themselves as agents of positive change. Participants will learn how to design learning experiences that develop both historical thinking and ethical understanding in integrated and meaningful ways.
About the Presenter
Dr Joy Verrinder is an educator and researcher specializing in ethics education and the intersection of historical learning with moral development. She has extensive experience in curriculum development focused on values education and has contributed to research on how historical education can support ethical understanding. Dr Verrinder is passionate about empowering students to understand their capacity for positive social action and regularly presents on approaches to teaching ethics through historical case studies. She emphasizes the importance of connecting historical learning to contemporary social responsibility.
Many Stories, Many Voices: Flexibility and Depth in History 7–10
Rachelle Willington
Abstract
The Australian Curriculum: History 7–10 provides a flexible and rigorous framework for engaging students in the rich complexity of the past. Perspectives underpin the study of History 7–10, helping students understand that history is constructed through multiple lenses and voices. This session explores examples of opportunities for different perspectives including highlighting the Cross-Curriculum Priorities, and why multi-voiced inquiry is fundamental to deep historical understanding and meaningful student engagement.
About the Presenter
Rachelle Willington, Curriculum Specialist, Humanities and Social Sciences, Australian Curriculum, Assessment and Reporting Authority (ACARA) is responsible for the Australian Curriculum: Humanities and Social Sciences and the Cross-Curriculum Priority Asia and Australia’s engagement with Asia. Rachelle led the development and review of the F–10 Australian Curriculum: Humanities and Social Sciences learning area. She has participated in several national projects including the Constitutional Education Fund resources project, Democracy in a Box, and various projects with the Academy of Social Sciences. She is also the Curriculum Specialist leading the National Assessment Program for Civics and Citizenship (NAP-CC). Rachelle is an experienced educator that has worked in both primary and secondary schools. During her career she has been a classroom teacher, HASS curriculum leader, curriculum adviser for the Queensland Department of Education and HASS curriculum specialist at QCAA.
A Cult of Forgetfulness: Breaking down the Myth of Peaceful Settlement
Tully MacPherson
Abstract
This presentation challenges the persistent myth of peaceful European settlement in Australia by examining how historical narratives have been constructed to minimize or ignore frontier violence and Indigenous resistance. Tully MacPherson will explore how the "cult of forgetfulness" has operated in Australian historical discourse and education, and provide strategies for teaching more accurate and complete accounts of colonization. The session will examine primary sources, archaeological evidence, and Indigenous oral histories that reveal the true nature of frontier encounters. Participants will learn how to address misconceptions and teach about frontier conflicts while maintaining academic rigor and cultural sensitivity.
About the Presenter
Tully MacPherson is a historian and educator specializing in Australian frontier history and Indigenous-European relations. He has researched colonial narratives and has expertise in analyzing how historical myths develop and persist in education and popular culture. Tully is committed to promoting accurate historical understanding and has worked to develop resources that challenge simplified or romanticized accounts of Australian colonization. He emphasizes the importance of evidence-based history teaching and regularly presents on approaches to teaching controversial Australian history topics.
Fragmented Lives: Teaching Japanese Migration Histories and Wartime Internment
Dr Tianna Killoran
Abstract
This presentation addresses the complex and often fragmented histories of Japanese migration to Australia and the traumatic experience of wartime internment during WWII. Dr Tianna Killoran will explore how to teach these difficult topics with sensitivity while honoring the diverse experiences of Japanese-Australian families. The session will examine how government policies, racial prejudice, and wartime fears disrupted established communities and fractured family lives. Participants will learn strategies for using oral histories, personal testimonies, and official records to help students understand both the human cost of discriminatory policies and the resilience of affected communities.
About the Presenter
Dr Tianna Killoran is a historian specializing in Australian migration history and wartime civil liberties. She has conducted extensive research on Japanese-Australian experiences and has worked with community organizations to preserve and share these important stories. Dr Killoran is committed to ensuring that marginalized migration histories are accurately represented in Australian education and has developed resources for teaching about discrimination, internment, and community resilience. She regularly collaborates with cultural organizations and survivor communities in her educational work.
Teaching Australia in the First and Second World Wars - Innovative classroom practices and resources
Veronica Hall - DVA
Abstract
This presentation will showcase engaging approaches to teaching the First World War and the Second World War in Year 9 and 10 classrooms. This includes syllabus based, sequenced lessons that contain historical sources and information and a range of activities that allow students to engage in differentiated surface, deep and transfer learning options. Printable or online, the resources include source analysis skills, extension and learning review activities and links to videos that explore the veteran experience. Created by a group of highly motivated, dynamic History teachers in the Department of Veterans’ Affairs Education team, these History lessons and resources for students and teachers, are freely available on the Anzac Portal classroom page. Our focus is on developing engaging, contemporary, historically accurate and fully resourced lessons and student activities, that explore Australia’s involvement in wars, conflicts and peace operations. Designed for the new and experienced History teacher – your prep is done!
About the Presenter
Veronica Hall is a Senior Educational Content Writer for the Department of Veterans’ Affairs, bringing to her role, extensive experience as a classroom teacher and instructional leader and mentor. Specialising in developing innovative, curriculum-aligned History lessons and resources, her work is informed by contemporary pedagogical practices and current historical research. Veronica engages and empowers students in their learning with rich historical content and skills activities, while saving teachers time and prep. Her educational content is published regularly on the Anzac Portal Classroom website. This year, Veronica was honoured to be part of the team delivering the 2026 Anzac Day Dawn Service in Villers Bretonneux, France.
Teaching the Romans with Archaeological Evidence at the RD Milns Antiquities Museum, UQ
James Donaldson
Abstract
This presentation will showcase how the RD Milns Antiquities Museum at the University of Queensland provides unique opportunities for teaching Roman history through authentic archaeological evidence. James Donaldson will demonstrate how museum resources, including artifacts, replicas, and interactive displays, can bring ancient Rome to life for students. The session will include practical strategies for organizing museum visits, pre- and post-visit activities, and ways to extend museum learning back into the classroom. We'll explore how direct engagement with material culture enhances students' understanding of Roman society, daily life, and historical processes.
About the Presenter
James Donaldson is the Education Officer at the RD Milns Antiquities Museum, University of Queensland. He brings extensive experience in museum education and ancient history, specializing in making archaeological collections accessible to school students and teachers. James has developed numerous educational programs that connect museum resources with curriculum requirements and is passionate about using material culture to enhance historical understanding. He regularly works with teachers to design engaging and educational museum experiences for students studying ancient history.
Teaching Athenian Democracy: A source-based inquiry into power, participation and exclusion in Athens
Katherine Hart
Abstract
This presentation provides a comprehensive approach to teaching Athenian democracy through primary source analysis. Katherine Hart will demonstrate how to use ancient sources - including speeches, inscriptions, and historical accounts - to help students understand the complexities of Athenian political participation. The session will explore how to address both the democratic innovations of Athens and the significant exclusions based on gender, class, and citizenship status. Participants will learn practical strategies for guiding students through source-based inquiries that develop critical thinking about power, representation, and the evolution of democratic ideals from ancient Athens to the present day.
About the Presenter
Katherine Hart is an experienced ancient history teacher with particular expertise in Athenian history and democratic development. She has developed innovative source-based teaching materials that help students engage critically with primary evidence while understanding the complexity of ancient political systems. Katherine specializes in connecting ancient history to contemporary civic education and regularly presents workshops on effective ancient history pedagogy. She is passionate about helping students develop sophisticated understanding of political participation and democratic evolution.
Pedagogy for 'Perspective'
Paul Baker
Abstract
Creative, well-meaning history teachers, trying to bring history to life in their classroom, often humanise the dramas of history by inviting their students into the mindset of the past. Certainly 'perspective' is one of those distinguishing features of evidence that Senior Schooling requires students to understand. But if you don't teach perspective properly, you may be instilling values you did not intend. This session will look at both the pitfalls and potential pedagogical panaceas for that tricky yet vital historical skill we call perspective. Attendees may be asked to reflect on their own experiences and share them with the group.
About the Presenter
Paul Baker has presented at HTAA National Conferences and QHTA State Conferences. His recent presentations have: explored the emancipatory effect of studying history; investigated the teaching dilemma of striving for objectivity whilst creating 'active' citizens; revealed how Lateral Reading can transform your classroom; and passionately argued that Cognitive Load Theory has not killed the Inquiry Method.
Collections-based learning with State Library of Queensland - Session 2
Natasha Ratajczek
Abstract
This presentation explores the rich educational opportunities available through the State Library of Queensland's collections and how teachers can integrate primary source materials into their history teaching. Natasha Ratajczek will demonstrate how to access and use historical documents, photographs, maps, and artifacts from the library's extensive collections to enhance student learning. The session will cover practical strategies for planning collection-based lessons, working with archival materials, and helping students develop skills in primary source analysis. Participants will learn how to connect their students with authentic historical evidence that brings Queensland and Australian history to life.
About the Presenter
Natasha Ratajczek is an education specialist at the State Library of Queensland with extensive experience in developing and delivering collection-based educational programs. She works closely with teachers to create meaningful connections between historical collections and curriculum requirements. Natasha specializes in making archival materials accessible to secondary students and has expertise in primary source pedagogy. She is passionate about helping students engage directly with historical evidence and regularly develops educational resources that showcase the library's collections for classroom use.
Artificial Intelligence and Holocaust Survivor Testimony
Elsie Leask
Abstract
This presentation examines the emerging use of artificial intelligence technology to preserve and share Holocaust survivor testimony for educational purposes. Elsie Leask will explore how AI-powered interactive testimony systems can provide students with opportunities to "conversation" with survivors, even after their passing, while addressing the ethical considerations and limitations of this technology. The session will discuss how to integrate these digital tools respectfully and effectively into Holocaust education while maintaining focus on historical accuracy and human dignity. Participants will learn about available technologies and best practices for using AI-enhanced testimony in educational settings.
About the Presenter
Elsie Leask is an educator and researcher specializing in Holocaust education and the intersection of technology with historical testimony preservation. She has worked with survivor testimony projects and has expertise in both traditional and innovative approaches to genocide education. Elsie is committed to ensuring that Holocaust survivor voices continue to reach new generations of students and has researched effective methods for preserving and sharing survivor testimony. She emphasizes the importance of ethical and respectful use of technology in sensitive historical education.
Hey History Teacher! Interactive podcast listening party
Jane Curtis and Professor Anna Clark
Abstract
Hey History Teacher! is a new eight-episode podcast series designed as accessible, teacher-led professional learning for Australian history teachers (releasing late Feb 2026). This interactive conference session takes the form of a “listening party”, introducing the podcast, explaining how and why it was made, and inviting conference attendees to watch video excerpts drawn directly from classroom practice. The podcast series is based on in-depth interviews with more than 12 expert history teachers and educators from across Australia and was funded by HTA NSW. Teachers attending this workshop can choose the topics they're most interested in, and hear and discuss first-hand, evidence-based tips on areas including teaching difficult and contested histories, creative history pedagogy, teaching First Nations histories, balancing curriculum demands with engagement, advice for early-career teachers, and what great history teaching looks like in practice. The workshop would be presented in person by podcast producer Jane Curtis, with historian Professor Anna Clark joining via Zoom. It centres and celebrates the classroom experience, expertise and evidence-informed practice of primary and high school history teachers and educators.
About the Presenter
Anna Clark is an award-winning historian, author and public commentator, internationally recognised for her work on Australian history and history education. Her books include The History Wars (with Stuart Macintyre), winner of the NSW and Queensland Premier’s History Prizes, and Making Australian History. She is the creator and executive producer of Hey History! podcast. Jane Curtis is an award-winning producer at UTS Impact Studios. Her work has been recognised nationally and internationally, including the ABC documentary Kangaroo Dog (NSW History Council’s Public History Award, 2025) and Hey History! (Best Kids Podcast, New York Radio Festival 2025).
Competing for Olive Oil at the Games of Ancient Athens: The Mysteries of the Great Panathenaea Explained
Associate Professor David Pritchard
Abstract
This presentation unveils the fascinating mysteries surrounding Athens' most important religious festival, the Great Panathenaea, and its athletic competitions. Associate Professor David Pritchard will explore how these games, held every four years in honor of the goddess Athena, were central to Athenian identity and civic life. The session will examine the unique prizes of olive oil from Athena's sacred trees, the political and religious significance of the festival, and how these competitions differed from other Greek athletic contests. Through analysis of ancient sources, inscriptions, and archaeological evidence, participants will discover how the Panathenaea reflected Athenian values, democracy, and religious beliefs.
About the Presenter
Associate Professor David Pritchard is a distinguished ancient historian at the University of Queensland, specializing in ancient Greek athletics, warfare, and political culture. He has published extensively on ancient Greek sports and their social significance and is a leading expert on the intersection of athletics and politics in ancient Athens. Professor Pritchard brings sophisticated scholarly knowledge to secondary education and is passionate about making ancient Greek culture accessible and relevant to contemporary students. He regularly contributes to public understanding of ancient history through education and outreach programs.
Defining Moments in Asian Migration to Australia, 1850s-2020s
Dr Natalie Fong
Abstract
This presentation examines key moments in the history of Asian migration to Australia from the gold rushes of the 1850s to contemporary migration patterns. Dr Natalie Fong will explore how Chinese, Japanese, Vietnamese, Indian, and other Asian communities have shaped Australian society despite facing significant discrimination and exclusion. The session will analyze defining moments such as the White Australia Policy, wartime internment, refugee resettlement, and the dismantling of racial restrictions. Participants will learn how to teach migration history that honors diverse experiences and connects historical patterns to contemporary multicultural Australia.
About the Presenter
Dr Natalie Fong is a historian and educator specializing in Australian migration history and Asian-Australian experiences. She has published extensively on Chinese-Australian history and has contributed to numerous educational resources on migration and multiculturalism. Dr Fong is passionate about ensuring that diverse migration stories are included in Australian history education and has worked with communities and cultural organizations to develop authentic and respectful teaching materials.
Making a Nation – our approach at St Margaret's
Dana Schottlaender
Abstract
This presentation will focus on the way we created and taught the unit ‘Making a Nation’ for our Year 9 students at St Margaret’s Anglican Girls School. Our unit is designed to answer the question: to what extent was Australia a democratic nation by 1914? by introducing the definition, principles, and values of democracy to guide our enquiry. In this presentation, I will outline our approach to the unit plan, the way we structured it, and the key questions that guide our learning intentions and outcomes. I will also share some of our resources and discuss the questions and challenges around the assessment piece.
About the Presenter
Dana Schottlaender’s background is in Political Science and History (BA from Tufts University (USA) and MA from Universidad Torcuato DiTella (Argentina)). She moved to Australia in 2012 and completed her Graduate Diploma in Education at UQ in 2013. She has taught in a few schools across Brisbane and has been at St Margaret’s Anglican Girls School since 2020 (with a short break in between). She is passionate about History, teaching and debating, and has been involved in several schools as debating coach and director. When creating the unit ‘Making a Nation,’ she was interested in combining her knowledge and passion for Political Science with that of History, so decided to focus our enquiry on the question of democracy.
Small Circles, Big Impact: The Social and Political Power of Button Badges Across History
Janelle Ivers
Abstract
This presentation explores how button badges have served as powerful tools of political expression, social movement organization, and identity formation throughout modern history. Janelle Ivers will examine how these small, everyday objects have communicated complex political messages, built solidarity within social movements, and challenged existing power structures. The session will trace the evolution of badge culture from early political campaigns through civil rights movements, protest movements, and contemporary activism. Participants will learn how to use material culture like badges as primary sources to help students understand grassroots political participation and the role of visual symbols in social change.
About the Presenter
Janelle Ivers is a cultural historian and educator with expertise in material culture and social movement history. She has researched the role of everyday objects in political expression and has developed innovative approaches to using material culture as historical evidence in secondary classrooms. Janelle specializes in helping students understand how ordinary people have participated in social and political movements through accessible forms of activism and expression. She regularly presents on creative approaches to teaching social history and political participation.
The Australian Wars: A Practical Approach to Truth-Telling in the Australian Classroom
Martin Douglas and Jonathon Dallimore
Abstract
This presentation offers a practical framework for integrating truth-telling about the Australian Wars into the history classroom, moving beyond traditional "peaceful settlement" narratives to explore Australia’s longest conflict through a lens of shared history and historical justice. Using Rachel Perkins’ The Australian Wars documentary as a core resource, the session demonstrates how to navigate confronting content using inquiry-based learning, personality studies of figures like Pemulwuy and Tarenorerer, and digital tools like the Colonial Frontier Massacre Project. Though specifically aligned to the NSW Stage 4 curriculum, this session will offer practical ways to bring aboriginal narratives and truth-telling into History classrooms across stages and jurisdictions.
About the Presenter
Martin Douglas is the Head Teacher of History and English at Corowa High School in the rural Riverina region of southern NSW. He has presented on a range of Australian History topics with a keen focus on ANZAC and the impacts of colonisation. A History teacher of 18 years’ experience, Martin is passionate about pedagogical approaches to truth-telling in Australian classrooms. Jonathon Dallimore is the Executive Officer for the History Teachers’ Association of NSW and a lecturer in History Methods. An author of numerous textbooks, Jonathon provides practical strategies for navigating inquiry-based learning and the complexities of shared national narratives.