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teaching Ireland as part of the School History Project. The fact that they attend the conference
over a weekend may indicate enthusiasm for history and School History Project teaching and
learning approaches. It is also possible that some people will be attending the conference
because they are either ambitious or fearful about getting to grips with aspects of the history
curriculum. However, it is unwise to assume that any of these possible characteristics are
more prevalent amongst the conference attendees than the population of history teachers in
general. The conference is advertised throughout the country and will draw teachers from
different areas. Not all of these teachers will serve areas with Irish communities, which
suggests that it will provide a useful comparison with the previous case studies. Given that it
is sent to a diverse range of schools, it is anticipated that this could include responses from
some people working in the private sector as well as LEA and church schools. The structure
of the questionnaire given to teachers at the conference will be the same as for Case Study 2.
Case Study 4: Delegates at the Primary Historical Association Conference at Duxford in
May 2004
This case study will consist of 58 primary teachers who will be given a questionnaire at the
start of the conference. It will mirror the Schools History Conference in that it will draw on a
population of teachers from different parts of the country who are sufficiently committed to
history to attend an INSET day on a Saturday. It is also anticipated that it would include some
people working in the private sector as well as LEA and church schools.
Case Study 5: Birmingham Primary History Co-ordinators
This case study will be a postal questionnaire sent to History Co-ordinators in Birmingham in
Spring 2005. Questionnaires will only be sent to teachers working in the 5-11 schools age
range so that the provision across key stages can be compared. Out of an aggregate total of