We hope that you will wish to be part of Humanities 20:20, but this is a list and brief biography of the members of the steering group.
Anthony Barlow is Principal Lecturer at the University of Roehampton, London. He worked in primary in London and Bolton and is co-chair of the Early Years and Primary Committee of The Geographical Association (GA). He has written for the Primary Geography journal, Teach Primary and contributed to Teaching Geography Creatively (Routledge, 2017).Rising Stars: Geography (KS1) is published later in the year and his book Mastering Primary Geography was also published in 2019. He tweets @totalgeography
Simon Catling is Emeritus Professor of Primary Education at Oxford Brookes University. Following a career as a primary teacher in London, he moved into teacher education as a humanities and geography primary teacher educator. He worked closely with history and RE colleagues developing future and current teachers understanding of the primary humanities, and of subject and topic/project teaching. He has written widely on primary geography teaching and been involved in national and international meetings and conferences about geographical education. A past President of the Geographical Association, he continues to research and publish in primary humanities and geography education.
Hilary Cooper is Emeritus Professor of History and Pedagogy at the University of Cumbria, having taught for many years in
primary schools. She has researched widely and published internationally in this field. She is co-organiser of the History Education International Research network and of the History Educational Research Journal, published by University College London.
Tony Eaude was the headteacher of a multi-cultural first school, before completing a doctorate and then becoming an independent researcher and author. He has published widely, mostly in relation to primary and early years, including books on spiritual, moral, social and cultural development, pedagogy, expertise, moral education, the development of primary classroom teachers’ expertise and holistic education. He was one of the co-editors and authors for a themed issue of Education 3-13 on the humanities in primary schools. While passionate about history, geography, RE and citizenship, he is particularly interested in how these contribute to the education of the whole child. More details of his work can be seen on
Bev Forrest is an experienced teacher educator specialising in primary history. She has served on the Historical Association Primary Committee for many years and was recently appointed Chair. She is also a History Quality Mark Assessor and a member of Primary History Editorial Board. Bev is one of only three primary Chartered Teachers of History in the country. She writes extensively for a range of publishers including a new History scheme for Rising Stars.
Lizzy Lewis is a primary teacher specialising in Religious Education, Philosophy for Children (P4C) and Values-based Education. She has been President (2013-2015) and Secretary (2015-2017) of the International Council of Philosophical Inquiry with Children (ICPIC) and is currenty a member of the Council of the Royal Instiute of Philosophy and an Associate of the Philosophy in Education Project. Lizzy is Partnerships Manager and a registered trainer for SAPERE, the national charity promoting P4C in the UK.
Kate Russell trained as a geography teacher; she taught in a Staffordshire middle school, where she had a number of roles, including head of humanities. She worked for Staffordshire County Council curriculum support teams for many years, as an ICT adviser and subsequently as a geography adviser. More recently she has been a PGCE tutor for Keele and North Staffordshire Teacher Education. She is a member of the Geographical Association’s ICT Special Interest Group. Kate is now happily retired and enjoys travelling and spending time on her canal boat, but is delighted to help to raise the profile of humanities in primary schools.
Stephen Scoffham is a Visiting Reader in Sustainability and Education at Canterbury Christ Church University, UK where he has worked for many years as a teacher educator. Stephen has written widely on primary school geography and environmental education and is the author/consultant for Collins school atlases. His research interests focus on geography education, sustainability, creativity and
international understanding and his latest books include Teaching Primary Geography (Bloomsbury 2017) and Leadership for Sustainability in Higher Education (Bloomsbury Academic 2018). Stephen has been involved with the Geographical Association for many years and is currently its President (2018-19).
Peter Vass has spent over fifty years in primary and middle school education as a teacher, headteacher and teacher educator. In the 1970s
he was involved with the Schools Council in teaching through drama projects and this triggered his interest in the teaching and learning of the humanities. In the late 80s he became a member of the education staff at Oxford Brookes University (then Oxford Poly) specializing in the teaching of history. In the 2000s he was an active member of the HA serving on their Council and on primary committee. He also wrote articles and edited Primary History at that time. Upon retirement he was made a Research Fellow at Brookes and is still active in the fields of history
and education. His most recent work has been with the Ashmolean Museum and World War 1 commemoration.
Linda Whitworth leads the Humanities modules for primary initial teacher education students at Middlesex University. Her specialist areas are Religious Education, Citizenship and Interdisciplinary Studies. She has joined the Humanities 20:20 campaign because she is passionate about the contribution Humanities subjects can make to children’s education and wants to encourage teachers and children to enjoy what these important subjects have to offer.
Andrew Williams is Senior Lecturer and subject lead for Religious Education at the University of Roehampton. He contributes to both primary and secondary teacher training programmes, working with student teachers to prepare them to teach Religious Education in schools. He runs a combination of generalist sessions, which are undertaken by all students (on either the three year BA or one year PGCE courses), and dedicated modules for subject specialists who are aspiring to become RE subject coordinators. Andrew’s particular interests are in
cross-curriculum design, inter-faith dialogue and the role of the arts in Religious Education.