We recently marked the conclusion of an inspiring research project run in partnership with the Teaching Medieval Women team, professors from Royal Holloway, University of London, and Nottingham Trent University.
Since January, 23 History students have been engaged in an in‑depth research project uncovering new written and material evidence that demonstrates the power and influence medieval women held – and why their stories deserve greater representation within the history curriculum.
The project emerged from a striking realisation: across GCSE and A Level exam boards, only 6% of history questions feature women. Where women do appear, the focus is most often limited to Elizabeth I.
This finding, published by the Teaching Medieval Women project, highlights a significant gap in how history is currently assessed and taught (https://zenodo.org/records/16282581).
Moving beyond this familiar narrative, students researched a range of remarkable figures, including Melisende of Jerusalem, Shajar al‑Durr, Licoricia of Winchester, Margaret of Beverley, and the daughters of Eleanor of Aquitaine.
Through detailed investigation, they uncovered compelling and often overlooked evidence of how these women exercised authority, influence and agency within the medieval world, enriching and complicating traditional historical narratives.
Students presented their findings through a series of presentations to a wide and distinguished audience, including university academics, the Mayor of Huddersfield, representatives from exam boards, Historic Royal Palaces, and teachers from across the region.
Their aim was to encourage greater inclusion and diversity within the history curriculum, and to prompt reflection on long‑standing assumptions about medieval power and gender.
For teachers, the event offered the opportunity to explore how these stories have already been embedded within the college curriculum, and to consider how similar approaches could be incorporated into their own teaching practice while awaiting greater representation within examination specifications. It was wonderful to witness the levels of engagement, collaboration and inspiration as conversations developed throughout the day.
Greenhead College is excited to build on this momentum and explore further opportunities to develop the project and raise awareness during the next academic year.
