The idea behind today:. To create outstanding lessons involves three challengesSession 1: To enthuse, inspire and engage students in history in a disciplined waySession 2: To show students how to improve at historySession 3: To help students learn independentlyby giving them the scaffolding to enable themto do so.
1. Stand Out in Your Teaching Outstanding Resources for Outstanding Teaching
2. The idea behind today: To create outstanding lessons involves three challenges
Session 1: To enthuse, inspire and engage students in history in a disciplined way
Session 2: To show students how to improve at history
Session 3: To help students learn independently
by giving them the scaffolding to enable them
to do so
3. The agenda for the day 09.00-09.30 Coffee and welcome
09.30-09.45 What does outstanding learning look like? How can we spot it?
09.45-10.45 Enabling outstanding learning. Carousel activity
10.45-11.00 Feedback and discussion
11.00-11.20 Coffee break
11.20-13.00 Assessing and developing outstanding learning developing a historical language
14.00-15.00 Promoting independent Learning Murder mystery
4. Session 1: Outstanding Resources Discuss in pairs what you think an outstanding history lesson looks like
5. What do Ofsted say?
6. Session 2: Developing a historical language
7. 3 of the key assessment challenges in history Planning across a key stage for conceptual progression
Setting targets which enable students to improve
Using assessments of students abilities to inform planning
8. Caroline Coffins book Historical discourse analysed language in the classroom. Based on research in Britain, America and Australia
Organised language into genres
I believe some of her work can help us to meet those 3 challenges
In particular it highlights the way conceptual understanding and language are intertwined
9. The recording genres 1) Autobiographical
3) Historical Recount end often
focuses on why it is historically
4) Historical Account relationship
between sequence of events often
described causally as events are shown to cause
Requires time and chronology language
Recording genre sometimes masks
From autobiographical to account can also mean a
movement from short to long-term periods of time
10. Recording genre Discuss with your learning partner:
What are the implications of Coffins analysis?
At their arrival in year 7 we need to ensure students are comfortable with
composing a narrative. Can they write historical recounts? Can they move from
personal (I, He) to the more abstract/general (China, the working class,)?
Can language analysis help us to help them develop a sense of chronology?
Can we help students move from historical recount to a historical account
seeing that events that follow each other?
We should be providing students with the tools to build analysis
Can you rewrite The Opium Wars so that it is a historical account? The events
will still be described chronologically, but the causal relationship between them
will also be drawn out. Use the time and causal language to help you do it.
11. Task 1) Rewrite the account of the Opium Wars Time language:
In the 19th century
12. The Explaining genres Moves away from recording towards explaining the
past and develops a clear and more obvious angle
Organisation is no longer about time but about
abstract ordering. The ability to order, re-order and
13. Moving from recording to explaining Chronology no longer organising feature
Discuss with your partner:
What implications are there for planning for
When should they begin to do this? Straight away?
How can we help them organise their work?
One thing I believe is clear is that it would help students to be able to identify the differences between recount, account and then explanatory genres in order to master them
14. Causation at KS3 multiplicity of causation and linking causes. One factor is
Another factor is
The most important factor is
One result of this was
A consequence of this was
This led to
15. Causation developing a hierarchy. A complex web Getting students to develop a hierarchy. Is language the key?
Relationship between short and long term causes
Relationship between necessary and sufficient causes
17. Task 2: Look at the fears of McCarthyism essays Key language of causation
In pairs can you use the language (slides 18-20) to set meaningful targets for students?
How might they affect your targets?
What about the other concepts?
Actually causation language is key here. Historical significance is often largely about changes. The language associated with change needed is often causal.
E.g This led to
This resulted in
18. The argument genres
19. Discussion: Some historians might argue that
Other historians would argue that
Judgement comes at the end
20. Challenge Your argument:
Some historians might argue that
It can be argued that
Might, maybe, possibly, could
Your opposing counter-argument:
However, I believe
states, instead the
evidence suggests, likely, probable,
Certain. It is clear that
21. Using language to make your judgements come through more subtly
22. Task 3: Look at the AS essays. Imagine you want them to develop the ability to write challenge style essays
What is it that these students are able to do?
What targets would you give each of these students? Use slides 24 and 25
How would you use this to inform planning?
23. Task 4 Look at Coffins biographical assessment grid Could we create one for:
A Discussion essay
A Challenge essay
24. Plan a causation lesson with one objective being to help students develop a language of causation
25. Deconstruction to construction Planning should go through stages:
First time they encounter a genre e.g factorial
Deconstruction e.g. students go through model time answer and pull out key language features
Joint construction students work together to organise an answer using appropriate language
Individual construction students now work on their own
Peer deconstruction Students assess use of language language in each others
Self-deconstruction Students look at their own use of language
They use the targets from the first encounter to look for specific use of language in the second deconstruction phase
Individual construction 2 The use what they found in the deconstruction phase in their new construction
26. Review Implications:
Planning to focus on language to ensure conceptual progression
Language is essential part of the scaffolding for historical understanding
Targets to focus more explicitly on language to show students where the are, and what they need to do to improve
Using assessment of students language to inform future planning
Using the Stages to help familiarise students with historical genres
Can it be used to help students with their reading of different types of historical sources?
27. Session 3: The Murder mystery
Write down 3 things you know about the SA?
Who was Ernst Roehm?
By the end of the lesson
you will be able to:
To explain why Ernst
Roehm was killed
To reach a judgement
about who was responsible
To combine evidence to
solve an enquiry
30. The Suspects in Custody:
31. Look at the crime scene
Make a note of all the items you can see
around the dead body
What can you infer from the crime scene?
What questions do you have? Use the 5Ws to help
Page 1: Cover
Page 2: The Crime Scene
Page 3: Who was murdered, where and how did they die?
Page 4: Completed at the end
33. Move around the room:
Find the hidden evidence
Completing page 3 of the booklet who, where and how Roehm was murdered
Complete the suspects sheet. Who was to blame? What evidence is there against them? What was their motive?
34. How did you decide who was responsible?
35. The Night of the Long Knives Over the next few days, between June 30th and July 2nd Hitlers SS and the Gestapo carried out 85 more political executions.
This was called the Night of the Long Knives (Operation Hummingbird). Most of those killed were leading members of the SA.
36. Now write a summing up speech as either the defence or prosecution for Eicke and Lippert
38. Independent learning means:
Choice in path through the lesson
Choice of resources by teacher
Take a look at the learning cycle. How does it help with the structure of lessons