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Changing history  Jamie Byrom – Devon Education Services
Some questions … Which aspects of the new orders does each of these questions address? ,[object Object],[object Object],[object Object]
[object Object]
Less content?  Maybe – but it’s up to us!  Our greatest challenges /  opportunities  are related to “Range and content”.  New? The concepts and processes of history have been clearly defined and used with success in classrooms for at least 17 years.  Keep them at the centre of planning.
The discipline of history ,[object Object],[object Object]
“ Content” ,[object Object],the
[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
It seems we have to help pupils to … ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Issues of content selection remain and always will.  Don’t be your own worst enemy.  Think big when planning.  (Perhaps think in terms of “Key Stage Objectives” as well as lesson objectives).
[object Object]
[object Object],[object Object],Select and memorise one of these: From “When teaching becomes learning”  by Eric Sotto.  Publ. Cassell 1994
[object Object],[object Object],[object Object]
Coherence – and endurance  ,[object Object],[object Object],[object Object],[object Object]
How can we make the whole key stage more coherent – a “course”?
Big Planning for Big Effect
Key Stage 3 Plan – Thematic (vertical) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Y9 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Y8 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Y 7 Summer:  Civilisations and empires Spring:  Power, conflict and co-operation Autumn:  Changing lives and attitudes
“Enquiry” ,[object Object]
Historical enquiries ,[object Object],[object Object],[object Object]
Chronological framework ,[object Object],[object Object]
Key Stage 3 Plan – Thematic (vertical) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Y9 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Y8 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Y 7 Summer:  Civilisations and empires Spring:  Power, conflict and co-operation Autumn:  Changing lives and attitudes
Resistance! What would make a good historical film about Owain Glyn Dwr?  Hereward the Wake?  Bonnie Prince Charlie? ,[object Object],[object Object],[object Object]
Sense of period ,[object Object],Image of Henry V – with mobile phone.  Anecodote of pupil who believed Henry could have called for reinforcements at Agincourt!
[object Object],[object Object],[object Object],[object Object],Overview and Depth
Which of these two figures is more significant in British history? ,[object Object],[object Object]
Significance ,[object Object],[object Object],[object Object]
Linking  world , European, British and local history ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Image of rat
[object Object]
CS Lewis on the power of fiction: ,[object Object],‘ Those of us who have been true readers all our life seldom realise the enormous extension of our being that we owe to authors ... My own eyes are not enough for me. I will see through those of others.  In reading great literature I become a thousand men and yet remain myself … I see with a thousand eyes, but it is still I who see … I transcend myself: and am never more myself than when I do’
Identity and diversity ,[object Object],[object Object]
[object Object]
“ He’s just my Grandad” How did the Second World War change people’s lives? ,[object Object]
“ A song in our hearts” What can music tell us about changing attitudes in the twentieth century? ,[object Object]
Real Remembrance – What stories lie behind the Chard War Memorial? Images and account of how one school involved pupils in researching names on local war memorial – and ended by pupils taking governors to places in the town and telling them the stories of soldiers who died in Flanders
How did the British treat Irish immigrants? ,[object Object]
“ It’s not rude to ask” How can we uncover the stories of Commonwealth migrants? ,[object Object]
How different were London and Cordoba in the fifteenth century? ,[object Object]
 
Flexibility and curricular links ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Some questions … Which aspects of the new orders does each of these questions address? ,[object Object],[object Object],[object Object]
There may be some pain involved! ,[object Object],[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Nat Curr Reg Training History Conf July08

  • 1. Changing history Jamie Byrom – Devon Education Services
  • 2.
  • 3.
  • 4. Less content? Maybe – but it’s up to us! Our greatest challenges / opportunities are related to “Range and content”. New? The concepts and processes of history have been clearly defined and used with success in classrooms for at least 17 years. Keep them at the centre of planning.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10. Issues of content selection remain and always will. Don’t be your own worst enemy. Think big when planning. (Perhaps think in terms of “Key Stage Objectives” as well as lesson objectives).
  • 11.
  • 12.
  • 13.
  • 14.
  • 15. How can we make the whole key stage more coherent – a “course”?
  • 16. Big Planning for Big Effect
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.
  • 31.
  • 32.
  • 33.
  • 34. Real Remembrance – What stories lie behind the Chard War Memorial? Images and account of how one school involved pupils in researching names on local war memorial – and ended by pupils taking governors to places in the town and telling them the stories of soldiers who died in Flanders
  • 35.
  • 36.
  • 37.
  • 38.  
  • 39.
  • 40.
  • 41.
  • 42.