At this time of year, when TLs are full of teachers sharing heartfelt cards and presents from their students, it is crucial not to take it personally if like me you receive nothing. It's just that the kids you teach don't really like you.
Hope that helps.
Today is the kind of day where you realise how important the role of a History teacher is. We constantly preach that a value of our subject is how it helps us understand our world better. Explaining complex situations like the events in Ukraine to our students feels like a duty.
Excellent question from a year 11 today; 'Where are the women in the GCSE course?'
KS3 is rich and diverse. I need to try harder with KS4 but the course specs really do not help.
Generosity of teachers sharing with teachers is everything that is great about the profession. Here is my contribution - all lessons, resources, entichment reading, videos, podcasts, etc. Basically this is my Mary Poppins bag. Please dive in.
At the risk of opening a can of worms; if you are providing unpaid revision sessions in the holidays could it be argued that you are both undermining your colleagues and discouraging your students from taking responsibility for their own revision?
So I saw
@sehartsmith
's KS3 assessment, realised mine were pathetic by comparison, read loads of academic wisdom about assessment in History, and then realised basically Sarah's was perfect. So here is my shamelessly ripped off version (with permission of course)
Thread: I asked my Year 7 class 'What is History?' before linking to EH Carr and the new book by
@sixteenthCgirl
and
@HelenhCarr
to show that it is a question 'proper historians' discuss. Some responses...
This took far longer than I care to admit but it will be worth it if it improves my delivery of an aspect I know I've taught badly in the past. Cheers
@olicav
for the inspiration and guidance.
THREAD: As attention turns to returning to 'work', I'm going to share in one thread some of the stuff I have been lucky enough to be involved in which may be of some help. Please share with anyone and everyone. I will pin it for those understandably ignoring school stuff today.
I put together a guide this afternoon for my students wanting to delve into women's history and feminism. Massive thanks to
@MrsBallAP
@lamb_heart_tea
and
@SashaWHistory
for their help. Link here:
Teachers being teachers the fact that our bank holiday is spent marking is treated with gallows humour and empathy with each other. It is a vital coping mechanism to avoid being a constant ball of fury.
Feels good to get my booklet done looking comparatively across removal of Kings. Thank you if you were one of the many who helped me out with suggestions and advice on here. Special thanks to
@MissSayers1
@MrThorntonTeach
@mrwmhistory
and
@SPBeale
whose work features.
This might help if, like me, the realization has hit that you have two weeks left and should probably get cracking on that planning.
3 years worth of History Frayer Models I've made. If you have your own to share please let me know!
Created an exam question planner for Edexcel GCSE History. The format is simple; model plans for each question type and then several opportunities to practice each question type.
Feel free to download a copy and adapt to fit your options if useful.
I know we seem like a stuck record in education but to release the JCQ guidance just as senior and middle leaders prepare for their first real break in a year is absolutely disgusting. It is becoming harder to refute the charge that they hold us in contempt.
I have written my scheme of learning for my Year 8 Silk Roads unit (building on my Y7 version I introduced last year). Constructive criticism welcomed!
I meant to share this ages and ages ago. A huge slice of inspiration/ideas theft from the brilliant
@sehartsmith
"What does effective assessment at KS3 look like in History?"
Really enjoyed creating these for an upcoming unit on significant women from 19th century Britain. Big thanks to
@mrwmhistory
whose Story Source Scholarship model I have unashamedly adapted and to
@whjm
whose book gave me the inspiration to create the enquiry.
Really looking forward to seeing how colleagues teach and students react to this unit on Significant Women. I have absolutely loved putting it all together.
A couple of weeks back I asked you what is on your mind at diff times of the year.
The resulting document for
@WeAreInBetaPod
identifies the pressing issues for SLT, Subject Leads & Teachers each half term.
So... what isn't there that should be?
#WAIB
Clearly only reminding Y11 fifty times to refer to both interpretations in their edexcel 16 marker was negligent. A hundred reminders it is for 2022. Live and learn.
A couple of days ago I was singing the praises of
@missdcox
classic blog post on effective revision in lessons. Here is a brief summary of what I did in response:🧵
Don't tell me enslavement isn't relevant. It took me no more than 30 seconds to locate FIFTEEN households within a comfortable cycling distance away from me that benefited from ownership of other human beings. We have to choose to engage. [Thank you ]
2) THE TOOLKIT All my stuff can be found here featuring masses of magpied resources. If you have shared it, you will probably find it in here. If you want it removed just ask!
3) VOCAB Since September I have been making History friendly frayer models to introduce key disciplinary language to students. Feel free to use, share and ideally get in touch to contribute.
On a less positive note - the lack of clear direction on what is happening for Year 11 and Year 13 examinations is reaching an unmanageable point now. I am sick of being vague with my students - they need something specific to work towards. This is not fair on students or staff.
Stripping back great lessons into component parts is a tricky business. There is no secret formula, but this is my best effort at some scaffolding to make planning easier for our teachers at
@HighSouthchurch
. Big debts owed to
@EnserMark
,
@shaun_allison
and
@atharby
as usual.
This is where I am at with my revolution frayer. Very much open to critique and suggestions. I feel this is a hugely important idea for students to gain a clear introduction too.
I love seeing new ideas shared but sometimes simple classics do the job.
@MrThorntonTeach
I, We, You (as featured in
@m_chiles
book) for tackling our Y7 unit enquiry question. If you want to adapt the template please 'make a copy' here:
Teaching year 10 today.
Explained how a good answer is a recipe. AO1 (knowledge) as the ingredients, AO2 (cause/change) as the method.
A usually apathetic, reluctant group actually got it.
Made me wonder - why have I never thought of explaining it this way before?
So much great curriculum cpd about - just a shame I'm unable to move beyond short term planning, medium at best. I'd love a webinar on how to adapt to Y10 missing a year of face to face teaching or how to approach Y7 and Y8 basically having the academic & social skills of Yr5s
Has anyone embedded Cornell notes as a technique before sixth form? I use it on occasion in ks4 but feel it needs to be part of routine to be truly effective. Tempted by the idea of Cornell pads instead of exercise books but needs further research. RTs appreciated.
It took ages but really pleased with it now it is complete. A GCSE question planner for my Year 11 taking them up to next summer. It will be used alongside directed revision (thanks
@SenecaLearn
) and exam practice once a fortnight.
🧵 I've tweeted recently about making better use of retrieval practice to make students think rather than just recall. That is not to suggest that factual recall is not massively important - it is - and I will continue to do it. However I do not think I make clear enough links...
Found out last night that my 8 year old is reading the Hodgeheg at school. I have the fondest memories of being read it by Mrs Bousefield on the mat at primary school. It led to working my way through the whole Dick King Smith pantheon. I'm hoping history repeats itself!
@Tasha_Allen
@MissFolorunsho
If us men menstruated too everyone would be granted 4 days off a month. Sadly as usual women are expected to 'get on with it' and be patronised when raising a valid point.
It really struck me this week how much the history community has enriched my teaching and saved me hours of work. My kids weekly diet has been guided reading
@SPBeale
, meanwhile elsewhere
@mrwbw
,
#histv
explanations
@missklunder
and story, source, scholarship
@mrwmhistory
.
Trying this out tomorrow; A round up of the challenges faced by the Weimar Government 1918-23 using Episode 63 of
@VersusHistory
and giving students the task of tracking the arguments with highlighters. The link questions will be used for follow up discussion.
Critical hats on please. How can these definitions be improved? For context, this will be the model for looking at events (ECW, French Rev, American Rev) and summarising the causes in each category. The floating circles will be where students decide % each factor was responsible
SLT gets a kicking on here - often rightly so - but managing people is a tough skill. Despite having a school to run my SLT made me feel like all that mattered was feeling better. The next time I inevitably want to whinge about a new item on my to do list I will remember that.
[Thread] Teacher Tip: If your Year 9 are a bit fed up after a series of lessons on the Weimar economy, spend a lesson talking about Magnus Hirschfeld. Curiosity restored! Ok, there was more to it than that. See below:
Had a brilliant conversation with students today about how we reflect on people's views from the past. I worry that students still go unchecked in views that medieval people were 'stupid.' Very easy for students to form that opinion so we need to be active in challenging it.
I have created these as a structure for preparing my GCSE students for the summer. Feel free to copy and adapt if it saves you some time. We teach
#Edexcel
Medicine, Normans, Superpowers and Germany.
Revision plan
Handout guide
My kids today are going all out to ease my return to work tomorrow by making me want to be as far away from them as possible. Such compassion in boys so young.
I had a great lesson earlier with Year 9on Night of the Long Knives using
@mrwmhistory
'Story, Sources and Scholarship' approach. A highly efficient yet rich method of getting the students to understanding how our knowledge of history develops.
Been quiet on here in 2020. Explanation: Arrived back with usual back to work blues. However three days in it was clear that this was more. I descended into full relapse and couldn't face school. A full day in bed in the dark followed by another on the sofa (progress).
Feels good to finally complete my booklet to support my Y7 Silk Roads scheme. Huge thanks to
@JudithCHochman
for The Writing Revolution which has been the driving force for a large chunk of the activities. Not forgetting
@peterfrankopan
for sparking my obsession in the 1st place.
Listening to the first keynote yesterday at
#WLFSHistory
made me think how much I'd enjoy spending an afternoon at a London museum with fellow history teachers. Museum followed by pub and grub to chew it over. I'd be happy to organise something if others would be interested.
"Let's not pretend that those railways were built by the British...they were built by subjugated populations and they weren't built for them, they were built for allowing the business of empire... extraction, exploitation and slavery." Masterful argument from
@NadineElEnany
4) STRETCH This the folder where I store all the useful articles, videos, podcasts, etc that I dip into to stretch my students or support colleagues to boost subject knowledge Feel free to use, share and ideally get in touch to contribute.
Making plans for next year? A reminder that
@MrThorntonTeach
and I corralled some brilliant teachers to share bitesize guides to History specific pedagogy in our History How-To series.
Lots even have video guides too which are linked in the post.
The brilliant
@kate_smee
and
@MrsThorne
let me get involved with their profiling historians of black history. The plan for me is to use them for display. It would be really great if other teachers fancied getting involved. Reply if keen. Happy to share the template.
I was gabbing on about Google Bard earlier in the week. This is an example of how it is useful - the text on this Y7 activity sheet is the result of part of a History Journal article rewritten for a reading age of twelve.
A Year 13 I taught up to Y11 came to see me today for advice. She is going to Leeds Uni and has never even visited the city. She revealed ' you're the only northerner I know.' The courage of these young people. Stepping into the unknown despite all that's been thrown at them.
1)
#HisTV
A channel for teachers to sign up to different topics KS3, 4 and 5, make loom videos to be shared for all to use. Feel free to use, share and ideally get in touch to contribute. If you signed up and haven't got involved yet - the door is open!
Using writing skills to build on the classic
@SPBeale
guided reading worked very well with year 10. I liked how they had to have a strong understanding of the text to compose the sentences. Would appreciate suggestions of next steps.
Last week I posted the I, We, You assessment I am using with Year 7 around
@simon_schama
's 'A change of overlord was nothing new'. A couple asked to see examples of how the kids got on so thought I would share one that was completed today.