Wilts History Conference 2011

8/6/2019 Wilts History Conference 2011

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Swindon and Wiltshire HistoryConference 2011

Jamie Byrom

National Curriculum update / discussionOfsted departmental surveys criteriaOfsted History for All report implications

and responsesThis time it s personal Putting particular

people, places and moments at the heart of

history



History in the National Curriculum Review

Call for evidence ± Should history be in the National Curriculum? ± If so, at which Key Stages? (Including KS4) ± Should National Curriculum levels continue? ± How should knowledge be sequenced ? ± How can transition be improved?

History group: Schama, Ferguson, Cannadine +

Consultation: Spring 2012 Spring 2013Start teaching: September 2014Michael Gove Facts and Famous people



Reinforcing learning at Key Stage 3



We teach pupils

to interpret history

fr om interpretations of history

ABOUT interpretationsof history

Ie to reach their ownconclusions about whathappened, why, how

important etc

Ie using text books,museums, films, websites

Ie how history isrepresented, why we getdifferent versions andhow we decide what wethink of them



Interpretations a selectionAcade mi c

Books and journals byprofessional historiansExcavation reportsLectures

Educa tion al

TextbooksMuseums and sitesReconstructionsTV documentaries/newsCD-Roms and Websites

F ic tion al

NovelsFeature filmsTV drama/comedyPlays

P op ula r

Folk wisdom/ personal reflection

Theme parks/ SouvenirsMonuments/ceremonies/protestsMagazines / newspapersAdvertising



Interpretations a selectionAcade mi c

Books and journals byprofessional historiansExcavation reportsLectures

Educa tion al

Textbooks

Museums and sitesReconstructionsTV documentaries/newsCD-Roms and Websites

F ic tion al

NovelsFeature filmsTV drama/comedyPlays

P op ula r

Folk wisdom/ personal reflection

Theme parks/ SouvenirsMonuments/ceremonies/protestsMagazines / newspapersAdvertising



Interpretations or not?Light / non-existentinterpretations focus

Strong interpretationsfocus

Pupils construct their own

interpretations (egWorkhouses ± fair or foul?)

Pupils compare, contrast,

discuss how/why their owninterpretations differ

Pupils use contemporarysources

Pupils consider how theavailability of sources hasshaped an interpretation

Pupils identify errors andinaccuracies in Blackadder

Pupils consider why themakers of Blackadder chose

to include inaccuracies






interpretations (egWorkhouses ± fair or foul?)






Pupils consider why themakers of Blackadder choseto include inaccuracies






interpretations (eg Cromwell ± hero or villain?)









www.transition.org.ukSome useful stems for ³ enquiry questions ´

E nth u sing P u pi ls Ab ou t Int e r p r e ta tions:How does the film-maker / novelist / historian get us on the side of ?How can we plan / write / make a in the style of ?What makes such a powerful ?E n r a ging P u pi ls Ab ou t Int e r p r e t a tionsWhy are people so angry about ?How should we complain about ?Why do we need a better interpretation of ?E ng a ging P u pi ls With Acade mi c Deba teWhy can ¶ t historians agree about ?Why has been intrepreted so differently?How can historians disagree so much about?H el ping P u pi ls to U nde r st a n d Wh a t A n Int e r p r e t a tion isTell s U s Ab ou t Th e Soc ie ty Th a t P r o duced It

What does tell us about American society in the late twentieth century?Why does matter today?Why do Hollywood films about leave out ?H el ping P u pi ls to U nde r st a n d Why Int e r p r e ta tions C a n Ch a ng e Th r o u gh Tim e Why have such different stories been told about ?What did the Victorians think about ?Why have people changed their minds about ?



http://czv.e2bn.net/e2bn/leas/c99/schools/czv/web/splashpage.htm

or more simply Search for ³ History transition ´

Wilts History Conference 2011

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