Mr. Jerrit's History teaching blog

 I have been thinking about this for a while - inspired by Christine Counsel's ideas of curriculum development I explore elsewhere, as well as by a recent webinar I attended on "How to do LGBTQ History" which I thought was fascinating. I am currently reading this excellent book which addresses some of the current thinking in the historiography and in particular the key problem of terminology. In an era where the boundaries are being explored and where identity (both outward and inward) is important, the use of terms like "gay", "bisexual" and even "queer" become problematic. Individuals in the past may not recognise the terms historians and others use when discussing LGBTQ issues in the past. I first came across "queer" as a child in the 1980s when it was being used as a term of abuse, but it has reclaimed as a broad label for identities, or as this article by the National Archives  says it is " a label that encompasses the flu

I am currently marking 3 sets' worth of tests for Year 9, which my school did this week for all subjects and all year groups 7-12. While I have a big concern about the efficacy of this as a process (Year 7 English is just not the same as Year 12 A Level Chemistry and should not be treated in the same way, for example) it got me thinking further about the way I have been approaching source analysis across the curriculum and the year groups I teach. I set this as a source analysis question at the end of a unit on the Western Front, with a focus on Verdun, the Somme and tank development. We had spent time analysing sources in different ways (what they can tell us about the past, the views they have, comparison, usefulness, reliability etc) Although I appreciate the wording could be different,  I chose this source because I felt there was a lot of potential in it and details which students could unpack. There were some good answers from good students, but only a few managed to get the

My school rolled out Microsoft Teams to us in Summer 2018, and gave teachers the choice how far to use the new technology. All students were to be given a "Surface" laptop, but otherwise teachers were left to decide how far to adopt the new technology for the first year. Previously we had a "bring your own device" policy which  meant that some students worked on a laptop, but most had files with paper and KS3 had exercise books. Some staff (me included) were using Google Classroom, but there was no College-wide tech policy.  This seemed like progress. I decided to fully embrace the challenge so that all of my lessons would be done via Teams with all class work distributed via the Class Notebook. My rationale was that students would otherwise end up having some work on the virtual environment and some on paper in a folder or stuck into an exercise book; I wanted everything in one place. I also wanted to be working in one way for all my classes.  Needless to say, whe

I have other blog posts on the boil at the moment, but while I was thinking about it, I thought I would share a set of "Revision Grids" for the Edexcel IGCSE Germany Depth Study. I have given them out to Year 10 students as we have gone through the course - part of a lesson or homework has been to fill in part of them when we get to the end of a section. The intention is not for every fact to be included, but at least one (more is ideal) to help student to memorise the facts. I hoped it would help students to keep details in context. Many, if not all of these icons are used by me during teaching so the intention is that there is some recall of the learning that happened. I have also tried to highlight any causal links or thematic connections to help students see the link between factors, so that is also part of their learning too. Again - this has been a focus of my lessons and the students' classwork, so none of these ideas are new. I have been doing this sort of thing f

I don't honestly remember who inspired this format - but whoever you are on the EduTwitterverse, thanks! This was an attempt to have some quiz-style questions which covered most of the CIE IGCSE History course. Other GCSE courses do some similar topics, and some do different ones; I am sharing this here if you wish to make your own. I have used these questions as lesson starters or as a short test to consolidate a unit. This is partly inspired by the excellent work of Kate Jones and her work on "Retrieval Practice"; I'll write more about this in a future blog post, but in sum the idea is this: In order to get students to fully understand a topic its details have to be stored in long term memory, and be connected to existing knowledge. This is achieved by "calling to mind" the information previously taught and using this information in some way; new information is thus moved from the smaller working memory and stored in the long-term memory. Low-stakes qu

Inspired a little by AQA's GCSE spec where it talks about Second Order Concepts of " continuity, change, cause, consequence, significance, similarity and difference" , and the Bayeux Tapestry Meme-Generator , I came up with these.  They are designed at least to get students thinking about how to use these concepts (having used other similar but less interesting things in the past). Hopefully they will also give students a starting point for their own work. There are probably things one could quibble about; whether the text is readable by SEN, and to what extent these are emphasising the traditional "top-down" understanding of hierarchy by saying that the king is more important than the people. I'll put the files in this Google Drive directory.  Here you'll find the images (which I'll try to print on A3) and the file I downloaded from the  Bayeux Tapestry Meme-Generator , which might allow you to make your own version (I've not had the chan