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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
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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
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Reinforcing learning at Key Stage 3
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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
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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
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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
8/6/2019 Wilts History Conference 2011
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8/6/2019 Wilts History Conference 2011
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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
8/6/2019 Wilts History Conference 2011
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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 choseto include inaccuracies
8/6/2019 Wilts History Conference 2011
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Interpretations or not?Light / non-existentinterpretations focus
Strong interpretationsfocus
Pupils construct their own
interpretations (eg Cromwell ± hero or villain?)
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 choseto include inaccuracies
8/6/2019 Wilts History Conference 2011
http://slidepdf.com/reader/full/wilts-history-conference-2011 13/16
Interpretations or not?Light / non-existentinterpretations focus
Strong interpretationsfocus
Pupils construct their own
interpretations (eg Cromwell ± hero or villain?)
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 choseto include inaccuracies
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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 ?