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SHP workshop 2016 Sally Thorne SHP 2016 Sally Thorne Matravers School/Colston's Girls' School or, [email protected] 5 mins Starter: Please read the extract from the text while we wait for everybody to arrive.

SHP 2016 Sally Thorne Matravers School/Colston's Girls' School … · SHP workshop 2016 Sally Thorne 1. Recaps key terms 2. Asks for knowledge from another direction 3. Memory challenge

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SHP workshop 2016 Sally Thorne

SHP 2016 Sally ThorneMatravers School/Colston's Girls' School

or,

[email protected]

5 mins

Starter: Please read the extract from the text while we wait for everybody to arrive.

SHP workshop 2016 Sally Thorne

The Theory

Neural networksAccess the information to get better at accessing the informationRecap in different ways: build new trails; interrupt forgetting

From "Make It Stick"...

SHP workshop 2016 Sally Thorne

Teaching strategies: embedding the knowledge from first teaching.

Long-term planning strategies: Laying the right foundations before KS4.

Revision strategies: encouraging regular revision from the very start.

SHP workshop 2016 Sally Thorne

Embedding the knowledge from first teaching

Literacy starters

Constructing notes from memory

Multi-causal diagrams

Key word starters

Odd one out/what connects these

Annotated maps and timelines Role play

Dingbats Write it, say it

SHP workshop 2016 Sally Thorne

1. Recaps key terms2. Asks for knowledge from another direction3. Memory challenge

They write the laws.

They make sure the laws are carried out.

They judge the laws.

He's the most important MP.

Member of Parliament.

MP for South West Wilts.

Legislature

Executive

Judiciary

MP

Prime Minister

Andrew Murrison

It's got liam in it.Parliament

Key word starters

Give them unusual definitions

SHP workshop 2016 Sally Thorne

Odd One Out/What do these have in common?

Odd one out?

Petty TheftArson

Selling underweight bread

Crucifixion Being branded "Fuge"Exile

1.

2.

3.

4. Theft from temples Deserting from the army

Theft of farm animals

Trial by Jury Trial by Combat Trial by Hot Iron

1. Forces students to recap/identify gaps in their knowledge2. Encourages them to think hard to come up with a difference

SHP workshop 2016 Sally Thorne

1. Additional knowledge in book for revision.2. Repeats key facts.3. Very easy to differentiate.

or ?

1. _______ were many changes in Britain during this time period.

2. Rich people became worried about _______ stuff being stolen.

3. Newspapers told exaggerated stories of crimes to improve ______ sales.

4. _________ not much different today.

Copy and complete:Two types of literacy starter

There Their They'reThere were lots of changes in Britian

in the 19th century. The population

rose from 7 million to 41 million

industrial cities became very

overcrowded. Old systems of law

enforcement such as legionaries no

longer worked. Crimes became more

difficult to commit. poverty ment that

more people could of committed

crimes without being caught.

Copy and correct:

Other ideas:Have or of? Its or it's? You have three apostrophes - where do they go?

SHP workshop 2016 Sally Thorne

Task:Create your own starters for classes next week

SHP workshop 2016 Sally Thorne

Look for activities that do these things - forcing students to use their knowledge in some way past just acquiring it.

SHP workshop 2016 Sally Thorne

ColoniesBritain Advantage?

People

Support

Army: strength

Army: Experience

Navy

Leadership

Finance/resources

1. Constructing notes from memory

1. Very simplistic, class version of "read it, turn it over, reconstruct"2. Group exercise - others can fill in blanks you've forgotten.3. Repeats key facts.

SHP workshop 2016 Sally Thorne

ColoniesBritain Advantage?

People

Support

Army: strength

Army: Experience

Navy

Leadership

Finance/resources

SHP workshop 2016 Sally Thorne

Hue and CryLed by Constable

Sanctuary

Escape

Caught

Sheriff and his posse would hunt you down

Go into exile

Held by the sheriff in the local gaol

Outlaw

Die

1. Literally running the trails2. Reconstructing from memory soon after the role play and then at a later date "interrupts forgetting"

SHP workshop 2016 Sally Thorne

How many of these hexagons can you connect?

Agri-culture

machinery

Bigger cities

Popu-lation growth

PovertyFactories

Good: 2Better: 4Mastery: 6Impossible: 8

1. Encourages lateral thinking.2. Challenges students to fit together as many factors as they can. 3. Gets them used to recognising that change is not linear.

SHP workshop 2016 Sally Thorne

#secretspace

1. Repetition of what they have written.2. Provides short revision videos for them to access later on.

SHP workshop 2016 Sally Thorne

Step 1 -In pairs - cut the cards out and organise on the map in the correct place

Step 2 -Individually - Explain where the hot spots were in the lead up to the Civil War - times and places

1. Particularly good for the new depth studies (I think) - interplay of factors.2. Students have to apply their knowledge in a different context.

SHP workshop 2016 Sally Thorne

1. Change and continuity over time2. "Big Picture" thinking3. Can bring in information from previous units of work4. SOLO: Extended Abstract - making generalisations

SHP workshop 2016 Sally Thorne

Encouraging regular revision from the very start

Word walls

FlashcardsTimeline, display

Core testsThree truths and a lie

Starter for fiveStarters from other units

Podcasts

Dingbats

This takes commitment!You need to plan your interleaving carefully to ensure you cover everything across the whole course.

Guerilla LearningLow stakes quizzes: ScattergoriesGoogle forms HW

SHP workshop 2016 Sally Thorne

Just a very small part of the lessonCan be used to show links across different units, eg what was happening during the equivalent time period in the thematic studyDripfeeds prior learning through the whole course

SHP workshop 2016 Sally Thorne

Starter:Write a caption to go with this picture.

Is it a good representation of the American West?

What do you think is important to this couple?

Apply knowledge to understand source

SHP workshop 2016 Sally Thorne

Peel could introduce the police force because the government was more willing to pay for it.

Peel could introduce the police force because people were so scared of crime.

Starter:Are you a catstorian or a huskorian? Explain.

OR...just give them one and ask them to prove it wrong.

Use knowledge to build an argument

Red and green - our student planners have red and green pages in the back so they use these to respond.

SHP workshop 2016 Sally Thorne

SHP workshop 2016 Sally Thorne

1. Word association2. Ties knowledge to a picture/another memory

Mutilation

Mutilation preferred by church courts Wergild

MurdrumStocksPillory

Name these Medieval punishments

SHP workshop 2016 Sally Thorne

1. Dozens of different ways to use it2. Can mirror flashcards

Smuggling

Poaching Heresy

Treason

Highwaymen

Thief-takers

Hue & Cry

Tithings

Blood Feud

Murdrum

Trial by Ordeal

Hundreds

Royal Courts

Constable

Watchman

Peelers

Witchcraft

Pointless work

Silent system

Separate system

Vagrancy

Church Courts

Neck Verse

Mutilation

Bloody Code

Black Act

Useful Work

Elizabeth Fry

Forest Laws

Capital punishmentOutlaws

Sheriffs

Justice of the Peace

Manor Courts

Royal Courts

Quarter Sessions

Shire Courts

Suffragettes

Rebecca RiotsPeterloo

Gunpowder PlotNew technology

Transportation

Arson

King's Approver

Stocks

Pillory

Trial by Consecrated Bread

Bow Street Runners Trial by Combat

WergildVigiles

Praetorian Guard

Urban Cohorts

Robert Peel

SHP workshop 2016 Sally Thorne

Lack of wood Mountain Men

Joseph McCoy

Counting CoupBarbed wire

Mormons

Buffalo chips

Transcontinental Railroad

Self-governing windmill

Brigham Young

Fur trappers

Ranching

Mining towns

Fort Laramie Treaties

Sheriff

Cow towns

Johnson County War

Winter Quarters Texas Fever

Dry farming

John Ilif

Homestead Act

Billy the Kid

Dime Novels

Desert Land Act

Reservations

Pinkerton Detective Agency

Prairie Schooner

Lack of waterTimber Culture Act

Great Salt Lake

Bone pickersVigilantes

Homesteaders

Medicine Man

Sodhouses

High winds

49ers

Texas Longhorn

Tipi

Red Cloud's WarSod buster Joseph Smith

Open Range

Cattle rustling

Oregon Trail

Hard winter wheat

Civil War

Little Crow's War

Fence cutting

Great Sioux War

Economic depression

Abilene

Battle of Little Bighorn

The Sioux

SHP workshop 2016 Sally Thorne

Focused and productive start to each lessonOR weekly homework taskConsistent expectationAllows key knowledge points to be recapped in a different wayHelps students to develop good habits in terms of skills

SHP workshop 2016 Sally Thorne

5-a-day starter My version has:

1. Source + question

5. Context recap question

4. Chronology ordering exercise

3. Key words and definitions

2. Change over time question

Rationale:

Source skills get rusty quickly. Sneaky way to recap more context.

Encourages consideration of two time periods. More subtly, encourages consideration of difference between howand why.

Easy way in.

Another straightforward "quick win"

My students struggle to contextualise change/continuity

In a 2 hour lesson, this serves as a 10 minute starter, with a further 10 minutes later in the lesson (break of double) and a further 10 minutes to mark at the end. I also use this as homework.

SHP workshop 2016 Sally Thorne

With thanks to Matt Wallace@26mxw

SHP workshop 2016 Sally Thorne

With thanks to Rosie Culkin Smith from Whalley Range 11-18 Girls High School @MissCS_Teach

SHP workshop 2016 Sally Thorne

Task:Create your own "starter for five" sheet

Consider what topic you want to focus on and what skills could do with being practicedCome up with around five activities that can be offered for a broad variety of different topicsCompare notes with the rest of the table

SHP workshop 2016 Sally Thorne

Element of competition - could be ongoing through the whole yearRequires knowledge recall in pressured conditions - mimic of the examKeeping it low stakes/small facts makes it less invasive when recapping prior learning during another topic

SHP workshop 2016 Sally Thorne

1. Provides up to 40 facts per quiz2. Students have to think very carefully to spot the mistakes

Provide groups of four facts - one of them is wrongMistakes can be very obvious or very sneaky, eg spelling error, incorrect date

SHP workshop 2016 Sally Thorne

You select 8-12 categoriesIn pairs or teams, students think of a word describing that category beginning with a random letter

1. Forces lateral thinking - encourage creative answers2. Discussion of the answers provides alternative points of view

SHP workshop 2016 Sally Thorne

With thanks to Neal Watkin

Provide puzzles/quizzes/short activities on the back of a piece of paperPapers stuck around the wallsAt a given signal, students have to grab a puzzle and complete it

1. Interrupts a stream of learning to recap something from before - good interleaving2. Fairly low impact - these can be copies of your starters from other units

SHP workshop 2016 Sally Thorne

1. Good for HW quizzes2. Very easy to set up and mark

SHP workshop 2016 Sally Thorne

1. Provides a separate bank of core facts that will help with understanding the GCSE topics.2. Opportunities for interhouse/intertutor competition - broadens the scope beyond the GCSE classes.

With thanks to Felicity Challis and Joanna James at Holyrood Academy, Chard

SHP workshop 2016 Sally Thorne

We launched 'Core Tests' in History across all Key Stages this year and have found that the students have responded to them with real enthusiasm. The approach is very straight forward and allows the students to quickly identify any gaps in their knowledge so they can close these. The Core Tests consist of twenty questions which is the core knowledge they are expected to retain, building in from an early age the importance of recall and revision. Typically the sheets are double sided (with the same Core Test both sides) so there is always a blank side which they can test themselves from and a side where they have the correct answers written down to mark/correct.

At KS4, every four to five lessons they get a new Core Test, for example the current Y11 have twelve Core Tests for Medicine Through Time to focus on the core knowledge. It was Paper Two for SHP where the 'Hundred Club' was launched, as the Public Health exam leant it self perfectly to five Core Tests (100 questions) and we launched this as a massive competition across the year group, with individual and class competitions. This was the first exam topic the Y11s had with the Core Tests; it was a fantastic way to engage them with revision and they were amazed at how much they could recall, making them see the purpose of the tests for the other units. This competitive element then translated across all year groups. At the end of units you can actually draw a lot from these tests to track continuity/progress etc, so they have become totally embedded in our teaching.

SHP workshop 2016 Sally Thorne

1. Gets parents involved in the testing2. Really versatile

Created in Excel for ease of printing Given out at parents' evening of Y11 (before mocks)Encourage them to rank order - four different sets, from the ones they know the best (4) to the ones they know the worst (1). Practise group 1 the most often; cards can move up and down through the sets as necessary.

SHP workshop 2016 Sally Thorne

SHP workshop 2016 Sally Thorne

100 factsPlanning your KS3 curriculum

SHP workshop 2016 Sally Thorne

Aim:Improve students' general knowledge to ensure a strong foundation for GCSE

Steps:

1. Identify 100 pieces of supporting knowledge that students need to know before they start GCSE History

2. Plan an interhouse league for KS3 to encourage students to memorise these facts

SHP workshop 2016 Sally Thorne

1. The Black Death

2. The Great Plague

3. The departure of the Romans – impact on Britain

4. The importance of the Church in medieval life

5. Medieval no �ons about Go

6. Pragma �sm vs dogma �

7. The inven �on of prin �

8. The Renaissance

9. The Reforma �o

10. The Dissolu �on of the Monasterie

11. The rise of ra �onalis

12. What a revolu �on i

13. The Scien �fi�c Revolu

14. The Agricultural Revolu �o

15. The Industrial Revolu �o

16. Hooke and the inven �on of themicroscope

17. Pasteur and Germ Theory

18. 19th century Laissez Faire a ��tud

19. 19th century electoral reform

20. Trench warfare

21. Weapons of WW1

22. The Ba �le of the Somm

My first attempt

SHP workshop 2016 Sally Thorne

Matravers KS3 Programme of StudyRationale:

1. Provides a solid knowledge base for the units we'll be teaching at GCSE.

2. Should enable students to hit the ground running so that we are filling in blanks and adding to existing knowledge, rather than starting from scratch.

2. Works with our new KS3 assessment model - a linear approach where students are graded against the new GCSE AOs, using GCSE-style questions, from Y7.

Explain the rationale behind the programme of study. Explain what still needs to be done - careful mapping of first- and second-order concepts, ensuring an even spread of all the different skills required across the year groups etc

SHP workshop 2016 Sally Thorne

Task: Tweak your KS3 programme of study

Points to consider:What first-order concepts are students going to need a solid grasp of? (eg empire, revolution)Do you have examples of short, medium and long term scales?What knowledge will be needed to provide the foundation for your choice of development study?How will you build your students' skills in handling sources and interpretations?

Using the planning sheets and your programme of study (if available), complete the two grids - one to show where your existing KS3 programme supports the new GCSE, and one for ideas of how it might in the future.

SHP workshop 2016 Sally Thorne

Conclusions Questions?