Time Flies...

Well this term has certainly flown by. It has been hectic and it has been mad at times, but it has also been a lot of fun. During history sessions this term, trainees have considered what History is, developed activities and learning experiences, reflected upon lessons, considered opportunities for addressing aspects of history in the plans, evaluated resources, considered teaching approaches, looked at readings, used a wide range of artefacts, visited local sites, monuments and galleries, questioned sources, considered interpretations and taken part in workshops at the Walker Art Gallery and the World Museum in Liverpool. Phewff.

I'll leave you with a little Christmas fact file here.

Have a good break and I'll see you in the New Year. 

                        

                                                                   Chris

Thiird Year Specialists

This week sees the return of my third year history minor specialists. Sessions will focus upon planning, the role of the coordinator and employability. 

However, we kick off proceedings by finding out about the personalised placements that took place last year. I'm very much looking forward to hearing about the experiences they have gained whilst they have been away.

Then we will examine the unit 'The Roman Empire and its impact on Britain', looking at a variety of approaches and ensuring that an enquiry approach is adopted. We've also got a range of resources/replica artefacts and activities to examine. These will focus on aspects of the Romans in Britain, such as Boudicca's revolt.

All in all, it promises to be a great session. Will post more when I get the chance.

The History of...

A few weeks ago, I set my first year minor specialists the challenge of researching the history of something that they were interested in. Wow. I was amazed by the presentations that were shared last Friday. We found out about everything from Vivienne Westwood to David Bowie, games consoles to emancipation. the history of the National Trust to a list of Liverpool firsts. It was incredible.

Part of the challenge was to use a range of sources and to not to rely too heavily on Google. Again, trainees did not dissapoint. They had used a range of sources in researching their particular area.

Stay tuned for the further adventures of my PED1013 group.

Mysteries of History

As you can probably tell, a good 'interesting fact' really catches my imagination. Aware that I'd not posted anything for a while, I was going to add another Mystery Object picture to the blog. Then I discovered this website.

Just the kind of thing that intrigues me.

Campus Cat has been on his adventures recently, I've not seen him for a week or so, I guess he must be checking these objects out!

Chronology

The 2011 Ofsted report, History for All, highlighted an awareness of chronology as an area for development for teachers within the teaching of History. The new curriculum, implemented in September of this year, also emphasises the importance of chronology in our thinking. This is not to say that very many good teachers hadn't been addressing this concept of history for some time. In fact, some could even argue that there has been too much emphasis on timelines!! 

Whatever the case, we need to ensure that we provide meaningful opportunities for the children to discuss chronology and engage with their understanding of chronology in a structured and purposeful manner.

This week, I had the good fortune to work with several groups over several programmes. Both my undergraduate second year trainees and Early Year PGCE trainees were introduced to a simple activity that encouraged discussion and reasoning in coming to their conclusions about time. An easy task for trainee teachers, but a more challenging task for those that they will be teaching.

The bibs and laminated cards depicting events and eras from British history, provided a number of opportunities for discussion amongst the trainees. The timelines, could be developed to be more time specific, or to only depict events from a certain topic, such as space.

Of course, this is only one approach. There are others. If you have used an interesting idea to approach the teaching of chronology, why not leave a message below. We'd love to hear from you.

Chris

Portsmouth Historic Dockyard. Martha Russell

Portsmouth Historic Dockyard. Martha Russell Yr 2 trainee.

I spent my summer volunteering in and around the dockyards, which was a fantastic and varied experience. I primarily worked with the National Museum of the Royal Navy (NMRN) inside the education centre, but also had the opportunity to work on board HMS Victory and in Gosport at the Explosion! museum. For more information please visit www.historicdockyard.co.uk – if anyone ends up working in the South of England, be aware that the dockyards run some fantastic workshops and activities from KS1 right through to KS3 and 4!

I am going to use my blog post to share a few of the activities I was involved with while on placement…

Naval inventions and innovations Mission cards were dotted around, naming real problems the Navy faced in WW1, with suggestions of ideas that were attempted in order to solve them (some were really quite surprising and ended disastrously… like Admiral Popov and his round hulls… google it if you don’t believe me). Visitors were then challenged to build their own solution to the problems using Lego bricks!

Naval world art Visitors were invited to make a WW1 ship using templates provided, to create a fleet of ships (or U-boats) on a huge world map drawn onto the ground in chalk. There was a selection of resources to decorate the ships including materials to create pennant banners. My subject knowledge grew hugely through the duration of this activity: I discussed the many different types of boats used in WW1, the features of dazzle ships (of which there is the last remaining original being refurbished at the moment), how and why pennant flags were used, and how to come up with an effective name for your ship. Strong names such as Victory and Warrior were good as well as names of cities and girls names. Did you know that if a ship has success at sea, when it is decommissioned, it will probably pass its name on to a new ship?











































Feed the fleet This workshop introduced the idea of scran – the Naval term for food – and allowed visitors to compare a modern Naval diet (from HMS Illustrious’ kitchen no less) to the diets of sailors on board HMS Victory around 250 years ago.

Some scran terms: 

Cackle berries = eggs 
Chicken on a raft = eggs on toast 
Elephants footprint = spam fritters 
NATO standard = tea with milk & two sugars 
Oggie = cornish pasty 
Pixie’s pillows = tinned ravioli 
Seggies = grapefruit segments 
Snorkers = sausages 
Spithead pheasant = kippers 
Tinned cow = condensed milk 
Zeppelins in a fog = sausage and mash 
Pot mess = everything available cooked into a stew

… YUM!

I’ve also attached some work I did from working on board HMS Victory: I've not packed everything in because I could go on forever (I literally FILLED a lever arch file – oops) but hopefully you can get some ideas for your journals or for different approaches to Naval history.

That’s all (for now) folks! Martha

What was on TV when you were born?

The BBC have set up an digital archive called Genome. Here, you can find out what was on TV when you were born, or some such similar memorable date. What was on TV when you started big school? What time was Jackanory on? (one for the oldies there) and who presented Blue Peter in 1999? The answer to all these questions, and more, are just a click away.

If you were wondering, Alistair Cooke in America was on when I was born!

Article http://www.bbc.co.uk/news/blogs-magazine-monitor-29647931

On this day in History!

It was on this day in 1987 that a big clean up operation was put in place after storms had battered the south coast. The night before, Michael Fish, on his regular weather report, had made mention of reports of the storms that were brewing on the south coast. He scotched the rumors, and the rest, as they say, is history....

Read about events here

The Battle of Hastings 14th October 1066

As the anniversary of The Battle of Hastings approaches, I thought I'd share this.






BBC Game

Then and Now at the World Museum

PED1012 Workshop at the World Museum

A challenge awaits the first years as they arrive at the World Museum, Liverpool tomorrow morning. Equipped with little more than a video camera, what will the trainees come up with....?

PED1012 Launch

Today saw the launch of the PED1012 module. This module encompasses all the Foundation subjects in the National Curriculum and saw each of the tutors introduce their subject in H1 early this morning (Wednesday 1st Oct).

This was then followed by a series of subject based workshops. Each workshop was designed to give a flavour of that particular subject. In my history workshop, I set the trainees the task of creating, and then sharing, a poster based on an aspect of Roman life.

B3, did a fantastic job and created some fabulous posters. Thank you.

Here are some photos from the morning workshop.

Teaching Ideas- The Question Coat

In our History sessions, we often look at ways in which we can address aspects of good history teaching. Our new AT, Chris Gore, shared this technique, that he uses with his class.

He writes...

Hi everyone,

As promised to my PGP4006 History groups (L7, L8 and School’s Direct), I have finally remembered to bring my white laboratory technician’s coat home from school with me. Firstly, as you can see, I am not particularly photogenic at 4:00pm on a Friday afternoon but here is a visual representation of the shirt with key questions adorning the front, back and sleeves as well as being decorated with question marks. I encourage the children to use their investigation shirts across the curriculum as much as possible, particularly within the Foundation Subjects as well as during our investigations as “Super Scientists” in Science.

As I mentioned previously during the sessions, the idea is a source of enjoyment, creativity and a sense of autonomy for the children and is warmly received whenever we have visitors in school and into our classroom.

If you have an interesting History teaching idea that you would like to share with us, please get in touch and leave a comment below.

PED1012 Primary History Workshop

Next week sees the start of the first year foundation subjects. A launch event, next Wednesday, is followed by a series of workshop activities for each of the foundation subjects.

PED1012 is a crucial module for our undergrads, as this sets out the importance of the foundation subjects in the context of a busy Primary School. Not only that, the importance, character and unique aspects of each subject are identified and explored through our sessions and seminars.

Perhaps I'm biased, but History is an essential subject, not only for Primary School aged children to engage with, but also, for well rounded, balanced people of any age, it is of great significance. An interest in the past, in who we are and where we have come from, is a natural instinct. This is an interest that should be nurtured, encouraged and explored throughout our lives and throughout our learning.

Of course, our History sessions focus on more than that and our starting point is going to be the workshop on Wednesday.

Further reading.
Chapter 1 of Hoodless, P. (2008) Teaching History in Primary Schools. Learning Matters. Exeter.

This is available in the Library.

All Greek (and a bit of Roman!)

On Tuesday, our PGCE Primary History trainees continued to investigate ways in which they can 'inspire curiosity' and develop historical knowledge and understanding at the primary age phase.

This week we looked at Ancient Civilisations and trainees took part in a quest to identify Greek gods and goddesses from a series of clues. Using a lesson structure based upon MarketPlace by Paul Ginnis, the trainees worked with their individual pieces of information. They shared and collaborated with each other in order to make sure that everyone in the room could successfully identify the Gods depicted on a (replica) Greek jug.

This active approach demonstrated how a piece of information can spread across the room and be shared with everyone quickly and efficiently.

Through posters, notes and photos, the trainees could not only identify Demeter and Dionysus, but could also recognise opportunities to develop the task further to include other information and aspects of Greek life. We also considered using different types of technology in order to provide an all encompassing learning experience!

In addition, we looked at a Greek Pot from the British Museum collection. From the image on the pot, trainees were encouraged to make judgements and statements about Greek life. This is based on an activity I encountered at the SHP conference at the British Museum last March.

This session also saw trainees take part in a Roman Quiz that explored the more gruesome side of Roman life- sure to appeal to KS2 children!

Sessions are designed to develop pedagogical understanding as well as subject knowledge. It was a long, but rewarding day.

Thanks to all those that took part.
 
Links:-
http://crownhouse.co.uk/publications/look_inside/9781899836765.pdf
http://www.britishmuseum.org/
http://www.schoolshistoryproject.org.uk/Teaching/Primary/Index.htm

Mystery Object.

What is History?

What is History? This was the basis for our discussions during yesterday's Primary PGCE sessions.

Initial responses to the question nearly always include the words; events, people and places and this is a reasonable starting point. Perry White explained to Clark Kent, that a good story includes a Who, What, When and Why and we can take our lead from that, when thinking about good history teaching and investigations.

Of course, history is much more involved than that, our discussion soon moved to thinking about themes within history, types of history and interpretations of history.

The students yesterday were also introduced to the idea of identity, and a sense of belonging, as being an aspect of History that is often explored in primary schools.

Historical skills, concepts and attitudes and values were explored too.

Trail Time

Our PGCE trainees found themselves investigating different aspects of the history of Ormskirk this morning.

Our first stop was the Clock Tower itself!

The Clock Tower, is perhaps the heart of Ormskirk. It stands at a point, known locally, as Market Cross. Nearby, stood the grand King's Arms Hotel and The Talbot Hotel. It's hard to imagine Ormskirk needing two such large hotels today.

Once the trainees had got to grips with the map, we set off towards the Parish church of St Peter and St Paul.

This church is one of only three in England with a Steeple and a Tower. There are other links to the past, such as the location of the Church (the highest point of the town) and the stone work at various points of the building. Local legend tells of two sisters who couldn't agree whether the church should have a tower or a steeple, the solution? Build both. The truth however, is that the tower was built in 1548 to accommodate the bells from the nearby Burscough Priory, that had fallen foul of Henry VIII's Dissolution of the Monasteries 

Derby Street is home to the old Police Station, the Magistrate's court, the old Grammar school and various banks and solicitors. The architecture reveals a town that was once affluent and proud. On the side wall of the Magistrate's Court, you can see the standard feet and yard gauge of 1879. This was used to ensure that measures sold at the market were fair to all parties concerned.

Victoria Park reveals this sandstone monument that commemorates Sergeant Major Nunnery, one of the few survivors from the Charge of the Light Brigade in the Crimean War. It also commemorates the death of three local casualties from the Boer War of 1899-1902.

On our way back towards the town centre, work was taking place at a recently closed restaurant (the cafe bar). A quick peep inside suggests that it will soon be reopening as a bar. However, a previously hidden sign beside the main entrance provided another insight into the life of the town. Intoxicating liquor can be sold from these premises between the hours of 3 and 4pm on Thursdays. This is for 'the accommodation of persons attending the market.'

It was a real pleasure to walk  around the town with the two groups I worked with this morning. I'm really looking forward to our History sessions that begin next week.

Ormskirk Town Trail.

This week we are welcoming our new recruits to their PGCE Primary Education course. History sessions begin next week, however, before that, some trainees will take part in the Ormskirk Town Trail at the launch event this Friday. This is a chance to acquaint themselves with their new location as well as an opportunity to 'bring history alive' and introduce historical ideas and themes for the year ahead.

As the name suggests, the trail is a walk around the town centre of Ormskirk. We will investigate the Saxon origins of the town and consider the agricultural nature of the town's past as well as looking at local industries (such as gingerbread).

The forecast is for a dry day and it promises to be a great morning. 

Welcome to the first post of the EHU Primary History blog.

The intended use for this blog is to support your experiences in any of your primary history sessions. Some of you will encounter history in your foundation sessions and workshops whilst others will develop your knowledge and understanding further in your minor specialism sessions, placements and experiences. Wherever you are in your learning, I hope you find this blog a useful resource.

Explore and enjoy.

Chris