Transcript Find out more about the History curriculum

History
at
St. George’s
OUR AIMS
We aim to promote interest in the people and
events which have shaped our modern world. We
hope to encourage a questioning approach in
learning and to develop skills in reading, in
extended writing, and in interpreting and
evaluating evidence to reach informed
conclusions. We encourage independence in
thought and action, based on the development of
informed attitudes about historical and
contemporary issues.
OUR FOCUS
Working together to ensure, for all our students:
• Opportunity
to engage with the past and relate it to their lives
• Progression
• curriculum
• skills
• Challenge
of thinking critically and developing informed opinions
• Development
as an individual to meet personal goals
Engagement
EARLY YEARS
All About Me
• Self
• Family
• Nursery
• Community
ENGAGEMENT
JUNIOR SCHOOL
• Primary 2: Toys topic
•
•
Grandparents / connection with the past
Artefacts
• Primary 3: Victorians
•
•
Hopetoun House
Artefacts
• Primary 4: World War Two and the Romans
•
•
Grandparents
Artefacts
• Primary 5: Scotland
•
Visiting historic sites e.g. Wallace Monument, Bannockburn
Compare and contrast
World War Two drama
EMPATHY
Primary 4 as World War Two evacuees
Artefacts
I am aware that
different types of
evidence can help
me to find out
about the past.
SOC 0-01a
Understanding
legacy
I can discuss why people and events
from a particular time in the past were
important, placing them within an
historical sequence.
SOC 2-06a
Evaluation
I can compare aspects of people’s daily
lives in the past with my own by using
historical evidence or the experience of
recreating an historical setting.
SOC 1-04a
EMPATHY
I have explored how people lived in the
past and have used imaginative play to
show how their lives were different from
my own and the people around me.
SOC 0-04a
Experience
Primary 5 at Bannockburn
Skills in writing
JUNIOR SCHOOL PRIMARY 1 – PRIMARY 5
• Writing short reports of events or experiences
• Imaginative historical writing
e.g.
A Day in the Life of a Victorian Schoolgirl;
Wallace or Edward I’s account of the Battle of
Stirling Bridge
• Research based presentations
Primary 3 Thinkers’ Keys
The Victorians
The Commonality Key
•
Two Victorian Objects – a flat iron and a chalk board – slateboard
•
Clothing: Modern Day / Victorian
•
Toys: Modern Day / Victorian
The Alternative Key
•
How do you clean a carpet? i.e. without using a brush or a hoover – no electricity etc.
The Variations Key
•
How did a maid ever change her working position?
•
How did Victorians cope with the cold?
•
How did the Victorians entertain themselves?
•
How did they tell the time?
EnGagement
LOWER SCHOOL – PRIMARY 6
• Historical drama
Writing, performing and filming own Greek plays
• Workshops
Greek myths with Drama specialists
Democracy, the Greek alphabet and festivals with
Classics specialists
EMPATHY
Primary 6 study of Ancient Greece
SKILLS IN WRITING
LOWER SCHOOL – PRIMARY 6
• Research based presentations or projects on the Greek
legacy
• Creative historical writing
Ariadne’s diary
• Script writing
• Report writing
Research
Research based project on the Greek
legacy
ENGAGEMENT
LOWER SCHOOL – REMOVE and LOWER 4
• History club activities
• Local visits
• Exploring the anatomical drawings of Leonardo da Vinci
at the Queen’s Gallery
• Seeing historical sites – Inchcolm Abbey, Blackness
Castle, Jedburgh Abbey, Holyrood Palace, Linlithgow
Palace
EXPERIENCE
Remove outside the Hermit’s Cell on
Inchcolm Island
EXperIENCE
Ready to receive instructions in the
Chapter House
Creativity
Skills in writing
LOWER SCHOOL - REMOVE and LOWER 4
• Short descriptions or explanations
• Creative historical writing
• Evidence based argument and speeches for debates
• Short analytical essays weighing up one factor against
others
How far do you agree that Mary Queen of Scots
brought about her own downfall?
HANDLING WRITTEN
EVIDENCE
LOWER SCHOOL - REMOVE and LOWER 4
• Remove
developing thinking about written interpretations
• Lower 4
developing skills in handling written evidence
- Interpreting and inferring meaning
- Setting sources in context
- Considering provenance and purpose
ENGAGEMENT
SENIOR SCHOOL
• Local, national and international trips
William Wallace letters and the Great Tapestry of
Scotland
Battlefields of World War 1 – 2012 and 2014
Washington DC – 2014
Moscow and St. Petersburg – 2016 (tbc)
• Archive film, feature films
Family
Finding a relative’s grave on the
Western Front
Family
The memorials of the First World War
on the Western Front
EmPathy
The M
PRIDE
In the work of the 51st Highland
Division on the Somme
EXPERIENCE
Experiencing a Japanese tea ceremony
A SENSE OF PLACE
A SENSE OF HISTORY
engagement
CASE STUDY: UPPER 4 BLOG WITH TEXAS
Engagement
POSTED NEWS ARTICLE ON EDMODO
ENGAGEMENT
STUDENT BLOG – “HAS MLK’S DREAM BEEN REALISED”
Skills in writing
SENIOR SCHOOL
UPPER 4
• Short descriptions or explanations
•
Creative historical writing
•
Evidence based debate and discussion
•
Short analytical essays weighing up one factor against others
GCSE
•
Building on skills from L4 and U4 - short descriptions and explanations
- analytical essays weighing up one factor against others
•
Developed analytical essays weighing up two factors
SKILLS IN WRITING
SENIOR SCHOOL
• Higher
Analytical essays evaluating and weighing up a range of factors:
To what extent were British actions during the period 1914-18
responsible for the escalation of tension in Ireland?
• Advanced Higher
Analytical essays evaluating and weighing up a range of factors
with reference to historiographical perspectives:
‘ How far was Stalin’s rise to power due to his opportunism?’
EXTENDED WRITING
•
GCSE controlled assessment
Extended analytical essay making use of a range of primary and secondary
source material
•
Higher extended essay
Extended analytical essay making use of a range of secondary source
material
•
Advanced Higher dissertation
Socialist realism: how much more was there to cultural development in the
Soviet Union under Stalin than pure propaganda?
To what extent was the Emperor a symbol of national unity rather than a
possessor of real power between 1850 and 1912?
HANDLING WRITTEN
EVIDENCE
SENIOR SCHOOL
Upper 4 – Upper 5
• Progression of skills in handling written evidence
- Interpreting and inferring meaning
- Setting sources in context
- Considering provenance and purpose
• Developing skills in evaluating the perspective of a
source using contextual knowledge
HANDLING WRITTEN
EVIDENCE
GCSE Controlled Assessment
• Extended written evaluation of primary sources
• Extended analytical essay making use of a range of
primary and secondary source material
HANDLING WRITTEN
EVIDENCE
Lower 6 and Upper 6
• Considering the utility of primary evidence
• Cross-referencing primary evidence
• Evaluating the perspective of a source using contextual
knowledge
• Considering alternative interpretations
• Engaging with current historiography
UNIVERSITY…
2013
•
University of Dundee
American Studies and History
•
The University of Aberdeen
History
•
The University of Aberdeen
History
•
University of Bristol
History
•
University of Exeter
History
•
University of Glasgow
History
•
University of St Andrews
History
•
University of St Andrews
Modern History and Spanish
•
The University of Edinburgh
Scottish History
•
University of St Andrews
Scottish History
University…
2014
• University of St Andrews
Ancient History
• University of St Andrews
Ancient History
• The University of Aberdeen
History
• University of Bristol
History
• University of Bristol
History
• University of York
History
• University of St Andrews
Modern History
• University of York
English and History
…and beyond
ANNA
• Completed her A Level in History at St. George’s in
2000.
• Completed a BA in Modern History from University
College London, an MSc in Human Rights from
London School of Economics, and an LLM from the
London School of Economics in Public International
Law.
• Now a Research Analyst for the International Crisis
Group, an independent, non-profit, non-governmental
organisation committed to preventing and resolving
deadly conflict.