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GCSE Germany resources - some useful bits

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Y10/11 background

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Could medieval people, particularly those born into serfdom or the broader peasantry, do anything to improve their lot? That's a question I asked Professor Chris Dyer, an expert on medieval social history, during a podcast interview on daily life in the Middle Ages.

"I think people have a conception, which is partly true, of a rather rigid, compartmentalised society in which people had defined roles and very strong formal commitments, and where their actions were very limited," says Professor Dyer.

"About 40 per cent of the English population in the middle of the Middle Ages (in the 13th century) were serfs. So they were unfree, and it is easy to represent them as being a very oppressed, very limited, very controlled group who had to work for their lord and had limitations on their freedom of marriage, for example. At the same time, the people at the top of society, the aristocracy, were also defined by law. They had rules and conventions: they were a well-defined group and had particular roles in society and government and in war."

However, despite these apparently clear restrictions and conventions, Professor Dyer feels that there were ways to subvert the social order. He tackles the question of control of marriage partners, for example.

"The rule was that a servile woman could not marry without the lord's licence," he says. "You might think that meant that the lord chose who she married. But in fact, she went to the manorial court - and it was the woman who often did this - and offered a sum of money for the licence. The lord was very happy with that because he wanted the money. So off she went and married the chap she had met in the next village and all were happy. So, though there were these dreadfully constraining rules and regulations and demands as you might think, there were ways out of them or around them."

So the question is, then, was it possible for a serf or peasant generally to break out of the place and position they were born into? According to Professor Dyer, one avenue that might have been available was the church.

"One route - which was only taken by a small minority, but still an important one - was to become a clergyman. Peasant men would go to their lord and seek permission for their son to go to school. There were schools in almost all the small towns, so schools were accessible. They cost money, of course, so it was only the better-off people who could afford this; as well as having to pay for their school fees, families were also losing their labour because boys worked. So it was only the relatively well-off peasant who would have been able to afford to do that. The son would become fluent in Latin, which is the qualification, and then he could be ordained as a clergyman. There is an example of a peasant's son who became a bishop. In theory, you could rise up into the very top of the church. For a small minority, there was that avenue of mobility."

Perhaps more common than this approach was simply to move to a different location, in the search of a better life.

"For most people the main way out of their village, or out of the relative poverty in which they lived, was migration," says Professor Dyer. "You see people moving to a town or to another village where opportunities were better. To give one example, there is a very nice case of a lad from Ombersley, a village in north Worcestershire, who at the age of 16 moved to Coventry, which is a journey of about 30 miles, quite a long way. His father was a peasant, so if he had stayed at home, he would have ended up as a peasant, or working on the land anyway."

But instead the boy became a servant to a baker in the city, "a very high-powered wealthy baker selling bread to the richest people in Coventry from a shop in the centre of the city," says Professor Dyer. "And this lad became a servant and presumably learnt how to become a baker. We don't actually know whether he did become a baker. But he was well set to end up as a prosperous baker in Coventry, which would've been a lot better than a peasant in Ombersley."

Personal choice?

Taking that further, there clearly was an element of personal choice in the way people pursued their lives, as is shown when you examine how far sons followed their fathers in the same trades or careers.

"Sons did tend to follow their fathers in the same sort of work. The key to this was training: a peasant would have trained his son on how to be a farmer; how to shear sheep and how to plough a field and all the other skills that you need for agriculture. But in the towns, fathers would have trained their sons in the trades they were in. This does provide another side to social mobility, the way in which individuals could make different choices."

The records of the city of York allow us to understand this more deeply, as they include the lists of freemen of the city, where you can track whether sons followed the same trades as their fathers, says Professor Dyer.

"About half of York bakers' sons themselves became bakers. Baking was a steady trade. Everyone wants to eat bread, so it was quite a good living. But they didn't all want to spend their lives kneading dough, heating up ovens and so on. It was not always a comfortable job."

Being a carpenter also wasn't a very good job. "It was not very well paid. It had a low status," explains Professor Dyer. "And it involved a lot of hard work and heaving great beams of wood around. So only a quarter of carpenters' sons succeeded their fathers. The others got other jobs.

"At the other extreme, York had a number of wealthy goldsmiths. Goldsmiths made a good living. The work wasn't very hard, and there were all sorts of opportunities to make money on the side. It was a good profession. So you find three quarters of the sons of goldsmiths became goldsmiths."

Hard work, aptitude and luck also afforded possibilities for self-improvement as well, according to Professor Dyer.

"If they were skilled at selling their produce, if they were able to make a bit of money from extra activities like working in a craft, peasants could accumulate a bit of money and acquire more land. And so, someone who started with only 20 acres of land, could buy another 20 acres of land and therefore become considerably better off.

Just occasionally, says Professor Dyer, a person could rise up and join the aristocracy. "The bottom of the aristocracy was not entirely sealed off. You can spot them because they've got ordinary names. If you find someone called Smith becoming a gentleman, you know that their father or grandfather was just an artisan. It was possible by luck, judgement and skill to acquire more wealth and to pass yourself off as being suitable for inclusion in the aristocracy. The most famous example was the Spencer family. They were sheep farmers on a fairly small-scale in the middle of Warwickshire in the 1450s, who acquired more and more land and more and more sheep. And eventually, in the early 16th century, they became lords of the manor of a place called Althorp in Northamptonshire. And they ended up as earls, and they did join the big-time aristocracy. So, it is a tiny number, but there are stories of individual families who could rise."

Given that perhaps the most famous modern member of the Spencer family, Lady Diana Spencer, married the Prince of Wales and was thus on course to become the queen, that is rather good evidence of the far-reaching consequences of social mobility in the Middle Ages - if only for those blessed with luck, skill, and good timing.
Chris Dyer is Emeritus Professor of History at the University of Leicester. He was speaking with HistoryExtra content director David Musgrove, you can listen to the full conversation on this episode of the HistoryExtra podcast.

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Social mobility in the Middle Ages: could medieval people improve their station?

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Could medieval people, particularly those born into serfdom or the broader peasantry, do anything to improve their lot? That's a question I asked Professor Chris Dyer, an expert on medieval social history, during a podcast interview on daily life in the Middle Ages.

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Thoughts on remembrance...

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Almost as soon as we get back after half term it will be Remembrance-tide. Secondary Committee member Gemma Hargraves suggests that a focus on the 'Unknown Warrior' would be perfect for 2020.
This year I will focus my remembrance assembly on the Tomb of the Unknown Warrior. Not only because he was carried through the doors of Westminster Abbey 100 years ago this year. But because the idea of the 'unknown warrior' is such a perfect analogy for all the unknown, faceless, nameless people who are currently missing from our History curricula.

So here's the story: At midnight on the 7 of November 1920, a Brigadier entered a hut in a village near Ypres. There were the remains of four bodies lying under Union flags in front of him. Earlier that day, the bodies had been disinterred from unmarked graves in battlefields, including the Somme. Four blank crosses had been chosen from the forest of crosses that covered the shell-cratered landscape. In addition to coming from unmarked graves, the bodies all belonged to soldiers who had died early in the War. The bodies had to be as old as possible to ensure they could no longer be identified.

They were received by a British padre and two undertakers who had travelled to France for the occasion. There, wrapped in sacks, the bodies were examined to make sure they had no identifying marks, then placed inside the hut for the remainder of the day. Later, the Brigadier lifted up his lamp to make his choice. He touched one of the Union flags, and it was done. The body that would inhabit the Tomb of the Unknown Warrior had been chosen.

This anonymous body would soon become the focus of a nation's grief.

Perhaps Lionel Turpin, born in British Guiana, died too late to be considered for this final duty. He was a proud Brit, who enlisted in 1915 and fought at the Battle of the Somme.

Or Water Tull, perhaps the most celebrated Black British soldier of the First World War. He served in what became known as the Football Battalion. Half of this battalion would be killed in action, and in 1916 Walter was diagnosed with shell shock and hospitalised for a few months. Later, he was selected to become an officer, despite it being very rare at that time for a man of African descent to become an officer. Walter served with distinction, but in March 1918 he was killed while crossing no-mans land in France, and his body was never recovered (although his men tried and tried).

Or a man who I was personally proud to learn about, Jamaican born George Edward Kingsley Bemand, who became a Second Lieutenant in my regiment, the Royal Artillery, in May 1915. Sadly he was killed by a shell on Boxing Day in 1916. Not too late to be the 'unknown soldier'?

As well as highlighting the story of the 'unknown soldier' and mentioning these men, I'll be encouraging our pupils to research those who served in the First World War with links to their own families and surnames, via the Commonwealth War Graves Commission (CWGC). By encouraging pupils to engage in their own research I hope to ignite their passion and interest in historical conflicts and remembrance. I may not succeed with all pupils, but like the lone body chosen to be the Unknown Warrior, I hope for one pupil, at least one, this year may be significant. With engaging stories, a diverse and representative mix of characters, and respectful remembrance, this may be the year we ignite the spark that is a lifelong love of History for some.

So for me, this is the year to delve in to the unknown and revisit what we think we know. And what better way than with some recommended reading:

The World's War by David Olusoga

Black Poppies by Stephen Bourne

You can find some ideas for remembrance assemblies here:

And a view on the role of CWGC, especially at key anniversaries https://www.history.org.uk/publications/resource/9442/we-will-remember-them-well-most-of-them

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View all posts by onebighistorydepartment

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Why 2020 is the perfect year for the 'Unknown Warrior'

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Almost as soon as we get back after half term it will be Remembrance-tide. Secondary Committee member Gemma Hargraves suggests that a focus on the 'Unknown Warrior' would be perfect for 2020. This year I will focus my remembrance assembly on the Tomb of the Unknown Warrior.

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Retrieval

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As the author of a book solely dedicated to retrieval practice I often get asked questions by teachers, students and parents about this teaching and learning strategy. People are also keen to discuss retrieval practice with me and share classroom resources that they have used for recall, whether that be one of my original ideas or they have created their own. I am obviously very interested in this area of cognitive psychology and as part of the writing process for my book I carried out a significant amount of reading and research. During these conversations about retrieval practice I often reference and share the works of others so I have decided to put all those suggestions and recommendations in one place, here on my blog!

Below I have curated various resources connected to retrieval practice that can be useful for teachers as part of their professional learning and classroom practice in addition to sharing materials aimed at supporting students and parents too (as it is very important they are also well informed about the science of learning).

I've included links to academic research, websites, blogs, classroom resources, videos, podcasts and online courses all linked to developing further knowledge, understanding, and implementation of retrieval practice. If there is anything that I have not included but you think I should add then please do let me know as I can continually update this retrieval practice collection. I hope people find this useful!

Research ...

Retrievalpractice.org - If you're keen to learn more about retrieval practice then I would suggest exploring this site. This website was created by cognitive scientist, author, and educator Dr. Pooja K Agarwal.

The Learning Scientists are incredible. Their aim is to promote the science of learning. They have six study strategies that they focus on, retrieval practice being just one of the six - click here for retrieval practice materials by the learning scientists.

Strengthening the Student Toolbox: Study Strategies to boost learning by Professor John Dunlosky et al (2013) is the research summary that I have referred to the most and shared widely both online and within my school community. Do check it out, if you haven't already.

When reading academic research about retrieval practice one of the main researchers and cognitive scientists I kept coming across was Jeffrey D Karpicke. I have selected links to just some of his work about retrieval practice/the testing effect - there is much more I could include!
Test-Enhanced Learning Taking Memory Tests Improves Long-Term Retention Henry L. Roediger, III, and Jeffrey D. Karpicke. 2006. Retrieval-Based Learning: Active Retrieval Promotes Meaningful Learning. Jeffrey D Karpicke. 2012. A powerful way to improve learning and memory. Jeffrey D Karpicke. 2016. Retrieval-Based Learning: Positive Effects of Retrieval Practice in Elementary School Children J.Karpicke, J. Blunt, and M.Smith 2016. Reflections on the Resurgence of Interest in the Testing Effect Henry L. Roediger, III1, and Jeffrey D. Karpicke. 2018 Ten benefits of testing and their application to educational practice.
Daniel T Willingham:
Ask the Cognitive Scientist: What will improve a student's memory? Ask the Cognitive Scientist: Should Teachers Know the Basic Science of How Children Learn? Why Don't Students Like School? Because the Mind Is Not Designed for Thinking.
The work of Rosenshine isn't restricted to retrieval practice but regular review and recall is an important aspect of the key principles. Rosenshine - Principles of Instruction.

How much do college students with ADHD benefit from retrieval practice when learning key-term definitions?
Putting Students on the Path to Learning: The case for fully guided instruction UCLA Bjork Learning and forgetting lab The Benefits of Retrieval Practice Depend on Item Difficulty and Intelligence.
The Chartered College of Teaching has also curated lots of research and articles about retrieval practice for members and you can find it in the CCT - Retrieval Practice CPD pack.

Resources for the classroom ...

All of the links to templates I have shared below are free. The majority of the resources below are taken from my book but are very self-explanatory and can be adapted and used across all subjects and age ranges.

Retrieval Practice Challenge Grids - you can read my blog post here, explaining how to use this resource with lots of examples and you can download the template here.
Cops and Robbers Retrieval relay race Retrieval Practice Placemat Keyword Spotlight - vocabulary retrieval task Vocabulary 6×6 grid Retrieval revision bookmark
Quizizz - my recent blog post explaining why I think this is the best digital tool for online retrieval practice.

Plickers and a useful video explanation about how to use Plickers in the classroom.
Mentimeter
Flashcards - another blog post from my site, explaining how flashcards can be used for effective retrieval and spaced practice.
Retrieval revision clock
Retrieval Roulette by Adam Boxer and the new website to assist this strategy in the classroom Carousel Learn ,although I have yet to try this website.
Retrieval practice templates Retrieval starters Retrieval practice ideas Powerful Teaching resources and downloads
Effective strategies study guide - a booklet I created for students and parents about different study strategies including retrieval practice. I have removed school branding so feel free to share and distribute at your school freely.

Blog posts

I love reading educational blogs - they are often quick and easy to access plus so many authors (myself included) are blogging too. Blogs are free to read and my favourite type of blogs are from the teachers reflecting and sharing classroom practice.
Retrieval practice: The myths versus reality Online learning and retrieval practice ...
Tom Sherrington - 10 Techniques for Retrieval Practice

Efrat Furst has a great website Teaching with learning in mind.

Blake Harvard is an American educator that has written a series of blogs about evidence-informed learning. His retrieval posts can be found here.

Class Teaching - Find the bright spots is a superb blog by Durrington School in the UK. All the retrieval practice posts written by teachers on this blog can be found here.

David Rodger Goodwin - Retrieval practice and the art of schema building and Retrieval practice for higher-order thinking.

Adam Boxer - How to not screw up retrieval practice and Retrieval, workload and pedagogical content knowledge.

Dawn Cox - Why a third of every lesson is retrieval practice and How to learn keywords & quotations - weekly retrieval

Shotton Research School - Getting the detail right: the case of retrieval practice

Mark Enser - Retrieval practice: five new tips to make learning stick.

Damian Benney - Optimal time for spacing gaps and Retrieval practice, retrieval roulette, schema, spacing, and even a nod to Rosenshine.
Don't Reread, Retrieve: The Benefits of Retrieval Practice
English teacher Tom Needham has a series of very good blog posts about retrieval practice:
Low stakes quizzing and Retrieval Practice Part 1 Low stakes quizzing and Retrieval Practice Part 2 Low stakes quizzing and Retrieval Practice Part 3 Low stakes quizzing and Retrieval Practice Part 4 Low stakes quizzing and Retrieval Practice Part 5: Extended Quizzing
Ben Newmark - Nothing new, it's a review on why I killed my starters

Tom Johnson science teacher and senior leader ( he also featured in my retrieval practice book as a case study) -
20 ideas for student-led retrieval practice 10 ways to embed retrieval practice into your lessons Mid topic retrieval quizzes to aid metacognition 10 strategies to involve parents in retrieval practice
TES Tod Brennan - The fine art of the multiple-choice question

Professor Rob Coe - Does research on retrieval practice translate into classroom practice?
Impact. Assessment as learning: The role of retrieval practice in the classroom.
A series of posts about retrieval practice from the Teach Like a Champion blog can be found here.
3 Star Learning Experiences - An evidence-informed blog for learning professionals Science of Learning: Research into practice - Retrieval Practice. The five things you need to know. Teacher Toolkit - Cognitive skills grow rusty over time
Inner drive - This website is absolutely fantastic as there are free infographics you can download as well as lots of useful blogs for teachers to read. I have included links to the retrieval practice blogs below:
What you need to know about retrieval practice How to actually use retrieval practice Improving metacognition with retrieval practice The impact of retrieval practice on cognitive load
Useful videos for teachers ...

Useful videos for students and parents ...

Podcast episodes ...

Jennifer Gonzalez - The cult of pedagogy:
Retrieval Practice: The Most Powerful Learning Strategy You're Not Using Interview with Make It Stick author Peter Brown 6 Powerful Learning Strategies You MUST Share with Students
The Ripple tank by Mark Cheney - Retrieval Practice proving you really know it

Teaching in HigherEd:
Robert Bjork on using cognitive psychology to enhance learning Retrieval Practice with Pooja Agarwal
The Learning Scientists podcast:
Retrieval Practice Bite-sized research on spaced retrieval The application of research with Dr. Pooja Agarwal Bite-sized research on attention and retrieval practice Bite-sized research on retrieval practice formats
Teacher Toolkit Podcast: Unlocking the benefits of retrieval practice

Naylor's Natters Podcast - Powerful Teaching with Patrice Bain

From page to practice podcast - Retrieval Practice ( a review of my book from readers around the world)

My podcast isn't entirely dedicated to retrieval practice but there are episodes I have spoken about this - Love To Teach podcast.

I have also been interviewed on podcasts to discuss retrieval practice you can listen to my latest interview with Inside the Classroom - Retrieval Practice with Kate Jones.

Online courses & webinars

Seneca Learn has a free online course about retrieval practice based on my book. You can sign up to complete this course and find out more here.

Inner drive online academy have a range of courses for teachers based on the science of learning. This is not free but it is cheap at £7 (your school should certainly be willing to pay that for such a high quality course!). I have completed several courses and it is very good. The retrieval practice online course can be accessed here.

Future Learn - Optimising learning using retrieval practice. I haven't compelted this course but it was recommended to me.

Finally, of course, if you want to read a book specifically about retrieval practice then you can read my book published with John Catt. Do let me know if you would like me to add your blog, podcast, resource or video about retrieval practice as I am happy to do so. Kate

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A collection of retrieval practice research and resources ...

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As the author of a book solely dedicated to retrieval practice I often get asked questions by teachers, students and parents about this teaching and learning strategy. People are also keen t...

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How learning happens

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Guided reading template

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‘How useful...’ worksheet idea

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Literacy

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Writing about causation

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History How To’s

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Greg has examples of his use of I, We, You and downloadable resources on this website, link here

Frayer Models
@mrpattisonteach

Tom has very kindly shared a Google Drive with all of his Frayer Models. He welcomes their use and any additions.
Link

Guided Reading
@SPBeale

Do search Twitter for the many examples of Guided Reading inspired by Simon, he has also shared many here!

Retrieval Practice
@MrsBallAP

Rachel has very kindly shared a Google Drive and we are very grateful to Kate Jones for some of the ideas featured here

If you are unsure about what visualiser to purchase, these ones are highly rated by teachers:
- IPEVO V4K
- HUE HD

Disciplinary Knowledge
@DavidJHibbert

David is also the host of the brilliant Virtually Teachers podcast and has written for Teaching History, 177

Emplotment
@michaeldoron

Mike has kindly allowed us to use his talks from the Curricularium sessions to explain Emplotment and Worldbuilding.

Oracy
@misscs_teach

If you are interested in knowing more about using the Writing Revolution in the history classroom, Greg would highly recommend these two top blogs
- Rachel Ball: Link
- Kristian Shanks: Link

Metacognition
@lamb_heart_tea

The Humble Highlighter
@mrfitzhist

Vocabulary Instruction
@mrvallanceteach

Josh has written not 1, but 2 excellent blog posts this month about writing in the history curriculum, which can be accessed here. https://mrvallanceteach.wordpress.com/

Retrieval Packs
@MrAWGordon_

Alex is a expert T&L lead and shares a HUGE array of wisdom on his Twitter account, luckily lots of relates to his history teaching. His blog can be found here and is a wealth of material and ideas, most recently on Remote Learning. https://mrgordonteacher.wordpress.com/

Folding Frenzy
@SPBeale

Our latest How To is one of the most popular revision tools we've seen in recent years, the Folding Frenzy by Simon. Just have a browse through Twitter for examples of this beauty.

Story, Source, Scholarship
@mrwmhistory

Dan has also created a brilliant website to showcase and share the 50+ versions of this resource that have been made collaboratively by history teachers.
Check it out here, link

Knowledge Organisers
@MissSayers1

Becky has also written a number of excellent blog posts on KO's and is truly an expert in their design and use

Worldbuilding
@michaeldoron

Mike has written a great blogpost on worldbuilding and has an article coming soon in Teaching History, look out for it!

Interpretations
@KatieAmery

Thinking Maps
@HistoryKss

Kristian is an exceptionally talented Head of History and has great blog on which discusses history and issues facing middle and senior leaders.
We highly recommend reading it, especially his posts on curriculum .

Sources
@history_Sam

Ten Minute Knowledge Quizzes
@andrewsweet4

Local History
@sehartsmith

We would highly recommend the excellent Microhistory Lens blog by Sarah and Andrew (@andrewsweet4) if you are looking for some best practice on embedding Local History https://themicrohistorylens.wordpress.com/

Sentence Level Instruction
@mrvallanceteach

Josh is another teacher, in a line of excellent practitioners, who has begun to blog about his use of The Writing Revolution in the Classroom, this blog is outstanding. https://mrvallanceteach.wordpress.com/2021/01/09/the-hochman-method-sentence-level-instruction-in-the-history-classroom/

Summative Assessment
@Missfolorunsho

We are lucky to have the talented Emily Folorunsho share her wisdom around assessment in this How To. Emily is a Head of History and LP and shares an incredible amount of ideas on Twitter, alongside some much needed positivity

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Welcome to History How To's a collaborative project between history practitioners to share and model approaches to teaching and learning within the history classroom. We aim to bridge the gap between evidence based practice, history pedagogy and the classroom teaching by providing one page guide sheets and videos to improve both your teaching practice and...

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Source utility resource

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Historical knowledge blog

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From ‘The Power of Culture’ by Michaela School teachers

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Extra ideas for outcome tasks

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Lots of retrieval resources

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History Resource Cupboard - lessons and resources for schools

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Assessment at Key Stage 3 has always been a challenge. And there always seems to have been a tension, a tug of war between doing what is right for the students, helping teachers assess the quality of their curriculum against doing what SLT require to please Ofsted and to report progress to parents.

In the previous blog post these historic problems were briefly explored. Here we provide a way forward: 15 top tips for assessing at Key Stage 3.

Know what types of knowledge you are assessing

1. It is important to assess both the substantive knowledge (the stuff) and the disciplinary knowledge (the second-order concepts).

2. To assess disciplinary knowledge it is important to plan your Key Stage 3 curriculum around enquiry- questions. The end products of each enquiry question provide you with your opportunity to assess pupil work and thinking.

Vary the focus

3. Make sure your enquiry questions vary in their conceptual focus so you assess all of the different second-order concepts over time. Don't fall into the trap of making your curriculum causation heavy. Instead, focus on exactly what you want your students to know in terms of their disciplinary knowledge. Our disciplinary take-away document can support you here. This will help you consider what different types of analysis you need to assess.

Create bespoke mark-schemes to assess work

4. For some end product assessments, design your own departmental 'bespoke' mark-scheme. This will help you to assess what you want your best pupils to know and do. We recommend you use 4 different types of responses eg: Low, Medium, High and Highest (but don't mark the work with grades, only comments). Here is an old example of one from years gone by.

5. Realise that your mark-scheme is adaptable. Mark your students work and test out how well the m/s works. Change it in light of what they write - or change your teaching of the enquiry if you realise that you haven't taught them what you wanted.

6. Don't share your bespoke mark with your class. This just smells of teaching to the test. Instead, agree on success criteria for that particular question.

Vary the level of support you give

7. When it comes to teaching at Key Stage 3, vary how you approach the end products. For some, you should be directly modelling how they should approach the work. Live modelling is a brilliant strategy. However, for other end products, you should see what they can do completely independently. Sometimes avoid scaffolds. All of this will give you a clearer view of how they are doing.

Manage your workload by managing what you assess

8. You should aim to formally mark a minimum of one end product per half term. See point 15 below to ensure you use your professional judgement and take a more holistic view. Remember, you need to keep your workload manageable.

Substantive knowledge and key terms

9. Assessing substantive knowledge at Key Stage 3 is important too. This is because to be able to think in a disciplined way pupils need a firm grasp of the substantive first.

10. Identify, teach and assess their grasp of key terms (first-order concepts). You can do this as a settler task, during the lesson or for homework.

11. Identify in your curriculum the finger-tip knowledge you want your pupils to have. Here is an example of our substantive knowledge takeaway for the Medieval Period.

12. Use low stakes substantive knowledge tests to see how much they know at during the unit of work. Here is an example of one.

Interrupt the forgetting curve

13. You should aim to interrupt the forgetting curve by intermittently assessing to see how much they know.

14. Make assessment interesting. There are lots of different ways to do this. Unlike some may think, assessment (and teaching) isn't just direct instruction, note-taking and multiple-choice tests.

Reduce student stress

15. Realise that you are assessing your students at all times via questioning, observing them work independently and in pairs. Therefore, don't make the end product assessment or substantive knowledge test 'high stakes' or stressful. Instead, tell them that everything you do in class helps you work out how well they are doing. And it is all equally important in informing you of how well they are doing.

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15 Tips for Assessing at KS3 - History Resource Cupboard - lessons and resources for schools

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Assessment at Key Stage 3 has always been a challenge. And there always seems to have been a tension, a tug of war between doing what is right for the students, helping teachers assess the quality of their curriculum against doing what SLT require to please Ofsted and to report progress to parents.

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Teach Meet Icons Take Aways

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HA training webinars

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Welcome to our brand new webinar series Teaching History For Beginners. This series is designed to support beginning history teachers and can be used by mentors or SCITTs with new history teachers in training or by beginning teachers eager to get ahead. Each webinar, presented by experienced history ITE tutors, lecturers...

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Recommended book by Christine Counsell - “Magical”

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The 5 Most Gruesome Tudor Punishments and Torture Methods

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Life was often nasty, brutish and painful for criminals in Tudor England, with a host of fiendish punishments dished out by the state to wrong-doers, including some new methods of execution dreamt up by King Henry VIII himself.

1. Boiled alive

Hanging was the usual punishment for serious crime, including murder, in Tudor England but it could often be a messy affair.

Contemporary writer William Harrison might have assured us that those who were hanged went 'cheerfully to their deaths', yet executions were amateurish compared to those performer by professional hangmen of later centuries.

They often ended in strangulation, rather than a broken neck, resulting in a protracted death. However, when compared to some other methods of Tudor execution, it was probably still preferable.

In 1531, paranoid about being poisoned himself, Henry VIII forced through the Acte of Poysoning in response to the case of Richard Roose. He was a Lambeth cook accused of serving poisoned gruel to two people in a botched attempt to assassinate John Fisher, the Bishop of Rochester, who himself survived.

The new law made being boiled alive a punishment for the first time, reserved specifically for poisoners. Roose was duly executed by being plunged into a cauldron of scalding water in London's Smithfield until he was dead.

A contemporary chronicler tells us that he 'roared mighty loud' and that many of the spectators were sick and appalled. Sadly Roose wouldn't be the last to suffer the terrible fate until the act was abolished in 1547.

2. Pressed to death

Sometimes those who tried to avoid justice this way were simply starved in prison until they changed their minds. But by Tudor times this had morphed into a practice even more ghastly - being pressed to death.

Also known as 'peine forte et dure' it involved the placing of heavy stones on to the accused until they either decided to make a plea or expired under the weight. Even at the time it was acknowledged by Sir Thomas Smith that being crushed like this was 'one of the cruellest deaths that may be'.

In this way the families of murder suspect Lodowick Greville (1589) and Margaret Clitherow (1586), arrested for harbouring Catholic priests, kept their inheritance.

3. Burnt at the stake

In fact, in a sign of just how unequally women were treated at the time, this type of crime was actually considered more heinous than other types of murder and branded 'petty treason'.

Hanging was considered too mealy mouthed a form of execution. If they were lucky, those condemned to be burnt at the stake were strangled first, by having a cord tightened around their neck, then left to the flames. Otherwise they would die from smoke inhalation or in agony from burns.

Alice Arden, who masterminded the notorious conspiracy to murder her husband Thomas, the former mayor of Faversham, Kent, would be burned at the stake on 14 March, 1551 in Canterbury.

4. Broken on the wheel

It fell to the Scots in the 16 th century to introduce a punishment arguably even more bizarre and barbaric than those being used south of the border.

Being 'broken on the wheel' was a form of both torture and punishment adopted from continental Europe. The condemned individual would be tied, alive, to a wooden wheel in spread eagle fashion.Their limbs would then be broken with a metal rod or other instrument.

Killer Robert Weir faced this punishment in Edinburgh in 1600, as had Captain Calder in 1571 found guilty of murdering the Earl of Lennox.

5. Beheaded by the Halifax Gibbet

In Tudor England members of the nobility found guilty of serious crimes were given the benefit of being beheaded - probably the 'cleanest' death by execution of the era. But in Yorkshire common thieves might have their heads lopped off too using a novel device known as the Halifax Gibbet.

You might associate the guillotine with Revolutionary France, but the Halifax Gibbet - essentially a large axe attached to a wooden block - was its forerunner by more than 200 years. It inspired another device which first started being used in Scotland during the reign of Mary Queen of Scots.

James Moore is a professional writer who specialises in bringing to life forgotten aspects of history. He is also the author and co-author of several books; The Tudor Murder Files is his most recent work and is out now, published on 26 September 2016, by Pen and Sword.

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The 5 Most Gruesome Tudor Punishments and Torture Methods

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Life was often nasty, brutish and painful for criminals in Tudor England, with a host of fiendish punishments dished out by the state to wrong-doers, including some new methods of execution dreamt up by King Henry VIII himself. Hanging was the usual punishment for serious crime, including murder, in Tudor England but it could often be a messy affair.

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Bringing facts into the classroom through fiction

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Thanks to Martyn Bajkowski, Head of History at Pleckgate High School and member of HA Secondary Committee for this blogpost. He encourages us to remember the joy of history and to use historical fiction to encourage our students.
As someone with a surname that translates as 'The son of a story teller' it may not surprise you to learn that I love using stories in history. Those personal tales of people's lives colliding with events and the choices (and subsequent consequences) have always fascinated me and been a key component of my teaching practice.

Naturally then you may also not be surprised to learn that as a teenager I was an avid reader of historical fiction. Then, I became a history teacher, head of department, husband, father to now three children aged 6 and under, and that time spent reading historical fiction vanished. Instead every reading opportunity became an academic book about history, or about teaching and learning. Important as these are they are not always as joyful as a good historical novel.

That changed this summer when on holiday. I, having forgotten my 'proper' book, happened upon Phillip Pullman's Sally Lockhart series in our holiday accommodation. Gripped by it, I was pulled into 19th century patriarchal England. I could not help thinking that my students needed to 'feel' this sense of time period and it got me thinking of ways to introduce these novels into their learning.

I started small. With one class I brought my 30 or so historical novels into school and asked if anyone wanted to borrow one. The response from this bright, eager group was positive but not universal. However, within a week most of the students had read their book and wanted a new one. This also roped the others into the fray.

Supplementing this I then used the departmental coffers to buy 5 books recommended by the HA. They have gone down a storm as you can see by the review below from one of our students.

Up until now I don't think, despite my surname, that I really fully understood the importance of historical fiction within a history curriculum. It seemed a bit childish when I should be getting them to discuss the mighty view of intellectual historians. However, having dived down into this rabbit hole it is something I will continue to pursue to enrich our curriculum and student's understanding of place and period. More importantly I will do it because I became a history teacher to make students love history as much as I do. When you read the review below you can start to see that love of history coming through from students - magic!
The White Phoenix, Book by Catherine Randall, Review by a Year 9 Student This was an absolutely amazing book, with twists, turns and an interesting plot. The book showed the patriarchal society during that time; and the effects the second Anglo-Dutch war had on how the English people viewed and treated people who had views which differed from theirs. Having a female protagonist makes the book stand out compared to others which usually have a male protagonist. The book is quite feminist, with Lizzie having a really strong personality, rebelling against what the misogynistic society expected. This is shown when she persuades her mother not to marry Pedley, although marrying him would have secured the family business. Not only do we see women who are feminist but we see men such as Kit and Joseph who support the Hoppers when as they battle prejudice from the people of London such as Pedley. There is such an atmosphere of fear in this book. From the death of her father and Lizzie's fight to save her shop from "well-meaning" men who have an eye on the business, to the wave of anti-French sentiment wracking the city in the wake of war, there is a claustrophobic sense of people closing ranks against "the other". The fears over plague hit really hard given the situation, but I found that really cathartic, to see others tackling it and not letting it stop them. The book taught me a lot about the year 1666, the Great Fire of London, the second Anglo-Dutch war and the attitudes towards Roman Catholics and foreigners. I also learnt a bit about the Great Plague and the fear that it spread and; the book explored societal expectations during the time it was set in. The ending of the book was perfect because all the conflict had ended, the author never left l us with any major unanswered questions, and it gave a powerful close the development of Sam's character (my favourite character) and I felt as the story was complete when I ended it. Not only did the book make me laugh but at times it also made me cry especially when Lizzie's mum lets her walls down, exposing her true feelings. I would recommended this book to anyone in high school, especially to those who love History. My overall rating is 8/10.
And OBHD has a historical fiction list that you can share with your students! You could join other students and teachers in reading new fiction by joining HA Young Quills. Meanwhile, the winners of this year's HA fiction competition have been announced. You could encourage your students to enter the HA's write your own historical fiction competition next year - look out for details of this competition posted here.

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Bringing facts into the classroom through fiction

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Thanks to Martyn Bajkowski, Head of History at Pleckgate High School and member of HA Secondary Committee for this blogpost. He encourages us to remember the joy of history and to use historical fiction to encourage our students. As someone with a surname that translates as 'The son of a story teller' it may not...

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Practical Histories - teaching magazine 

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Practical Histories - teaching magazine 

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Free online magazine with practical advice, resources, hints and tips for all history teachers to help improve classroom performance.

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Whilst starting to plan for our newest Silk Road unit in late 2019, I admit I was a little stuck on where to start. Aside from reading Peter Frankopan's epic tome itself, I was unsure exactly what substantive content to include, what my EQ would be and of any real issues or misconceptions around teaching the topic.

I relied heavily on Tom Pattison's (@mrpattisonteach) advice throughout my planning of our Silk Road Enquiry, and the idea came to be about having a useful crib sheet to those teachers like me who were new to a topic and had no idea where to start, and "An intro to..." came about during a sleepless night.

I hoped to create a simple point of reference for teachers to use when seeking to plan and delve into a new enquiry.

There are a huge amount of topics that could be used, from the Russian Revolution, to the Black Tudors and the Black Death. Larger units can be broken down into smaller 'Intro to...' sections, for example the British Empire into British India.

If you would like to get involved, please do! This is the Google Doc sign up sheet: LINK

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Whilst starting to plan for our newest Silk Road unit in late 2019, I admit I was a little stuck on where to start. Aside from reading Peter Frankopan's epic tome itself, I was unsure exactly what substantive content to include, what my EQ would be and of any real issues or misconceptions around teaching...

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Pearson History Topic of the Month (info sheets on individuals)

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Pearson History Topic of the Month (info sheets on individuals)

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Highlighting significant moments of diversity and inclusion throughout history, this series of topics will help to generate interesting classroom discussion around diversity and inclusion at Key Stage 3.

Download the worksheets featuring information about the topic and discussion questions to help get the conversation going, as well as the posters to decorate your classroom walls.

The Epic of Sundiata and the Griots

We tend to assume that most societies have been keeping written records for at least a thousand years. However, many societies did not start using written records until the 14th century. These are known as non-literate societies. You can still find societies like this all around the world. But, even though they did not write down their histories and stories, this did not mean that they had no other ways of recording it and passing it along for future generations. Stories were told and passed on for each generation. This is called an oral tradition.

A great example of this is The Epic of Sundiata, which tells the story of the creation of the Mali Empire. This story has been passed along by storytellers called Griots since the 12th century.

About the author: This piece was written by Saffa Khalil. Saffa works for The Black Curriculum, a social enterprise campaigning for the inclusion of Black British history into the National Curriculum.
Download the worksheet

Sir Ludwig Guttmann, Stoke Mandeville and the Paralympic Games

UK Disability in History Month is an annual event running from 18 November to 18 December and celebrates the lives of disabled people in the past and present. In the past disability has often been viewed negatively, so it is important that we break existing stereotypes and focus on positive aspects of disability.

This month we feature Sir Ludwig Guttmann, a remarkable doctor, who greatly improved the lives of his patients living with life-altering spinal injuries. As part of his inspirational work, he created the Paraplegic Games that went onto become what we now call the Paralympic Games.

Download the free worksheet and posters to share with your class.
Download the worksheet (PDF | 4.2MB) Download the posters (PDF | 2.4MB)

Black cowboys in the American West

October is Black History Month so to celebrate we are taking a look at the black cowboys of the American West. If you have ever seen a photograph of a cowboy or watched a Western film, it is likely that the all the cowboys you saw were white. But just like today, back in the 1800s America was a multi-cultural, hugely diverse society.

There were many black cowboys in the American West. Who were these individuals, and why have so many of them been forgotten by history?

Download the worksheet Download the posters

Claudia Jones (1915-1964), Journalist and Activist

Claudia Jones dedicated her life to fighting inequality. She campaigned for equal rights across two continents. She faced racism and prejudice, but was determined to help build a better world.

She wanted to change the lives of ordinary people, by helping them find better homes and jobs, and giving them something they could feel pride in. She always put other people first.

Find out more about Claudia Jones:

Download the worksheet (PDF | 2.5MB)
Download the poster (PDF | 1.1MB)

The Dreyfus Affair

How would you feel if you were wrongly accused of something, and a court found you guilty?

What if the entire justice system was so determined to find you guilty, it ignored all the evidence? Imagine if your guilt was decided not because of what you had done, but because of who you were. In 1894 this happened to Jewish French Army officer, Captain Alfred Dreyfus.

Find out more about The Dreyfus Affair:
Download the worksheet (PDF | 1.5MB)
Download the poster (PDF | 1.1MB)

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Highlighting significant moments of diversity and inclusion throughout history, this series of topics will help to generate interesting classroom discussion around diversity and inclusion at Key Stage 3. Download the worksheets featuring information about the topic and discussion questions to help get the conversation going, as well as the posters to decorate your classroom walls.

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Resource idea

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Worksheet - Indian Wars (A5 Booklet).pdf

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Worksheet - Indian Wars (A5 Booklet).pdf

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Videos to cover The Making of America course for the OCR B GCSE History. Videos are arranged by the units so any video starting with a 1 refers to Unit 1. Th...

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How far did the Normans change Anglo-Saxon England?

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How far did the Normans change Anglo-Saxon England?

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Booklet - Cold War, Vietnam, JFK, US Civil Rights

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Booklet - Cold War, Vietnam, JFK, US Civil Rights

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Share your videos with friends, family, and the world

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Share your videos with friends, family, and the world

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Funmilola Stewart (Head of History at Dixons Trinity Academy, Bradford)

Funmilola Stewart is Head of History at Dixons Trinity Academy, Bradford. She is passionate about delivering an honest, representative and inclusive curriculum, which provides students with access to realities that have previously been neglected. Funmi is focusing on decolonising the history curriculum and stepping away from a Eurocentric approach to history teaching. Funmi hopes to inspire students to feel confident within their own identities, as well as encouraging them to demonstrate tolerance and acceptance of the identities of others.

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Funmilola Stewart (Head of History at Dixons Trinity Academy, Bradford) Funmilola Stewart is Head of History at Dixons Trinity Academy, Bradford. She is passionate about delivering an honest, representative and inclusive curriculum, which provides students with access to realities that have previously been neglected.

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Unremembered: the African first world war soldiers without a grave

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crackly audio recording made in the 1980s is one of the few direct links left to the African soldiers and auxiliaries who served Britain in the first world war. It provides a chilling insight into their experience, which saw an estimated 50,000 Africans in labour units die from disease and other causes.

The recording contains the voice of a former porter who was working alongside the King's African Rifles in east Africa. He described how his job was to carry boxes of bullets and as they walked, there were dead bodies lying on the road. Exhausted, he decided to rest but he was found by a superior, punished and beaten. He later escaped and lived to tell recount his experience.

David Lammy MP played the clip in Unremembered, a 2019 TV documentary investigating the hundreds of thousands of missing war graves of soldiers from the British empire which helped spark the Commonwealth War Graves Commission investigation.

In southern Kenya, Mwamkon Mwavaka, whose grandfather Chichole served the British army as a porter in the war transporting supplies to the frontline, told how he has no idea where his ancestor's body might be and described the sometimes violent conscription of recruits.

"They were taken whether they liked it or not," Mwavaka said. "They would beat them to submission. When he was killed they shaved his hair and brought it home to us. Only the hair was brought".

There is no grave and no memorial for his grandfather.

With no monuments, the names of the fallen are by definition hard to trace, but Prof Michèle Barrett of Queen Mary University London, who is a leading expert in the field, found an intriguing record of some.

She unearthed a list of "native African soldiers" who had died and whose deaths were to be logged one of only three such war memorials in Africa. There was Aidi from the King's African Rifles who died on 19 December 1918, Anjala who died on 18 May that year and Asadi Bantubalm who died on 11 November 1918, Armistice Day. There were also Muchana, Okama and Petrop Kantual - but we do not know where any of their bodies lie.

The list made clear that the plan was to commemorate them on a memorial, not by name, but rather numerically. In the event, the memorial erected in Dar Es Salaam did not even include the number of dead. Instead it included an inscription that described the carriers as "the feet and hands of the army".

As he travelled Kenya and Tanzania, Lammy was troubled by the absence of memorials to African soldiers and auxiliaries. In Voi, southern Kenya, where the so-called "carrier corps" gathered in the war, he found the residents today lobbying for a war memorial and a museum to the fallen.

In Dar Es Salaam, what was a large carrier corps cemetery is now a dusty wasteland with no markings. How that was allowed to happen is suggested in War Graves Commission meeting minutes from shortly after the war, found by Barrett, which states that the governor for the area "considered that the vast carrier corps cemeteries at Dar Es Salaam and elsewhere should be allowed to revert to nature as speedily as possible".

"It breaks my heart that this is their cemetery," Lammy said. "There has to be some atonement, some reckoning."

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Unremembered: the African first world war soldiers without a grave

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crackly audio recording made in the 1980s is one of the few direct links left to the African soldiers and auxiliaries who served Britain in the first world war. It provides a chilling insight into their experience, which saw an estimated 50,000 Africans in labour units die from disease and other causes.

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Who Was Mansa Musa and Why Is He Called 'The Richest Man in History'?

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The Mali Empire was one of the largest empires in West Africa. The spread of its language, laws and customs have played an important role in determining the culture of West Africa today.

So who was Mansa Musa, and how did he acquire such unimaginable wealth?

The Mali Empire

The Mali Empire was founded in around 1235 by Sundiata Keita, a powerful prince who took control of Mali and its immediate surroundings. After cementing his hold on this part of West Africa, Sundiata Keita would become considered the founder of the Mali Empire, most famously recorded in the 'Epic of Sundiata'.

Mansa Musa, or rather Musa I of Mali, was born in 1280 and ruled from 1312 to 1337. He was the 10th Mansa (a sort of king or emperor) to take the throne of the Mali Empire. Unlike his predecessor Sundiata, Musa was considered to be down to earth and in touch with the people.

A golden age

During Mansa Musa's reign, Mali flourished in an economic golden age. The natural gold resources, which were rare in this period, were available in abundance in this part of Africa.

Even today, scholars have found it impossible with current sources to put a number on the king's extensive wealth. Musa's riches were so immense that people struggled to describe them. It was therefore decided to title the king as 'the richest man in history'.

Musa as the Mansa

During his twenty-five year reign, Islam in Mali was in a stronger position than ever before. The king built many mosques, attracted Muslim scholars and was devoted to Islamic studies.

'the speech was an admiration and a warning to the people, it praised the Sultan and urged the people to obey him'

Despite this integration of Islam throughout his empire, Musa still accommodated traditional cultures and ceremonies - it was those pre-Islamic traditions which had put him on the throne in the first place and legitimised his rule. He indulged bards and performers in his palace:

'they stood in front of the king in this ridiculous form and recited their poems .... I have been told that this was an old custom'

Pilgrimage to Mecca

In 1324, Mansa Musa embarked on the hajj, a pilgrimage to Mecca which was usually took around a year. As well as strengthening his spiritual devotion, this was popularly received by the empire. It was also telling of Musa's strength of position at this time, that he was able to leave his empire unattended.

It took around nine months to fully prepare for this journey. The king had to gather resources from across Mali and assemble a grand procession of 60,000 men to accompany him.

This consisted of thousands of slaves to carry the provisions (which included bars of gold), soldiers to protect the procession and state dignitaries to advice the king when they entered neighbouring states.

One of the notable stops on the way to Mecca was Egypt. During the time he stayed in Cairo, the king spent so much gold that the value of gold in Egypt plummeted between 10%-25% and would not recover for at least a decade. Musa spent his gold frivolously wherever the procession stopped on the journey.

This pilgrimage is seen as an important landmark in the history of Mali because it allowed contemporaries of the wider world to be exposed to Musa's staggering wealth.

An empire of trade and learning

Returning from his pilgrimage in 1325, Musa founded new cities to add to his empire such as Gao and Timbuktu. Famously, Timbuktu became a new centre for trade and learning. It would grow to have its own university and prosper from trade from Egypt.

Mali would even receive attention from Europe and trade with states such as Venice and Genoa. Further evidence of this lies with the Catalan Atlas, a famous medieval map made in Spain in 1375.

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Who Was Mansa Musa and Why Is He Called 'The Richest Man in History'?

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The Mali Empire was one of the largest empires in West Africa. The spread of its language, laws and customs have played an important role in determining the culture of West Africa today. So who was Mansa Musa, and how did he acquire such unimaginable wealth?

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Guided Reading - The Middle Passage.pptx

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Guided Reading - The Middle Passage.pptx

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Empire blogpost 1: asking different questions about Empire

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Empire blogpost 1: asking different questions about Empire

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This blogpost is the first in a series written by Richard Kennett. He is a member of HA Secondary Committee, assistant headteacher in Bristol and co-author of the new MShed published book: “B…

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Guided Reading - How Modern was the Medieval World.pptx

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Guided Reading - How Modern was the Medieval World.pptx

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Africans and their lives in Tudor England

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Most people of African heritage in Britain were servants. Many people in Tudor times were servants, and they were of varying status. Some worked for themselves as skilled craftspeople. Reasonable Blackman, who was of African heritage, was a silk weaver who lived in Southwark, London, with his family.
The slave trade in the Tudor period
During the Tudor period there was no law that banned slavery in England, but neither was there a law that officially allowed it. Although some English individuals sold enslaved people in the 1500s, English involvement in the transatlantic slave trade did not begin on a larger scale until the 1600s.

One person who had arrived in England via Spanish and Portuguese slave trading was an 'Ethiopian' man mentioned in a 1587 court case. Though he is described as 'Ethiopian', we cannot know precisely where he was from, as this term was used to refer to people from anywhere in Africa during the Tudor period. He had been brought to England aboard an English ship after being captured from the Spanish in the Americas. He was sold, illegally, to Hector Nunes, a Portuguese doctor who was living in London.

In Portugal, where Nunes had been born, it was legal to keep enslaved people. Nunes brought a court case in which he stated that the unnamed 'Ethiopian' man refused to serve him, though Nunes acknowledged that he had no legal right to force him to do so.

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Africans and their lives in Tudor England

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Most people of African heritage in Britain were servants. Many people in Tudor times were servants, and they were of varying status. Some worked for themselves as skilled craftspeople. Reasonable Blackman, who was of African heritage, was a silk weaver who lived in Southwark, London, with his family.

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Far from enslaving Anglo-Saxons under the Norman yoke, the Conquest brought freedom to many, as Marc Morris explains.

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https://docs.google.com/presentation/d/1b__340gXKSPkaMMYjKiM0-KyJtmkSFnG/mobilepresent?slide=id.p1