Just as I imagined, November has been a bit quieter around here. There’s lots more to come in December, however, especially with the two-year KS3 series. Anyway, here’s what I was thinking in November.
Are history teachers arrogant? 3rd November After a joke comment on a tweet from Laura McInerney I wrote this, which was surprisingly popular. Are we arrogant? Am I? Speaking with my colleagues we decided that we probably were and that we just don’t care.
Do we ask the right questions? 4th November A pretty simple piece examine the sorts of questions we should and should not ask when testing students for knowledge. There are many much better posts on this, notably pretty much everything that Daisy Christodoulou writes on assessment.
Are timelines more useful than objectives? 17th November History teachers tend to use questions. When I found out that this isn’t the norm I was pretty surprised, but then I guess What happens when you multiply two negatives? isn’t going to have a story to it. As a result I’ve always found objectives to be a bit pointless: All/Most/Some is bad enough, let alone writing the damn things down, but could there be a better way? Anyway, I sometimes use timelines. Sometimes.
Two years of KS3, three non-specialists and 2,000 years of history. 30th November This is the first of a series of two-year KS3 posts charting my attempt to come up with a brilliant curriculum under tight conditions.