“So what do you
want to study at
University, Sam?”
“History, Sir.”
“Oh, great , what
have you read?”
“Oh, I don’t like
reading, I like
History.”

Independence of thought

Intellectual adaptability and flexibility.

Serious and mature about learning.

Able to ‘gut an argument’ and synthesise.

How might we facilitate those qualities?
Voracious
readers
Independent
thinkers
Critical
analysts
Cogent
writers
Coherent
writers
Evaluators of
evidence
Convincing
Debaters
Reflective
thinkers
Good
listeners
Scholarship
and
Achievement
Reading
Reviewing
Scholarship
and
Achievement
Writing
Reflecting
Debating
Available
Interest
Useful
Reading
Resilience
Comprehend
Reviewing
Marking
Cogent
Scholarship
and
Achievement
Writing
Reflecting
Evaluate
Debating
Comfortable
Synthesis
Discursive
Fluent
Available
Interest
Useful
Reading
Resilience
Comprehend
Reviewing
Marking
Cogent
Scholarship
and
Achievement
Writing
Reflecting
Evaluate
Debating
Comfortable
Synthesis
Discursive
Fluent
•Range of periods covered
by department
Interest
•Types of courses offered
•Coursework with infinite
options!
•Vibrancy of teaching
READING
•Departmental library
Available
•Room as a base for
work/discussion
•Been seen reading a book
•Let them buy the books!
Useful
•Clear purpose to the
reading
Society
MidTeenagers!
The
Problem
School
and
Education
Distractions





It’s boring
Too tired – “easier after a busy day to just sit
down and watch TV”
Doing too much sport
I use the internet
“I’m playing on my x-box”
No Interest
Lack of
Availability
Barriers
No Purpose
No
understanding
Interest
Availability
Barriers
Purpose
Understanding





Independent Project in Year 9
Year 13 Coursework which allows students
maximum choice
Western Front Association Prize
Prizes in Hist and Arch Quizes
HARD for a few!


Grades
Options




Glossaries
Appropriate texts
Challenging them to go beyond their comfort
zone (esp. In sixth form)
Buy what they want – Amazon orders.






Ig theuk azzed ig gromble. Vig un dinned ig
glob pell.
“Ac!” un kimmed
What did the theuk do?
What did the theuk do then?
What colour was the pell?
What did the theuk say?





Room 17
LRC
Kindle
Local Libraries/Museums/Archives
History Today on-line




Be seen with a book – Chris and Caesar!
Use books
Talk about books
Be seen enjoying books
Available
Interest
Useful
Reading
Resilience
Comprehend
Reviewing
Marking
Cogent
Scholarship
and
Achievement
Writing
Reflecting
Evaluate
Debating
Comfortable
Synthesis
Discursive
Fluent
Comprehend • Book reviews
ing
• ICRAF
REFLECTING
• CRAVEN analysis
Evaluating
• Start Early – Independent
Project
• Appreciate the weird and
odd view – Malcolm and the
badger!
Teaching units
and Assessment
method and
weighting
F501 Introduction to Critical
Thinking
This unit provides an introduction to the
important skills in Critical Thinking. It also
covers the area of credibility and recognises that
the plausibility of an argument is influenced by
its origin, be that a person or an organisation.
F502 Assessing and Developing
Argument
This unit covers a wide range of argument
components building on the skills developed in
Unit 1. Analysing and evaluating arguments
including assessing strengths and weaknesses, and
writing your own
original arguments in response
to stimulus material.






Issue
Conclusion
Reasons
Assumptions
Flaws
Good to start them with articles – History
Review, then History Today, then into ‘proper
books’



“After carefully conditioning a flea to jump out of a
box following the presentation of a loud noise, the
researcher removed the first pair of legs to see
what effect this had. Observing that the flea was
still able to perform the task, the scientists
removed the second pair of legs. Once again n
oting no difference in performance, the researcher
removed the final pair of legs and found the
jumping behaviour no longer occurred. Thus, the
investigator wrote in his notebook, “when all legs
have been removed from a flea, it will no longer be
able to hear.”
Huck and Sandler Rival Hypotheses
C RAV E N
CORROBORATI
ON
REPUTATION
ABILITY TO
SEE
VESTED
INTEREST
EXPERTISE
NEUTRALITY








1. Designing a Question
Must be on a topic not covered in the Year 8-9 syllabus.
It must involve answering a question where there is an
element of debate.
It must be on a topic where the information is readily
available.
2. Form of the Project
It must present an answer to the question which shows
consideration of different viewpoints and opinions
It must contain a written part which may be word
processed.
It may contain a film, powerpoint or model to help
illustrate the answer.









3. Resources
You must consult at least FIVE separate sources of information,
no more than three of which can be websites.
You should choose a range of sources including: books,
websites, magazines, journals, museums, oral histories, pictures
and artefacts.
You must EVALUATE at least two (and preferably all) of the
sources you use.
You should aim to use PRIMARY and SECONDARY sources.
4. Scope
You will have five lessons and two homeworks – a total of seven
hours – in which to complete the task.
You may choose any subject and title so long as it is approved by
your teacher.
You may wish to consider attempting to cover an aspect of the
First World War to contribute to an entry in the Western Front
Association prize competition or other prizes.








Footnotes
Should be numbered and arranged at the bottom of each
side (not at the end). They should not be used as a means
of working in added content or description but merely to
provide the reference for a source.
If word processing use Microsoft Word footnoting system –
if not in italics to differentiate between text and footnote.
In following form
A.J.P.Taylor, Bismarck, London, 1958 p.125
Bibliographies
These should be established in the same format as
footnotes but listed at the end of the work.
C
R
Corroboration
How far does it support other known evidence
(other sources / own knowledge)
Reputation
How far is the origin of the this source reputable?
A
Ability to See
Can the author have seen what happened?
V
Vested
Interest
Does the author have something to gain from
presenting the events in an specific manner?
E
Expertise
Can the author understand what was before him/her.
N
Neutrality
Has the author any biases which might influence what
they are prepared to include/exclude


5. Assessment
You will complete a self-assessment at the
end and will also peer-assess another two
projects providing advice for their authors.
The project will then be marked by your
teacher.
Task
1
2
3
Are there at least five sources evident within the project?
Is there a balance of sources – primary secondary?
Is there a balance of argument within the sources?
Are they of differing provenance?
Is it about the subject matter concerned?
5
Has it used evaluative vocabulary?
Comparatives – ‘alternatively’, ‘conversely’, ‘however’, ‘nonetheless’,
Words to indicate judgement – ‘implies’, ‘substantially’
Words of intensity and extent – ‘primarily’, ‘principally’, ‘marginally’, ‘significantly’
Is the paragraph structure clear? – Introductory sentence, a minimum of two sides to
an argument, resolved in an intermediate conclusion at the end.
Is there clear evaluation of at least TWO of the sources?
6
Is the paragraph structure clear – containing intermediate conclusions?
7
Are the footnotes clear, appropriate and placed at the bottom of the relevant pages
8
Is there a clearly arranged bibliography at the end of the project?
9
Is there a Judgement at the end?
Is it clear?
Does it follow from the rest of the project?
4
Done/Standard
Knowledge
Chronology
Change
Causation
Level 4
Describing some
of the main
events, people
and periods
identifying
where these fit
within a
chronological
framework
describe change
and continuity
identify some
causes and
consequences
Level 5
describing some
of the main
events, people
and some
features of past
societies
in the context of
their developing
chronological
framework
begin to
recognise and
describe change
and continuity,
suggest
relationships
between causes.
Level 6
beginning to analyse the nature and extent of diversity,
change and continuity within and across different periods
begin to explain
relationships
between causes
Level 7
Level 8
Significance
Interpretation
Investigation
Sources
Communication
identify and
describe
different
interpretations
begin to use
information as
evidence to test
ideas
begin to use
information as
evidence to test
ideas
They begin to
produce
structured work
begin to
recognise
relative
significance
They suggest
some reasons for
different
interpretations
of the past
They investigate
and begin to ask
their own
questions
They begin to
evaluate sources
to establish
evidence for
particular
enquiries
They select and
deploy
information and
make
appropriate use
of historical
terminology to
support and
structure their
work.
Make
judgements
about the
significance of
events etc..
begin to explain
why different
interpretations
of the past have
arisen
Investigate by
asking and
beginning to
refine their own
questions
They evaluate
sources to make
choices about
Selective,
organised and
structured work
Analysing historical change and continuity, diversity and causation.
Explain how
varying
perspectives
affect the
relative
importance of
events
They explain
how and why
different
interpretations
of the past have
arisen
investigate
asking and
refining their
own questions
Consider
critically issues
surrounding the
origins, nature
and purpose of
sources.
They select,
organise and use
relevant
information in
well-structured
work
Pupils show their knowledge and understanding of local, national and
international history, constructing substantiated analyses about historical
change and continuity, diversity and causation
They analyse and explain a range of
historical interpretations and
different judgements about historical
significance.
They suggest
lines of enquiry
refining their
methods of
investigation.
They evaluate
critically a range
of sources and
reach
substantiated
conclusions
independently.
Use historical
terminology
confidently. They
produce precise
and coherent
work.
Knowledge
Chronology
Change
Causation
Level 4
Describing some
of the main
events, people
and periods
identifying
where these fit
within a
chronological
framework
describe change
and continuity
identify some
causes and
consequences
Level 5
describing some
of the main
events, people
and some
features of past
societies
in the context of
their developing
chronological
framework
begin to
recognise and
describe change
and continuity,
suggest
relationships
between causes.
Level 6
beginning to analyse the nature and extent of diversity,
change and continuity within and across different periods
begin to explain
relationships
between causes
Level 7
Level 8
Significance
Interpretation
Investigation
Sources
Communication
identify and
describe
different
interpretations
begin to use
information as
evidence to test
ideas
begin to use
information as
evidence to test
ideas
They begin to
produce
structured work
begin to
recognise
relative
significance
They suggest
some reasons for
different
interpretations
of the past
They investigate
and begin to ask
their own
questions
They begin to
evaluate sources
to establish
evidence for
particular
enquiries
They select and
deploy
information and
make
appropriate use
of historical
terminology to
support and
structure their
work.
Make
judgements
about the
significance of
events etc..
begin to explain
why different
interpretations
of the past have
arisen
Investigate by
asking and
beginning to
refine their own
questions
They evaluate
sources to make
choices about
Selective,
organised and
structured work
Analysing historical change and continuity, diversity and causation.
Explain how
varying
perspectives
affect the
relative
importance of
events
They explain
how and why
different
interpretations
of the past have
arisen
investigate
asking and
refining their
own questions
Consider
critically issues
surrounding the
origins, nature
and purpose of
sources.
They select,
organise and use
relevant
information in
well-structured
work
Pupils show their knowledge and understanding of local, national and
international history, constructing substantiated analyses about historical
change and continuity, diversity and causation
They analyse and explain a range of
historical interpretations and
different judgements about historical
significance.
They suggest
lines of enquiry
refining their
methods of
investigation.
They evaluate
critically a range
of sources and
reach
substantiated
conclusions
independently.
Use historical
terminology
confidently. They
produce precise
and coherent
work.
What did you find...?
...most interesting about this topic?
...most difficult about this task?
...which was the most useful source of information?
...which was the least useful source of information?
If you were to do a similar task in future what THREE pieces of
advice would be the most helpful?
1
2
3
Task
Is the answer led by the interpretations?
Is it about the subject matter concerned?
Has it used evaluative vocabulary?
- Comparatives – ‘alternatively’, ‘conversely’, ‘however’, ‘nonetheless’,
- Words to indicate judgement – ‘implies’, ‘substantially’
- Words of intensity and extent – ‘primarily’, ‘principally’, ‘marginally’,
‘significantly’
Is the paragraph structure clear? – Introductory sentence, a minimum of two
sides to an argument, resolved in an intermediate conclusion at the end.
Is there clear exemplification for each statement?
Are the Interpretations synthesised with own knowledge?
Is there clear evidence of corroboration between the Interpretations?
Is there a Judgement at the end?
- Is it nuanced?
- Is it sophisticated?
- Is it clear?
- Does it follow from the rest of the essay?
Done/Standard


Using pp.154-55 in Hite and Hinton suggest what the
extreme reasons might be at either end and then
where the other views are on the continuum.
Do any not fit neatly into the pattern? Why not?
ASSESSMENT
OBJECTIVES
AO1a
AO1b
AO2a
Total mark for each question =
40
Recall, select and deploy
historical knowledge
appropriately, and communicate
knowledge and understanding of
history in a clear and effective
manner.
Demonstrate understanding of
the past through explanation,
analysis and arriving at
substantiated judgements of:
– key concepts such as
causation, consequence,
continuity, change and
significance within an historical
context;
– the relationships between key
features and characteristics of
the periods studied.
As part of an historical enquiry,
analyse and evaluate a range of
appropriate source material with
discrimination.
Level IA
Answer is clearly structured and
coherent; communicates accurately
and legibly
Selects an appropriate range of
accurate, detailed and relevant
evidence from personal research
Includes accurate footnotes and a
bibliography
Very good level of understanding of
key concepts relevant to analysis
and to the topic
Argument is relevant and analytical
and provides supported
judgements
Excellent analysis of the problem in
its historical context
Critical use of a range of research
materials
High level of discrimination – ie
judgement of relevance and
relative significance of research
materials in relation to the problem
(24–28)
Very good level of understanding of
key concepts relevant to analysis
and to the topic
Argument is relevant and analytical
and provides supported
judgements
1.
Good level of understanding of key
concepts relevant to analysis and
to the topic
Argument develops explanations
but overall judgements may be
uneven
Good quality of analysis and critical
evaluation of a range of sources
with discrimination
Good understanding of sources in
context
(18–19)
(6)
(6)
Level IB
Level II
Answer is clearly structured and
coherent; communicates accurately
and legibly
Selects an appropriate range of
accurate, detailed and relevant
evidence from personal research
Includes accurate footnotes and a
bibliography (6)
Selects mostly accurate, detailed
and relevant evidence from
personal research
Answer is structured and mostly
coherent; writing is legible and
communication is generally clear
Includes accurate footnotes and a
bibliography (5)
Very good quality of analysis
and evaluation of a range of
research materials with a good
level of discrimination
(20–23)
(6)
(5)
Level III
Selects some relevant evidence
from personal research
Most of the answer is
structured and coherent;
writing is legible and
communication is generally
clear
Includes accurate footnotes
and a bibliography
Shows a sound understanding
of key concepts relevant to
analysis and to the topic
Argument may be a mixture of
analysis and explanation but
also may include description
and narrative coupled with
some uneven overall
judgements; OR the argument
may provide more consistent
analysis but the quality will be
uneven and its support often
general or thin (4)
There is deployment of relevant
knowledge but level / accuracy of
detail will vary
Some unclear and/or
underdeveloped and/or
disorganised sections; mostly
satisfactory level of
communication
There will be footnotes and a
bibliography, but not always used
appropriately (3)
Satisfactory understanding of key
concepts relevant to the topic
Some argument but evidence not
always linked to the question
Assertion, description / narrative
will characterise part of the
answer
Mostly satisfactory application of
sources to the question but little
ability at discriminating between
them
Limited understanding of the
importance of sources in their
context of the topic (14–15)
General understanding of key
concepts
Attempts an explanation /
argument but often general
coupled with assertion,
description / narrative
Adequate application of sources
to the question without ability to
discriminate between them
Points made about the importance
of sources in the context of the
period will often be little more than
assertions (12–13)
(4)
Good quality of analysis and
critical evaluation of a range of
sources with discrimination
Good understanding of sources
in context but some
judgements may be uneven
(16–17)
Level IV
(3)
Level V
Level VI
Deployment of basic and general
historical knowledge but also
some irrelevant and inaccurate
material
Often unclear and disorganised
sections; adequate level of
communication but some weak
prose passages
Some attempt to use footnotes
and provide a bibliography (2)
Use of relevant evidence will be
limited; there will be much
irrelevance and inaccuracy
Answers may have little
organisation or structure; weak
use of English and poor
organisation
Footnotes should they appear
may be poorly used. Bibliography
may be inappropriate (1)
(2)
Very little understanding of key
concepts
Limited explanation, mainly
assertion, description / narrative
(1)
Weak application of sources to
the question
Weak understanding of the
importance of sources in their
context
(6–11)








1. Comprehension Candidates must understand the thrust of the
historians’ views. They should be able to see which views are
similar to each other and which differ.
2. Interpretation. They must be able to see how the views are
relevant to the key issue.
3. Evaluation. They should be able to offer a supported
judgement about the interpretations based on contextual
knowledge which leads to an overall judgement about the key
issue.
4. Synthesis – candidates should be able to bring together
relevant information from different passages and combine these
with their own knowledge to offer sustained support for overall
(synoptic) judgement









Footnotes
Should be numbered and arranged at the bottom of each
side (not at the end). They should not be used as a means
of working in added content or description but merely to
provide the reference for a source.
Use Microsoft Word footnoting system – if not in italics to
differentiate between text and footnote.
In following form
A.J.P.Taylor, Bismarck, London, 1958 p.125
Bibliographies
These should be established in the same format as
footnotes but listed at the end of the work.
Heydrich “Wannsee Conference Notes” in Noakes and
Pridham Nazism 1919-45 vol III
Task
Done
Are there at least ten sources evident within the piece?
Is there a balance of sources – primary secondary?
Is there a balance of argument within the sources?
Are they of differing provenance?
Is it about the subject matter concerned?
Has it used evaluative vocabulary?
-
Comparatives – ‘alternatively’, ‘conversely’, ‘however’, ‘nonetheless’,
Words to indicate judgement – ‘implies’, ‘substantially’
Words of intensity and extent – ‘primarily’, ‘principally’, ‘marginally’, ‘significantly’
Is the paragraph structure clear? – Introductory sentence, a minimum of two sides to an argument,
resolved in an intermediate conclusion at the end.
Is there clear evaluation of each of the sources?
Are the Interpretations synthesised with own knowledge?
Is there clear evidence of corroboration between the sources used?
Is the paragraph structure clear – containing intermediate conclusions in each case?
Are the footnotes clear, appropriate and placed at the bottom of the relevant pages
Is there a clearly arranged bibliography at the end of the piece?
Is there a Judgement at the end?
-
Is it nuanced?
Is it sophisticated?
Is it clear?
Does it follow from the rest of the essay?
What mark would it receive for:
-
AO2a
AO1a
AO1b
Checked
Date
Title of Work
Author(s)
P/S
View or Opinion
Evaluation of
Utility
Location
Date
Title of Work
Author(s)
P/S
View or Opinion
Evaluation of
Utility
Location
10/1/1
2
Hitler’s Willing Executioners
Goldhagen
S
Clearly intentionalist
Questionable
given narrow
focus and
criticisms
levelled by
others
(Browning)
Hist Library
Notes in my file
Available
Interest
Useful
Reading
Resilience
Comprehend
Reviewing
Marking
Cogent
Scholarship
and
Achievement
Writing
Reflecting
Evaluate
Debating
Comfortable
Synthesis
Discursive
Fluent
•Arrangement of the Room
•Class cohesion
Comfortable
•Smaller classes – seminar
groups _ Ancient Hist example
•Interaction throughout
•Trips and visits
DEBATING
•Debating Society
Fluent
•Hist and Arch Presentations
•Open to contradiction
Discursive
•Banter – the weapon of the
boy!
•Use HAT past papers with all
sorts!
Where did power lie in Fascist Italy?
• Was Benito Mussolini an allpowerful dictator who ruled alone?
•Was he merely the figurehead of
the Fascist movement?
•Did the Italian elite maintain
their power over Mussolini?
Mussolini
PNF
Elite


Using pp.154-55 in Hite and Hinton suggest what the
extreme reasons might be at either end and then
where the other views are on the continuum.
Do any not fit neatly into the pattern? Why not?
Available
Interest
Useful
Reading
Resilience
Comprehend
Reviewing
Marking
Cogent
Scholarship
and
Achievement
Writing
Reflecting
Evaluate
Debating
Comfortable
Synthesis
Discursive
Fluent
• Longer deadlines
Discursive
WRITING
• Chance to chat (cheat?)
• Wikipages – planning template
http//poolehistory.wikispace.com
Synthesis
Cogent
• Value opinions
• Release the inner geek!
• Demand literate standards
• Peer mark to slim essays down

Comprehension

Interpretation

Evaluation

Synthesis
Available
Interest
Useful
Reading
Resilience
Comprehend
Reviewing
Marking
Cogent
Scholarship
and
Achievement
Writing
Reflecting
Evaluate
Debating
Comfortable
Synthesis
Discursive
Fluent
• Issue markschemes
Marking
• Mark rapidly and
consistently
• Positive feedback – but
quickly
• Peer Review
REVIEWING
• Honest appraisal – tell it
like it is.
Resilience
• Peer support
• Mentoring
• Staff relationships mutual
respect
Task
Is the answer led by the interpretations?
Is it about the subject matter concerned?
Has it used evaluative vocabulary?
- Comparatives – ‘alternatively’, ‘conversely’, ‘however’, ‘nonetheless’,
- Words to indicate judgement – ‘implies’, ‘substantially’
- Words of intensity and extent – ‘primarily’, ‘principally’, ‘marginally’,
‘significantly’
Is the paragraph structure clear? – Introductory sentence, a minimum of two
sides to an argument, resolved in an intermediate conclusion at the end.
Is there clear exemplification for each statement?
Are the Interpretations synthesised with own knowledge?
Is there clear evidence of corroboration between the Interpretations?
Is there a Judgement at the end?
- Is it nuanced?
- Is it sophisticated?
- Is it clear?
- Does it follow from the rest of the essay?
Done/Standard
Available
Interest
Useful
Reading
Resilience
Comprehend
Reviewing
Marking
Cogent
Scholarship
and
Achievement
Writing
Reflecting
Evaluate
Debating
Comfortable
Synthesis
Discursive
Fluent
Give leadership
opportunities within
the department
Mark hard,
regularly ,
but accept
failures on
the way
TOP
TIPS
Spend time
with the kids
Use a
Critical
Vocabulary
Voracious
readers
Independent
thinkers
Critical
analysts
Cogent
writers
Coherent
writers
Evaluators of
evidence
Convincing
Debaters
Reflective
thinkers
Good
listeners

Independence of thought

Intellectual adaptability and flexibility.

Serious and mature about learning.

Able to ‘gut an argument’ and synthesise.

How might we facilitate those qualities?





Philip Hensher – “Even your pet rabbit could
pass an A-level”
Identify the structure of the argument
What are the flaws and assumptions?
What are the strengths and weaknesses?
Could you construct a reasoned counterargument?