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Secondary Strategy in Foundation Subjects
 
History departments in Blackpool’s secondary schools are exploring how far Irish history can help them meet the requirements of the Secondary National Strategy in the Foundation Subjects.

 

Each department is taking responsibility for one aspect of thinking skills and exchanging the results with the other departments.

 

The pilot scheme is coordinated by Marian McQueen, Blackpool's Secondary Strategy Consultant.

 

Overview

1. Using an advance organiser

The Normans & Ireland  PowerPoint

2. Fortune line

Comparing the lives of Grace O'Malley & Elizabeth I
Michael Collins

3 & 4. Collective memory &
Audience & purpose

Cromwell in Ireland    PowerPoint

 

5. A mystery

Reason for an Irish diaspora 

 6. Relational diagram

Fighting for whom? - 1916

7. Reading images &
Collective memory

Murals in Northern Ireland    PowerPoint

8. Examining audience & purpose

What do songs reveal about our study of Irish history?

9. Classifying & summarising

Why are Protestants & Catholics willing to share power in Northern Ireland now & not earlier

Study unit   Collages for Lesson 1 (Ppt)

10. Metacognitive reflection exercises

 

1

Janet McCooey, Beason Hill High School, Business & Enterprise College &
Rachel Lomas, Bispham High School, Arts College

2

Sylvia Crompton, St Mary's Catholic College (Grace O'Malley & Elizabeth I) &

Alison Montgomery, Collegiate High School, Sports College (Michael Collins)

3 & 4Helen Loxston & Lauren Haywood, Highfield Humanities College
5Nigel Duckworth, Montgomery High School Language College &
Phil Wright, Palatine Community Sports College
6Jason Brierley, St George's Church of England High School
7

Alison Montgomery, Collegiate High School, Sports College

8

Nigel Duckworth, Montgomery High School, Language College

9Nigel Duckworth, Montgomery High School Language College &
Phil Wright, Palatine Community Sports College
10

Marian McQueen, Secondary Strategy Consultant, Learning & Achievement, CYPD

 

How, and what, have we learned?                                                                                                         Plenary from unit 8

Tasks
For the first three tasks you have a set of twenty cards:
1. Discuss some of the cards for meaning: eg, ‘classify’, ‘suggest a hypothesis’, ‘evaluate information’.

2. Sort the cards into the following groups or categories:

  • Types of thinking that you know you have done.
  • Those that you have heard about but cannot remember doing.
  • Those which are new to you.
  • Feed back to the class about how and why you have grouped them this way.

3. Turn over all of the cards.

How many of them can you remember?

For the remaining tasks you have five extra cards:

4. The cards in bold type are your new headings.

Re-arrange all the cards into new categories under these headings.

5. Did you find any of the cards difficult to place?

If so, identify them, and explain why you found them difficult.

6. Show a set of cards where you can easily describe and explain a connection between them.

 

Words & phrases on the cards

Information-
processing skills

Enquiry skillsCreative
thinking skills
Evaluation
skills
Reasoning
skills

Classify

Compare
&
contrast

Test

conclusions

Sequence Ask relevant
questions

Suggest
hypotheses

Generate
&
extend ideas
Pose
&
define problems
Plan what to do
&
how to search
Make judgements
& decisions
informed by reasons
or evidence

Develop criteria for
judging the value of
your work & ideas

Judge the value of
what you read, hear
& do
Analyse part/whole
relationships
Give reasons for
your opinions &
actions
Use precise
language to explain
what you think

Have confidence in
your judgements

Draw inferences
&
make deductions
Look for alternative
innovative outcomes
Apply
imagination
Evaluate
information