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@LearningForMemo @upthedale27 How about (for change/continuity problem): What kinds of changes did Alfred the Great bring about? You can look at everything from the reformed military defence system of burhs to what he did with ships to the conversion of Guthrun to the Anglo-Saxon law code...
@LearningForMemo @upthedale27 ....heaps of stuff from which secure substantive concepts (law, tax, towns, Christianity, defence, system) will get really strong through fleshed out stories & descriptions. And as for the disciplinary dimension...
@LearningForMemo @upthedale27 ... structure the lesson sequence so that that EQ is constantly in view, and they are classifying the changes as they go. This is the open bit, the disciplinary, the historical thinking with 'change/continuity'. Is this a lasting or short-lived change?
@LearningForMemo @upthedale27 Is it a social or political or cultural change? (good to introduce and start to embed those words if they're Year 5 or above). Is it a rapid or gradual change?
@LearningForMemo @upthedale27 Fascinate them with 'continuity' as counter to change, all the way. What continuities can we see? Do any changes actually *strengthen* the continuities or do they work against them? (all depending on how many change/continuity EQs you've done before; keep v simple if first time).
@LearningForMemo @upthedale27 The continuity/change bit is the 'open' bit, where they know they are not questing for a 'right answer' but having to use their knowledge to think. This is all basic Bullet Pt 4 of the History NC Aims, which, together with Bullet Pt 5, nail the disciplinary dimension.
