,
5 tweets,
3 min read
Read on Twitter
@LearningForMemo @upthedale27 No problem. And don't necessarily stick with change/continuity, a good causation question would also sweep up a lot of content in a useful disciplinary direction, eg: Why did Alfred the Great become so powerful?
@LearningForMemo @upthedale27 Or (if they've done work with source material before, show them how to interrogate (paraphrased) bits of the Anglo-Saxon Chronicle or Asser's Life of Alfred to work out, "How did writers glorify Alfred's achievements?" That addresses their knowledge of how to constitute evidence.
@LearningForMemo @upthedale27 Finally, make mastery of substantive knowledge, as you go along, really thorough, whether stories, people or new words (law code, legal, conversion, conquest, decisive victory). Make pupils re-tell the stories orally. Ensure all pupils SAY each word, repeatedly loudly confidently
@LearningForMemo @upthedale27 The disciplinary dimension invariably flounders hopelessly (and pupils will be bored) if the primary focus isn't making sure they're so secure in the substantive stuff that they can move about within it, within their own heads.
@LearningForMemo @upthedale27 Here endeth the thread.
