@ayres_ayresc @stanf80 @histassoc Hi Charlotte! well done and thanks for sharing! Here are some thoughts that might be helping making it even *more* useful in supporting SLT's professional development...😉 @ayres_ayresc @stanf80 @histassoc 1) The sentence mentioning both EQs *and* substantive concepts cld be in danger of blurring 2 quite separate things. I wld have a statement explaining that substantive concepts are explicitly introduced, then recalled, re-used, reinforced, deliberately complicated... over time.

@KTG_1990 Any well-planned history curriculum? I'm not sure what specifically you're after, but the point of the curriculum as the progression model is that pupils' are changed by studying one topic & better able (thro recognition of vocab, ideas, chronology, narratives) to access another. @KTG_1990 It's about getting away from relying on spurious skill ladders/ skill spirals (I can describe, I can infer, I can evaluate; or I can identify 2 causes, I can link causes) & instead being specific about both substantive content & partic types of disciplinary argument encountered.

@ed_durbin @mfordhamhistory The thing about 'residue knowledge' (if you're meaning my use of the term in Counsell 2000) is that it is gained indirectly and its effects are manifest indirectly. So the first thing to say is that you need to be very careful about trying to isolate it for assessment lest you... @ed_durbin @mfordhamhistory ... create a lethal mutation in curriculum, or indeed in formative assessment, by trying to isolate or render overly explicit the acquisition process. I used the term 'residue' to capture the process: it is what is 'left behind'. It is that sense of late 19thcenturyness or of...

@KatieAmery @ClareSealy Maybe, but changing exams could just cause teachers/leaders to continue to bypass the point. You need wide reading anyway, to build up secure, broad wordbanks that enable you to be successful in all kinds of thinking & communication, short & long, and also because of its other... @KatieAmery @ClareSealy ...effects (aesthetic & other sensibilities)& rich broad cultural perspective-changing that requires both substance & form of text. These things have multiple enduring, indirect benefits. Once it becomes 'let's assess long reading extracts for the exam' I know what will happen...

@HannahMoody4 Wow, what a lovely task! Don’t start with concept progression. Do that later. Map the big periods & regions/places whose worlds you need pupils to be steadily more secure in. Drill down into choosing stories, macro & micro, that will do that world-building. Focus carefully on ... @HannahMoody4 ... how one story/setting makes the next understandable.Then map vocab systematically (which mops up substantive concepts). Then (& continuously thereafter) read as much scholarship as possible. Use historians’ writings to refine content contours, story shapes, emergent themes...

Thread with some bits from my @researchEdhome talk today in which I thoroughly indulged myself & talked endlessly about history, with special mentions to brill work of @SuzanneLPowell @jcarrollhistory @whitburn_robin @Justice2History @PaulaLoboWorth @mrwbw @kenradical @histassoc This is where we finished up: a guide for better (curriculum- centred) conversations betw senior & middle leaders. It is #notachecklist. Repeat: NOT a checklist! Not an audit tool! Use it as a short cut to a bureaucratic management exercise, & it self-combusts. @researchEdhome

@RosieP1987 @greeborunner @SaysMiss @HuntingEnglish I use the terms 'core' & 'hinterland' not to suggest hierarchy of importance. The terms are relative to the thing being taught, never absolute. I use them to underline the fact that in some subjects, while a teacher might define core 'takeaways', key propositions, concepts .... @RosieP1987 @greeborunner @SaysMiss @HuntingEnglish ...which are the enduring result of having studied something, that something isn't arrived at with passing thro a wider territory of colour, detail, drama, richness. So, for eg, you could memorise 6 key facts on medieval peasant economies, and they are indeed your takeaways ...

@mrwbw @AmyBennettTeach @kenradical @SPBeale @TIJenner @hannahcusworth The trick is this. Anticipate where the force of pupils’ analysis will lie as the lessons of the enquiry proceed and what do you want them to (and what can they, realistically in the time frame) argue *about*. @mrwbw @AmyBennettTeach @kenradical @SPBeale @TIJenner @hannahcusworth Then make sure they will argue about /problematise / reflect on the construction of real, particular interpretations. Why, for whom, with what relationship with evidence, using what method was *this* interpretation constructed? And with what effect, on what audience, and why?

@stoneman_claire @KLMorgan_2 @thingsbehindsun Gurney's triple art - his prose, poetry, music - makes him the most fascinating of poets, though perhaps he resonates powerfully for me because I'm a Gloucestershire lass! I based this chapter on my breakthrough with a tricky Y9 set: Use a Gloucestershire son. They were hooked. @stoneman_claire @KLMorgan_2 @thingsbehindsun In the chapter (as in my teaching) I alternated the focus on the war and his own recollections of Gloucestershire, especially his grieving for his dear friend Will Harvey (another glorious Gloucestershire poet), which turned out to be misplaced.... Will hadn't died after all!

@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 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...

@RKeoghHistory Hardly know where to start. There are so many (related) reasons which have been frequently expressed - especially in hist ed community - since first horrified reaction to schools doing this from about 2014. I'll suggest some stuff to read if that's helpful, but if not, DM me. @RKeoghHistory 1) Pupils' grasp of substantive & disciplinary knowledge are profoundly connected, with layers of substantive knowledge often manifesting themselves indirectly in disciplinary (eg causal argument) performance. So we need to assess acquisition of substantive knowl in its own right

@MissHowardCHS Hi Rebecca, I'm not sure what you mean by 'the key' concepts, but second-order concepts (change, causation, significance, difference) and conventions around historical claim-making (evidence and interpretation) are normally associated with 'disciplinary' in history. @MissHowardCHS Substantive concepts are then things like democracy, peasantry, Witan, appeasement, government - all the abstract and proper nouns that allow us to generalise.

@HistoryKss I think you're spot on in these assumptions. Many probs have been caused by the practice (reinforced by the old Ofsted) that 'challenge' inheres in a skill hierarchy, in a type of activity or, worse, some horrible, assumed correlation between skill increments & types of activity! @HistoryKss Of course, when appropriate, it can be good for pupils to be asked v.challenging questions (ones that make them think really hard with their knowledge) or prepared to tackle complex tasks that require sustained analysis / application / argument...

This illuminating post by @Rosalindphys on SLOP-amenable and SLOP-resistant makes me think how very very different humanities and arts are because (early rough thoughts only): (1) the need to organise even micro-curricular choices as narratives; (2) these micro-curricular narratives - ranging in scale from teacher utterance to juxtaposition of detail/story/example to lesson sequence - 'carry' (express & embed) knowledge through hinterland (or core-hinterland interplay);