didnt_we_do_that_in_year_7

36T E A C H I N G H I S T O R Y 9 9 © The Historical Association Christine Counsell describes a lively activity, ideal for Year 9, in which pupils compare and interrelate a collection of sources. The activity leads pupils into thinking about the sources... More

36T E A C H I N G H I S T O R Y 9 9 © The Historical Association Christine Counsell describes a lively activity, ideal for Year 9, in which pupils compare and interrelate a collection of sources. The activity leads pupils into thinking about the sources as a collection, and about the enquiry as an evidential problem. Or at least it can do. The article discusses the planning dimension that makes or breaks such an activity. Without a strong question focus, a clear knowledge context and deliberate use of prior learning, the activity is at best a missed opportunity and, at worst, leads to superficial judgement rather than historically rigorous and informed reflection. A practical idea alone, whilst appealing on the surface, is of very limited use without some underlying theory about its role in historical learning. The happy-sad continuum activity is used here as a imaginative tool for getting teachers to ‘think backwards’ about what planning for progression in evidential understandi Less