Interview Data

The interview was carried out on the afternoon of the last research visit with the history coordinator LR, hence the invitation to observe her class. The interview pro forma was still being developed, but it still yielded interesting data. What emerged was a desire to create ‘exciting and real’ ‘practical’ and ‘visual’ learning experiences for the children which strongly reflected the data from observations and field work analysis. The aim to develop ‘creative’ learning experiences was mentioned as an answer to three separate questions, and this had not been picked up in either observations or field notes following informal conversations.

The importance of leadership emerged when LR was questioned about the genesis of cross-curricular teaching. She acknowledged that the impetus had come from the head-teacher, and although she demonstrated a high level of commitment and personal belief in this form of teaching and learning, she admitted, when questioned about drawbacks, that assessment had not been fully developed and that some of the themed days traded enthusiasm and commitment at the cost of subject integrity. LR also believed that history was very well suited to cross-curricular approaches, thus reflecting the conclusion that the school essentially adopted a hierarchical subject model with the main subject at the top. She argued that history combined particularly well with literacy, art and music, all borne out by the observational notes. LR’s final point was that it was a very successful strategy at primary level and which, she believed, the vast majority of children responded to extremely positively.

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Pilot-study Observation Matrix Coding & Analysis

Matrix – Pilot-study Lesson(S) Ob1 (PJ) 01/03/2011 Ob 2 (PJ) 01/03/2011 Ob 3 (LR) 17/03/2011 O4 4 (LR) 17/03/2011 Ob 5 (LR & PJ) 06/04/2011 Second-Cycle Coding (Laddering)

Investigating Rationing ‘You know you are a spy!’ Soldier Day Soldier Day VE Day (whole day – only observed afternoon)

Concept Driven Coding

Great skill used in questioning Mostly open

Whole lesson based on enquiry

Enquiry led – collaborative work based on homework activity

Hot seating – many examples of excellent questions and answers; strong enquiry mode

Rotation of practical tasks: drill, building a road block, throwing grenades & guard duty

Enquiry Evidence (Primary Sources)

PowerPoint images and information;

Facsimile ration books Re-creation of ration portions

Evidence of children’s research – but, inaccurate findings were not challenged

Some content, largely skills of parade ground ‘drill’

Lack of rigour and accuracy elsewhere

Authentic attempts at playground games, chants and songs

Replication of street party including food from the time

Considerable teacher input and expertise

Chronology Interpretation & criticality

How rationing compares to modern food portions; Use of metric measures less authentic

As above - cut and paste (literally and metaphorically)

Some understanding of the perspectives of training as a soldier – difficult to observe or test

Perspectives on celebration – some children only remembered the war

Reasoning:

 Cause & effect

 Significance

 Change

 Insight

 Imagination

Significance – children. really did seem to understand the impact of rationing –what it actually meant for people

Change – clear

comparison between then and now

Imagination – written outcomes demonstrated high levels of creative imagination (though not always respecting the boundaries of evidence)

High levels of imagination (even empathy) applied to a soldier’s life

Some insight into training Arguably some

understanding of the challenges

Difficult to assess impact based solely on observations

Change – games and songs from 1940s (not so clear from observation that this was fully understood)

Narrative

Narrative account of a soldier’s life as part of an exercise in writing a letter home

Underpinning narrative to the whole topic – culminated in visits and themed days

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Content & Knowledge

Considerable – arguably largely transmission (or at least transference) Very teacher led Strong teaching introduction

(missed teaching input) Letters demonstrated some confusion over dates and some inaccuracies

Rotation of practical tasks: all groups received some input and demonstration. Some guests very knowledgeable (esp. Drill)

Celebratory Party in Hall Knowledge of childhood games and songs

Memos

Practical activity

Enthusiasm from children. Dedicated history lesson Transference of information

Enthusiasm and commitment from the children both in their written outcomes and also the amount of research carried out for homework

Lack of rigour / accuracy Historical imagination Enthusiasm and motivation

Historical imagination Challenge pitched too high for some children

Measurable historical understanding? How much of a soldier’s life was going through children’s minds as they were doing this? Enthusiasm Triviality Superficiality Practical

Practical

Culmination (of whole half- term’s work and study Enthusiasm and commitment)

Superficiality and triviality resulted in occasional lack of value and loss of authenticity Open Coding Meaningful Authenticity Immersion Tension – between metric measures needed in mathematics and historical imperial units that would have defined rations

creativity Curriculum balance – arguably letters more useful as a literacy exercise than history Immersion Immersion Authenticity (questionable) Immersion Celebration Culmination Immersion led to genuine insight and even empathy (e.g. hot seating and letter writing) for some children

Links with Other subjects ICT – PP slides DT – Sandwich and Tea making

Music – 1940s song at the end

Mathematics – very strong. Practical estimates and measures using metric units

ICT – PP slides Literacy – clear outcome

Literacy – Letter writing Drama – hot seating Music – singing authentic wartime songs

PE – e.g. marching, throwing, PT and drill (but in school uniform rather than PE kit)

Problem solving (DT)

Music – singing PE – skipping and other playground games, etc. Literacy – final piece of writing to sum up whole topic

Hierarchical structure with history at the top. Only literacy comparable with history

Strong links with art and DT

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Demonstrating the Commitment to DT and History in the Pilot Study

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