Observations

Five observations were carried out in the spring term of 2012, and three took place in the two year five classes covering the Romans NC history unit (See observation matrix below). The predominance of history in these observations reflected the integration of other subjects within history study units, but there were other interesting qualified generalisations that were detected.

To begin with the connections with other subjects were comparatively few in number, but where they occurred, particularly the literacy links in the Tudor lessons and geography in the local study lesson, they were both powerful and meaningful. The year 3 local study work using historical maps was an excellent example of highly skilled teaching that developed fully the strong links between geography and history. All the observed lessons involved at least some of the elements of history recorded against the concept codes, and all involved enquiry and historical evidence in some form, with the year 5 lessons tending to draw from previous work. Timelines were prominently displayed in all classrooms involved in the project, and chronology was developed in some of the lessons, notably the use of historical local maps that demonstrated the grown of settlement and the origins of the school itself. Interpretation was a feature of all lessons, and this was often linked to historical reasoning skills, particularly based on comparison. There were some links to narrative, especially in the Foundation Stage observation, as might be expected. However, the focus on report writing in two lesson observations resulted in codes that suggested written outcomes can sometimes involve structure rather than an underpinning narrative form.

One of the most notable aspects of the observations was the overall confidence and skill of the teachers, particularly linked to imaginative and creative teaching approaches. Admittedly there was an obvious sense of self-selection in the offers to observe lessons, but this was not necessarily correlated with detailed planning. Indeed, arguably the most skilled and creative teacher, KG, admitted in post-observation field-

145 | P a g e work conversations, that she did not produce any form of lesson planning beyond submitted medium term plans, and instead relied on previous experience and extensive research. At least partly attributable to the high levels of teaching skill, the historical understanding demonstrated in work outcomes, in the form of investigation, discussion or writing, were generally very high.

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Case-study 2 Observation Matrix

Coding & Analysis Case-Study 2 Observations Ob 1 (GF) Year 5 28/02/12 Ob 2 (LC) Year 5 15/03/12 Ob 3 (LC) Year 5 22/03/12 Ob 4 (KG) Year 3 01/05/12 Ob 5 (AL) Year FS2 27/06/12 Second-Cycle Summary Codes (Laddering) Theme / NC Links Tudors Tudors Tudors ‘Over and Under’

(Local Study)

History Week (FS themed teaching)

Concept driven Codes (a priori) Tudor:  Homes  Health  Clothes  Food Written Outcome – Individual work

Focus on Tudor Clothing Very clear LO

Lots of historical language linked to costumes and textiles

Tudor Job Advert Very clear LO Requirements of Tudor work – (experimental and creative) Investigating development of settlement around school based on old maps Follow up to homework to research local road names and eminent people

Linked to Home and School (typical FS focuses for history) History of the home Home life – washing and cooking Old school Integrity of content = NC History Units Consistency and Clarity - Clear LO in every lesson Content & Knowledge

Within CC Topic

Enquiry

Answering questions set by the teacher

Based on previous work Secondary sources

Enquiry based throughout (based on previous work)

LC gave many questions – some closed to act as reminders), but many probing and open & linked to enquiry and reasoning

Many questions from LC Many probing and open to promote reasoning and understanding

As above – homework was enquiry based Whole lesson was teacher led enquiry – but with very high levels of discussion and tasks based on probing questions

Question and answer discussion led throughout based on a series of artefacts Many of the questions probed children’s understanding and required a mixture of deductive and speculative reasoning Dialogic – Q and A in all lessons Modelled discussion and Reasoning Probing and extending questioning Strategies Evidence (Primary Sources) Linked to visit to Hampton Court Linked to visit to Hampton Court ICT – web-based resources very effectively used E.g. – Tudor Portraits

ICT based research Previous work

Excellent – series of photocopies of original maps of area from 1876, 1899, 1908, 1939 & 1963 Discussion of evidence – primary and secondary

Artefacts – 6 objects Play area with many more artefacts Photographs Physical learning – visits, artefacts, documents Chronology Timeline prominently displayed in class

Timeline in class linked to topic

Timeline Very strong – built into the lesson through the order of the maps and changes in settlement

Placed in context of: ‘when Mrs L was a little girl’ ‘when I was 6’ Strong emphasis – consistent throughout school Interpretation & criticality

Contrast between rich and poor

Not fully explored – no subtleties

Contrast between rich and poor – class and wealth

Regional and international variations Also clues about occupation

Strong – varied nature of Tudor work – powerful contrast with our own times not only with nature of work, but also work conditions – different values, expectations and priorities

Why names had been given, or subsequently changed (e.g. Old Road, London Road, etc.) Understanding the subtlety of settlement patterns – linked to physical geography

Comparison and contrasts between the old and the now – how objects had changed in terms of materials, design or use

Comparison and Contrast predominate

147 | P a g e Reasoning:

 Cause & effect

 Significance

 Change

 Insight

 Imagination

Contrast drew out basic comparison

Some examples of more conceptual reasoning (teacher led)

Significance – how clothes provide historical evidence

Change – evaluations of fashions, design and materials

Imagination

(emphasised by LC) – trying to come up with a reasonable understanding of Tudor occupations based on previous work Reasoning - plausibility and accuracy Much discussion of examples Many examples of reasoning Deductive – based on primary evidence Comparative Changes – in settlement, name, use

Cause – reasoning for some of the changes, e.g. New and Old roads

Observational skills leading to comparison Evidence used to discuss materials and design changes Imaginative reasoning – probable use or function based on their limited experience or knowledge Modelling of Deductive approaches Many links to imagination Varied examples Narrative

Report writing was ostensibly non- chronological, but it did have narrative structure in most cases

Task had underpinning narrative

Linked to chronology - narrative of their locality developing (only inferred)

Story – very good links with both old objects and artefacts and curiosity about them

Links to story-telling

Memos & Field Notes (FN)

Mediocre work outcomes Meaningful links between history and literacy (report writing had separate input) Literacy through history in terms of hierarchy

Obvious example of enquiry

Very clear use of specific language Observation linked to analysis

Fast pace & clear structure Discussion and questions

Successful and creative lesson

Not necessarily CC other than ICT for research

Evidence for some very creative and imaginative ideas including reasoning Peer assessment FN – LC had very clear lesson idea based on Monty Python sketch

FN History was one strand of many in this

overarching theme Teacher led – outstanding skills and knowledge Directed enquiry through series of questions Almost whole lesson devoted to probing questions & discussion

Lovely ethos Used evidence well Commitment to history in FS

Good activities, especially the structured play areas, both filled with genuine artefacts

Varied examples Not so much CC as subject sharing

Open Codes

Lack of focus on Tudor life (so history was compromised in this case) Superficial understanding High levels of enthusiasm and motivation

Skills – linked to enquiry Modelling of reasoning from teacher

Excellent teacher skills and knowledge Teacher led (by example)

Did this imaginative task require children to consider the ‘Inside’ of history? They were using what they knew to produce historical insights

Very skilled teaching

High levels of reasoning based on evidence and enquiry

Powerful experience Engagement

Underpinned by whole range of historical skills

High levels of reasoning for this age range Genuine interest and curiosity about the past demonstrated

Varied codes – wide range of strengths Too few observations to draw firm

conclusions

Links with Other subjects

Literacy – LO was principally report-writing Art – some drawing as part of the report

ICT – PP slides Literacy – written outcomes Discussion Leading to DT – making a ruff

Very clear links with literacy including input on adjectives and persuasive writing ICT

Geography skills and processes – clear sharing with map work

(hard to state which was more significant)

Literacy – link with highly appropriate story Drama – structured play Art – clay work Music – sang song related to home Mathematics – discussion of coin values

Strong links with certain subjects History acted as point of focus, but very meaningful links were more equal, almost non-hierarchical

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