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For example, if students were asked to explain why there were different interpretations of Richard Arkwright or Charles I they would need to consider various things about the interpretation such as the time it was produced, the author and their experience, the purpose and the tone and language.Source evaluation is a central skill to be being a successful historian and students need to be able to understand different historical sources (written sources, posters, cartoons etc) and evaluate (weigh up) their reliability and utility.
Students should follow a basic essay structure when answering questions and ensure that they have used their contextual knowledge to explain in as much detail as possible.
For example, if a student was asked to explain the impact of the Black Death, rather than just identifying a basic list of things that changed (the population, housing, employment etc.), students should allow a paragraph for each of the factors and use their knowledge to give specific points and examples for each one.
To do this successfully, students should first be able to ‘match up’ causes, events and consequences and then identify themes and connections.
To explain these properly, students will need to use their contextual knowledge.
We encourage all our students to reflect on their learning in lessons and use feedback from their teachers to help them improve.
Below, you will find the ‘statements for improvement’ that summarise the feedback students are given.
a scene of soldiers ransacking and looting a village) before considering what this might tell us (e.g.
wars were common and law and order was precarious).
Many students make very vague comments about the provenance of the sources they are studying (i.e.
the time / place / person they have originally come from).