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CONTENTS

Overview

Teaching guidance

Open resource

Main foci: DTaAfL,
Secondary foci: Personalised Learning, Peer Assessment, Inclusive, Boys Attainment,

How was it used?

The resource was used as a thinking skills activity that took up a whole 50 minute lesson for pupils studying religious change and conflict during the 16^th century.

The resource requires pupils to decide whether Mary I could make England Catholic again by deciding if certain factors would help her or not.

• In using the resource I wished to challenge pupils to use prior learning in thinking about the challenges faced by Mary I at the beginning of her reign ad ultimately to produce an extended answer. I also wished to use a stimulating and challenging activity to engage the pupils, especially boys, and more able and talented pupils and pupils were asked to give their opinions.
• This was an activity in which the boys were particularly keen to be involved as it allowed pupils to come up to the interactive whiteboard to perform various actions. Boys’ participation was also increased as the activity encouraged as the activity encouraged pupils to work collaboratively. It also meant pupils with special and complex needs were engaged.
• This task is especially suited to more able and talented pupils as it encourages reasoning and allows them to produce extended answers but also to be involved in discussion and debate. I was also able to challenge these pupils by considering the following questions: Why had Edward been able to make England Protestant when most people were Catholic? Would accepting the Catholic Church mean people would have to accept the Pope again?
• The activity also allowed groups to present their ideas to class by moving around the speech bubbles on slide 4 in the ‘on the fence’ activity.
• Pupils were then asked to write advice to Mary on her chances on making England Catholic again. The group activity helped pupils a basis for doing this.

Impact and Outcomes

• The activity played a significant factor in the development of pupils’ learning, thinking and communication skills. Many pupils were able to extend their learning through this activity and produce excellent written responses.
• The work contributes to the development of critical thinking skills as they need to support points made.
• The use of the activity resulted in improved concentration and engagement for pupils and thus led to the development of thinking and problem-solving skills.
• The use of more engaging visual resources and the use of the interactive resources encouraged greater participation of the boys in the class, especially since they could come up to the interactive board. Pupils with special and complex needs were also more actively engaged.
• Pupils listened more attentively to their peers as co-operation and support was encouraged when pupils were engaged with interactive whiteboard activities. Pupils showed greater respect for others and were willing to wait their turn in answering questions knowing their opinion would be sought.
• Independent learning was encouraged as pupils were able work collaboratively without the involvement of the class teacher.
• More able and talented pupils were given the opportunity to develop lines of thinking and to present their ideas through written and verbal communication.
• The activity did not need to be adapted and could be used as it was. The functionality was also straightforward which meant it was easy for pupils to use but there could be problems with working the activity if the security setting for macros are not changed.

Learner Feedback

‘It was great to discuss ideas in group as it meant that my mind was opened up to new ideas.’

‘We were encouraged to think that there was no wrong answer which was good as it meant I could give my opinion.’

Lesson Learnt

Selection of groups by the teacher helps to facilitate greater discussion and develops a greater sense of independence for pupils.

The activity can be easily adapted to cover other topics.