How was it used?

The resource was used as an extended starter and thinking skills activity before studying religious change during the reign of Edward VI. Pupils were studying religious change and conflict during the 16th century. The resource looks at religious change during Edward’s reign and asks them to consider whether changes were seen or unseen.

In using the resource I wished to challenge pupils to think about prior learning and apply it to this activity. I also wished to use a stimulating and challenging activity to engage the pupils, especially boys, in material that was challenging.

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. It also meant pupils with special and complex needs were engaged. Boys’ participation was also increased as the activity encouraged as the activity encouraged pupils to work collaboratively. The activity also allowed pupils as a group to review and change answers as the trigger function in the activity allowed answers given to be reviewed and changed. It also gave pupils independence as there was a function button that allowed for the giving of the correct answer.

Pupils then used a textbook to study religious change during Edward’s reign in more depth.

The third slide with the trigger activity was used as a starter activity in the next lesson to check and re-enforce prior learning.

Impact and Outcomes

• This activity was used as an AFL as pupils needed to apply prior knowledge on religious change in the 16th century and were able to check for gaps in knowledge. The activity also allowed for further development of knowledge.
• 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. This also paid off as the quality of the work produced by some of the boys improved, whilst in the following lesson they were much more willing to be involved in the review process.
• Inclusivity was improved as the pupil at the board relied on other pupils for help in producing the correct answers, whilst pupils were encouraged to gain the opinion of as many pupils as possible.
• Pupils with special and complex needs were actively engaged during the activity and also during the completion of more conventional classwork.
• The activity did not need to be adapted and so was accessible to other staff within the department whose ICT were not as strong.
• Independent learning has been given a boost as pupils were able work collaboratively with the involvement of the class teacher.
• Pupils listened more attentively to their peers as co-operation and support was encouraged when pupils were engaged with interactive whiteboard activities. Pupils sought advice from their peers and were active in gaining opinions of as many pupils as possible. Pupils were able to take turns more easily and those at the interactive board enjoyed taking on the role of the teacher. Pupils showed greater respect for others and were willing to wait their turn in answering questions knowing their opinion would be sought.

Learner Feedback

‘I enjoyed the activity as it allowed me get involved in the lesson as the opinion of lots of pupils was listened to.’

‘After this I understood the differences between Catholic and Protestant churches.’

Other Resources

School textbook

Lessons Learnt

Pupils can be trusted to run activities and that this can lead to involvement of more pupils and especially boys and those with special and complex needs.