How was it used?

The resources were used as part on an historical enquiry to encourage pupils to analyse historical sources and encourage them to carry out research.

• I decided to use the resource as a class activity which took a whole lesson.
• I wished to challenge pupils to find solutions for themselves and encourage them to question sources. I also wished incorporate thinking skills into the lesson which was done as pupils were asked Socratic questions.
• I also wished to use a stimulating and challenging activity to engage the pupils, to use prior knowledge to solve problems.
• Before the activity pupils were aware that they were carrying out an historical enquiry and had studied the period of the Welsh princes.
• To start with pupils were presented with the image and were then asked to complete a pair and share activity to think about what they wanted to know about the image. This was good as pupils provided each other with good peer support. Pupils were encouraged to use the 5Ws and 1H and then presented their ideas to the whole class. Some of these questions were written on the whiteboard.
• We then worked through the questions that are accessed by clicking on the question mark. These were really useful as the work from lower to higher order thinking questions. This meant that ALN and MAT pupils were actively engaged and could contribute effectively. Pupils were encouraged to discuss ideas before they were presented with extra information. Pupils were also able to apply acquired knowledge identifying features such as open-fields.
• At the end of the task pupils were asked to check the questions they had asked at the start of the lesson with what they had learnt during the lesson. There was discussion about pupils had learnt, how they had learnt and what needed to be done next.

Impact and Outcomes

• These activities fostered the development of wider thinking and learning skills for pupils of all abilities.
• Thinking skills were developed with the incorporation of higher order thinking questions. Pupils were asked to support conclusions and even questioned about the questions that they asked.
• The use of more engaging visual resources ensured participation of pupils of various abilities.
• The pupils were very positive and enjoyed the challenges to problem solving offered through the use of interactive resources. This helped improve concentration and engagement.
• The activity enables pupils to work independently and promotes peer support. This motivated pupils and made learning fun. Pupils were able evaluate their own results and act on this.
• Pupils listened more attentively to their peers as co-operation and support was encouraged. Pupils were asked to pair and share ideas.
• Pupils were able to extend their vocabulary and gain an understanding of historical terms and concepts. This meant pupils were able to produce work of a higher quality and they were able to extend their historical knowledge.
• More able and talented pupils were given the opportunity to develop lines of thinking and to present their ideas through written communication.
• Higher attaining pupils were given opportunities to attain more highly through the creative activities offered.
• The activity did not need to be adapted and could be used as it was as it is very comprehensive. The functionality was also straightforward which meant it was easy for pupils to use.

Learner Feedback

“Liked it is we could control the activity and sir didn’t have to do much.”

“We were able learn lots about the castle in an interesting way.”

Lesson Learnt

Ensure that you have internet access.

Give pupils time to think and encourage as much discussion as possible. A random name generator could be used to ensure wider involvement.