Tag Archives: History

Ideas

An interview with Hild

1 Comment

I loved using the Historyfile series , the best aspect was that they recreated the characters, rather like reenactment, giving life and personality. I am lucky in that I currently work with two reenactment groups: The Newcastle Garrison Living History Group, and The Time Bandits Living History Group.

My latest collaboration with The Newcastle Garrison Living History Group, can be seen in the report on The Great Civil War in The Tees Valley

I have worked with The Time Bandits Living History Group  since 2005, when John Sadler spoke to The Durham Branch of the Historical Association, he was speaking on The Border Reivers, but was dressed as a Great War Highlander, making a lasting impression on me (and a number of our rather elderly members) as he swung the claymore about as he spoke. Both John and Rosie Serdiville became regular speakers to the branch, usually headlining in our annual Christmas buffet.

Time Bandits are a group of local historians who use costume, drama and comedy to educate and entertain.  We cover a wide range of periods from the Stone Age to the 1970’s and work with all age ranges.   We are currently involved in preparing fun online history sessions for families doing home schooling but we’re always happy to come up with a tailor made package for special occasions.  

You can contact them at  timebanditsuk@gmail.com or on Facebook at https://www.facebook.com/TimeBanditsLivingHistory/

My eldest in Year Four he has just begun to study The Anglo-Saxons and The Vikings, living where we do gives us fantastic opportunities for local History studies. He has already visited Jarrow Hall  or Bedes’s World,  I still  find myself using it’s old title.

Ceasing the opportunity, using the Peaham2000 time travelling app  we have managed to arrange for JJ to interview Hild, Abbess of Whitby. Click on the images below to see the recording. sadly Youtube stipulated that it must be in two parts.

 

 

Hild of Whitby (614–680) is a Saint, she was the founding Abbess of the monastery at Whitby. The Double Monastery became so renowned that it was chosen as the venue for the Synod of Whitby; where the disputes between Celtic and Roman Christianity in Britain was discussed and some resolved. Hild is seen as an important figure in Anglo-Saxon England, she is recognised mostly  for the wisdom of her advice.

JJ researched Hild, with some guidance, then drew up the questions himself, the recording of the interview was  May 2020/May 680

A special thank you to Rosie Serdiville, from The Time Bandits, for being so supportive.

 

Uncategorized

SHP Regional Conference

1 Comment

LEEDS TRINITY UNIVERSITY COLLEGE

CPD COURSE

COURSE NO:    4/00901

Helping your students to become independent enquirers in history

A day of inspiring professional development for

secondary history teachers

Friday 26 February 2010

9.30-3.30

Sunderland Museum and Winter Gardens

Course Fee: £160.00

(including lunch, refreshments and free admission to the Museum)

Course Leader: Michael Riley (Director, Schools History Project)

Historical enquiry, the constructive use of historical sources and creative forms of communication should form the bedrock of school history.  Michael and staff at the museum will use case studies of planning, activities and resources to show how you can help your students to develop enquiring minds and to think for themselves.

The training will support:

  • Firing students’ curiosity about the past
  • Helping students to ask good historical questions
  • Making source-work meaningful
  • Creating opportunities for independent enquiry
  • Helping students to communicate in a range of creative ways

CPD

LEEDS TRINITY UNIVERSITY COLLEGE, BROWNBERRIE LANE, HORSFORTH, LEEDS LS18 5HD

TELEPHONE:  0113 2837100                ext 379    Fax:  0113 2837216

Programme

9.30     Arrival, Refreshments

10.00 Planning for historical enquiry across the key stages

  • The key principles of enquiry planning
  • Planning for historical enquiry at GCSE and A level
  • Helping students to become independent enquirers
  • Real and creative communication in history

11.30   Coffee/Tea

11.45    Enquiry and artefacts

  • Firing students’ curiosity through the use of artefacts
  • Building enquiries around artefacts

1.00     Lunch

2.00     Making source-work meaningful

  • Motivating your students to use historical sources
  • Integrating sources into the enquiry process
  • Helping students to interrogate historical sources.

3.30     Finish

APPLICATION FORM
COURSE TITLE and VENUE:

Helping your students to become independent enquirers in history

at Sunderland Museum and Winter Gardens
COURSE NO: 4/00901 COURSE DATE: Friday 26 February 2010
COURSE FEE: £160.00
I/WE WOULD LIKE TO ATTEND THE ABOVE COURSE

APPLICANT DETAILS
Title: (Dr/Mr/Ms etc.)

…………………

…………………

 Forename(s)

…………………………………..

…………………………………..

 Surname

…………………………….…….………….

………………………………………………

Address

Post Code

Tel No.

Email

(please print clearly)

SCHOOL DETAILS

School Name

Address

Post Code

Tel No.

Email

(please print clearly)

LEA Name

Independent School

Yes/No

METHOD OF PAYMENT
Cheque enclosed:  Self  – School            š Cheques should be made payable to Leeds Trinity & All             Saints
Please invoice:       Self  – School            š

Closing Date:

Wednesday 10 February 2010

Return to:

Liz Cairns

Education & Partnership Office (CPD)

Leeds Trinity University College,

Brownberrie Lane,

Leeds, LS18 5HD

Tel: 0113 2837100 ext 379

Fax: 0113 2837216

Email: e.cairns@leedstrinity.ac.uk

IMPORTANT

PLEASE APPLY DIRECT TO LEEDS TRINITY UNIVERSITY COLLEGE ON THIS FORM

(making sure that you have authorisation where appropriate)

Above you will find the booking form for Helping your students to become independent enquirers in history at Sunderland Museum and Winter Gardens to be held on Friday 26th February 2010.


Uncategorized

The ‘Job’ of a Teacher

Leave a comment

Four years ago a friend of mine, who I had took up the profession of teaching straight from school, took a decision which disappointed me at the time, but which I understood. He left the profession and took up a new life on the other side of the globe.

This week he returns to the UK, and I can honestly say, I, today, fully understand why he made the decision he made, and in fact am seriously considering following in his foosteps.

This article : http://teacherleaders.typepad.com/the_tempered_radical/2009/12/teacher-retention-the-impossible-dream.html has reinforced my convictions.

I too am

fed up with a profession that openly ignores the changing nature of today’s workforce.

I am fed up seeing the mis-management of some wonderful schools, and the management culture promoted in some others, where the staff are treated as infants, and the students with deference. Gone are the days when I plan a ‘perfect lesson’;  a lesson which will motivate and inspire students, I look at the criteria for a successful lesson, promoted by educational consultants and think “where has all the enjoyment gone”, students should no longer enjoy learning, it is not a criteria in which teachers are measured.

teachers are overwhelmed by a dozen different change initiatives, the quality of their teaching suffers. We spend less time grading papers, less time planning lessons and less time contacting parents because we’re stuck in more and more meetings designed to improve our schools.

So is leaving the answer, well it is a distinct possibility, as an individual voice is no longer heard, and institutions such as the Historical Association warning about the death of History as a school subject are treated with contempt.

As a teacher I feel I have a moral obligation to help the children in my classroom grow toward becoming full human beings and to feel successful. Teaching cognitive skills is not enough…
— Jean Medick

sadly this is all we are allowed to offer.