1. Pictures and Planning, Enquiry, Assessment Diversity

2. Warm up activity Reconstruction relay Mystery woman? Music?

3. The story so far, key ideas from last time…. History is about story and methodology People in time –Identities, culture, bias Change and continuity Cause and consequence Chronology Empathy Evidence Enquiry, creative outcomes Relevant, significant, authentic for pupils

4. Doing History Syntactic knowledge How to ( skills) …. Eg.. Outcomes communication Substantive Knowledge the concepts …. Eg.. And the story- content

5. An approach to History Enquiry 1 Significant area locate learning intentions- content/process ( implies subject knowledge and pedagogic) 2 motivation- hook, challenge, problem, possible outcome, product 3Information collecting (A4L) and research, documents, pictures, artefacts, internet, story authenticity is important 4 Making sense of the evidence, classify, sequence, key points ( Thinking skills Bloom, Fisher) 5 children give reasons for ideas, demonstrate understanding e.g. through role play 6 teacher checks understanding, tests ideas, add new ideas, points of view, questions 7 Pupils create imaginative product- which shows achievement of success criteria

6. Learning (history) from pictures Evidence of material existence and beliefs There are many areas of the curriculum that using pictures can support Doing art, English. PHSE, technology-there’s lots of history to be found Pictures are a natural link between art, history and English in particular Using pictures helps develop thinking skills Pictures help address complex ideas and emotions

7. Challenge and Inclusion Pictures are inclusive all can respond at a valid level from the concrete to the abstract Pictures are challenging- they are material objects which stimulate the exercise of higher order thinking They allow for individual response They engage intellect and emotion

8. Thinking and questioning Bloom and Fisher, Murris Bloom’s taxonomy Karin Murris 1992 Philosophy with Children Robert Fisher-(1995)Teaching Children to Learn (1998) Teaching Children to Think The art of questioning is central to the teaching of critical thinking…. Seven Year Old Child ‘Its harder asking questions than answering them’

9. Questioning Questioning is a way to enable access to and learning from pictures Pictures are genuine contexts for talk Pictures have built in assessment for learning – viewers experience ‘completes’ the picture Pictures elicit existing knowledge Pictures help teachers structure questioning to elicit higher order thinking

10. Pictures as art Pictures as realised works of art have been made with intent (meaning) The intentions of the artist are often a puzzle Pictures require interpretation Pictures are made by people in time (and place- diversity) Pictures are ( abstract) ideas given form People are a product of their time

11. What kind of picture? Portraits, cartoons, photographs, drawings, engravings, textiles How was it made- technique ? Conventions style symbols background props audience- Pose expression, solo group Who might have made it and why? Who for? When – style clues – visual tricks What’s the message ? Values assumptions Do pictures tell the truth- bias ? Authenticity – reproductions, scale, context

12. Pictures support history and more Skill development, methodology Whether you are using the picture to prompt writing or ‘responding to other artists’ or to assess understanding children need to Observe, match to existing knowledge Compare, interrogate evidence Communicate- evidence based claims re inference Evaluate, hypothesise, respond All these are history skills All these are National Curriculum Key Skills

13. Content and context Pictures can be evidence of the material details of a period- what things and people looked like ( famous people, transport etc) Pictures relate to the context of their time they provide evidence of a way of presenting ideas and making meaning Portraits raise particular issues The sitter and artist have an agenda Thus evidence of values

14. How to ‘read’ a portrait From casual looking to visual study Children need scaffolds for intelligent looking Motive – why this person, why this picture? Can children be portrait detectives? Think about the following… Morris S (1992) A Teachers Guide to Using Portraits. London English Heritage

15. What to look out for? Overall impression Dress, fabrics, robes, uniform, loose, tight Facial expression and direction Pose- alone with others, gestures Composition – head height directions, eyes Objects,-symbolic of? Background? Does it remind you of anything? Why do you think it was made?

16. Why make a portrait of a child? Gender? Status? Gesture?

17. Motives- message?

18. Not so much a portrait- genre- what’s the story and message?

19. Activity ideas using pictures Chronology pictorial time lines Spotting anachronism Look at half a picture- guess the rest Group collaboration/observation Finish a picture Tell the story Take a point of view Add speech bubbles Make your own picture, collage, cartoon etc Drama – still image bring the picture to life

20. What next Think of ideas/opportunities for using pictures to support (mostly !) history content and or skills especially higher order thinking-facilitated by the questions How else might pictures support learning? www.takeonepicture.org.uk www.nationalgallery.org.uk National portrait gallery www.npg.org.ukwww.npg.org.uk www.collectbritain.co.uk www.learningcurve.gov.uk

21. Picture Activities Will the real… stand up Picture chronology Reading Pictures nb pp Assessment example Progression exemplar hand ou support power points The Tudors, Elizabethans www.keystagehistory.co. ukwww.keystagehistory.co. uk www.history.org.uk

22. Doing History Syntactic knowledge How to ( skills) …. Eg.. Outcomes communication Substantive Knowledge the concepts …. Eg.. And the story- content

23. An approach to History Enquiry 1 Significant area locate learning intentions- content/process ( implies subject knowledge and pedagogic) 2 motivation- hook, challenge, problem, possible outcome, product 3Information collecting (A4L) and research, documents, pictures, artefacts, internet, story authenticity is important 4 Making sense of the evidence, classify, sequence, key points ( Thinking skills Bloom, Fisher) 5 children give reasons for ideas, demonstrate understanding e.g. through role play 6 teacher checks understanding, tests ideas, add new ideas, points of view, questions 7 Pupils create imaginative product- which shows achievement of success criteria

24. Planning-ideas in the Tudor and or Victorian Context Victorian collage of themes and ideas MTP exemplars look at discuss- share thoughts Assessment activity