Secondary Strategy in Foundation Subjects
History departments in Blackpool’s secondary schools are exploring how far Irish history
can help them meet the requirements of the Secondary National Strategy in the Foundation
Subjects.
Each department is taking responsibility for one aspect of thinking skills and exchanging the
results with the other departments.
The pilot scheme is coordinated by Marian McQueen, Blackpool's Secondary Strategy
Consultant.
1 | Janet McCooey, Beason Hill High School, Business & Enterprise College &
Rachel Lomas, Bispham High School, Arts College |
2 | Sylvia Crompton, St Mary's Catholic College (Grace O'Malley & Elizabeth I) & Alison Montgomery, Collegiate High School, Sports College (Michael Collins) |
| 3 & 4 | Helen Loxston & Lauren Haywood, Highfield Humanities College |
| 5 | Nigel Duckworth, Montgomery High School Language College &
Phil Wright, Palatine Community Sports College |
| 6 | Jason Brierley, St George's Church of England High School |
| 7 | Alison Montgomery, Collegiate High School, Sports College |
| 8 | Nigel Duckworth, Montgomery High School, Language College |
| 9 | Nigel Duckworth, Montgomery High School Language College &
Phil Wright, Palatine Community Sports College |
| 10 | Marian McQueen, Secondary Strategy Consultant, Learning & Achievement, CYPD |
How, and what, have we learned? Plenary from unit 8
Tasks
For the first three tasks you have a set of twenty cards: |
1. Discuss some of the cards for meaning: eg, ‘classify’, ‘suggest a hypothesis’, ‘evaluate
information’. |
2. Sort the cards into the following groups or categories: - Types of thinking that you know you have done.
- Those that you have heard about but cannot remember doing.
- Those which are new to you.
- Feed back to the class about how and why you have grouped them this way.
|
3. Turn over all of the cards. How many of them can you remember? |
| For the remaining tasks you have five extra cards: |
4. The cards in bold type are your new headings. Re-arrange all the cards into new categories under these headings. |
5. Did you find any of the cards difficult to place? If so, identify them, and explain why you found them difficult. |
6. Show a set of cards where you can easily describe and explain a connection between
them. |
Words & phrases on the cards
Information-
processing skills | Enquiry skills | Creative
thinking skills | Evaluation
skills | Reasoning
skills |
Classify | Compare
&
contrast | Test conclusions | Sequence | Ask relevant
questions |
Suggest
hypotheses | Generate
&
extend ideas | Pose
&
define problems | Plan what to do
&
how to search | Make judgements
& decisions
informed by reasons
or evidence |
Develop criteria for
judging the value of
your work & ideas | Judge the value of
what you read, hear
& do | Analyse part/whole
relationships | Give reasons for
your opinions &
actions | Use precise
language to explain
what you think |
Have confidence in
your judgements | Draw inferences
&
make deductions | Look for alternative
innovative outcomes | Apply
imagination | Evaluate
information |