scholarly journals Boudicca, broken bones and behaviour management: a case study of teaching causation at Key Stage 3

2019 ◽  
Vol 20 (39) ◽  
pp. 4-13
Author(s):  
Maximilian Day
Keyword(s):  
Conceptual Understanding ◽  
National Curriculum ◽  
History Teaching ◽  
Behaviour Management ◽  
Complex Concept ◽  
Broken Bones ◽  
Stage Of Development ◽  
The Relationship ◽  
Key Stage 3

I have always thought that teachers should not teach what to think but how to think, and I wanted to embody this attitude within my own practice of teaching Classics. It was also interesting to me to link this to the ongoing debates in history teaching surrounding the relationship between the acquisition of substantive knowledge (i.e. the facts of history: dates, battles, names, etc.) and the acquisition of second-order concepts (i.e. the framework within which such knowledge is understood: e.g. historical interpretations, ascribing significance to events, understanding causation). According to Ford, ‘the challenge of restoring the link between substantive knowledge and conceptual understanding is one which the whole profession needs to address’ (Ford, 2014, p.33). Having previously taught philosophy, causation seemed to me to be a topic I would be well-suited to tackle, and I was intrigued to discover that there were opportunities to teach causation as early as Key Stage 3 (KS3). In fact, enshrined in the current National Curriculum (NC) for KS3 history is the key aim ‘to understand historical concepts such as … cause and consequence’ (DfE, 2013, p.1). Given that Stanford professor Sam Wineburg (2001) refers to historical thinking, albeit archly, as an ‘unnatural act’, I wondered whether it was possible for 12 and 13-year old students to ‘understand’ the complex concept of causation. But I was also eager to test out some of the pedagogical theories floated at the beginning of the PGCE course, in particular, Bruner's hypothesis that ‘any subject can be taught effectively in some intellectually honest form to any child at any stage of development’ (Bruner, 1960, p.33).

scholarly journals Concreteness Fading Strategy: A Promising and Sustainable Instructional Model in Mathematics Classrooms

2020 ◽  
Vol 12 (6) ◽  
pp. 2211 ◽  
Author(s):  
Hee-jeong Kim
Keyword(s):  
Instructional Strategies ◽  
Conceptual Understanding ◽  
National Curriculum ◽  
Instructional Model ◽  
Abstract Concepts ◽  
Mathematics Classrooms ◽  
Study Support ◽  
Principles And Standards ◽  
Concreteness Fading

Conceptual understanding has been emphasized in the national curriculum and principles and standards across nations as it is the key in mathematical learning. However, mathematics instruction in classrooms often relies on rote memorization of mathematical rules and formulae without conceptual connections. This study considers the concreteness fading instruction strategy—starting with physical activities with manipulatives and gradually fading concreteness to access abstract concepts and representations—as a promising and sustainable instructional model for supporting students in accessing conceptual understanding in mathematics classrooms. The results from the case study support the validity of the concreteness fading framework in providing specific instructional strategies in each phase of concept development. This study implies the development of sustainable teacher education and professional development by providing specific instructional strategies for conceptual understanding.

scholarly journals Growing Musicians in English secondary schools at Key Stage 3 (age 11–14)

2017 ◽  
Vol 34 (3) ◽  
pp. 321-335
Author(s):  
Christopher Dalladay
Keyword(s):  
Secondary Schools ◽  
Exploratory Study ◽  
Classroom Practice ◽  
Music Teachers ◽  
National Curriculum ◽  
Music Learning ◽  
Music Lessons ◽  
The Relationship ◽  
Key Stage 3 ◽  
Research Centres

The National Curriculum for Music in England at Key Stage 3 (KS3; age 11–14) declares its purpose that pupils should be inspired to ‘develop a love of music and their talent as musicians’ (DfE, 2013: KS3 Music). The Office for Standards in Education (Ofsted) have criticised secondary schools for a lack of progress in the musical development of pupils (e.g. Ofsted, 2012). This paper reports on an exploratory study into how far class music lessons at KS3 provide for the development of the musician and the relationship between the musical values of music teachers and classroom practice. The research centres on an investigation into the place of musical competencies in music learning and the contexts within which musicianship can develop. It concludes that classroom music lessons have a tendency to focus more on presenting pupils with a range of ‘taster’ musical experiences than in the development of musicians.

Gender, occupation, illiteracy and the urban economic environment: Leicester, 1760–1890

Urban History ◽  
2004 ◽  
Vol 31 (2) ◽  
pp. 191-209 ◽  
Author(s):  
ELAINE BROWN
Keyword(s):  
Economic Development ◽  
Economic Environment ◽  
Female Labour ◽  
Urban Economic ◽  
Stage Of Development ◽  
Urban Market ◽  
Local Case ◽  
The Relationship ◽  
Market Towns

This article examines the relationship between gender, occupation, illiteracy and economic development in Leicester from 1760 to 1890. Although Leicester's economy was at a proto-industrial stage of development, heavily dependent on domestic and workshop-based industries, interesting comparisons may be made with industrializing factory towns. There was similar reliance on child and female labour, and the industries appeared to develop in a climate of illiteracy. This new local case study is especially important for previous research concerning gender, occupation, illiteracy and economic development has tended to focus on urban market towns or newly developing factory towns.

Kämpfe um Bergbau und die Möglichkeiten demokratischer Transformation

2017 ◽  
Vol 47 (189) ◽  
Author(s):  
Kristina Dietz
Keyword(s):  
Direct Democracy ◽  
Social Power ◽  
Political Agenda ◽  
The Political ◽  
Liberal Democratic ◽  
Political Effects ◽  
Mining Project ◽  
National Governments ◽  
The Relationship

The article explores the political effects of popular consultations as a means of direct democracy in struggles over mining. Building on concepts from participatory and materialist democracy theory, it shows the transformative potentials of processes of direct democracy towards democratization and emancipation under, and beyond, capitalist and liberal democratic conditions. Empirically the analysis is based on a case study on the protests against the La Colosa gold mining project in Colombia. The analysis reveals that although processes of direct democracy in conflicts over mining cannot transform existing class inequalities and social power relations fundamentally, they can nevertheless alter elements thereof. These are for example the relationship between local and national governments, changes of the political agenda of mining and the opening of new spaces for political participation, where previously there were none. It is here where it’s emancipatory potential can be found.

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