Creating Independent Learners

• Identify what an independent learner means to your subject.• Give practical examples of how to embed independent learning into the curriculum.• Explain the role of the VLE in creating independent learners.

Independent learners: The Issues Eat up year 11,

we’ve got indicated grades to

meet!

What do you think independent learners should be able to do

in your subject?

How have we tried to tackle this?

• Independent study in KS3 linked to examination type coursework

• Course guides for A’ level• Classroom ‘help centre’• Creation of a VLE (virtual learning

environment)

Yr 9 SOW: A brief overview

Context and Outline: This is to take the form of an independent enquiry. Students will be taught the content during their normal lessons and then will be given a deadline when their final piece should be handed in. Lesson 3 is key as it takes students through the planning stages of the study.

Year 9 Scheme of Work: Nazi Germany

Lesson

Key Ideas Student Activities Resources Skillsopportunities/homework

1 Germany after the war

Students are given characters in Weimar Germany.

C.Cards Oralaural

Life in Germany was poor? Do you agree

2 Hitler’s ride to power

Watch videoPlot Hitler’s popularity

VideoLiving graph

Note taking

3 How to complete independent study

Students decide on how enquiry will be completedStart research

Planning sheetBook box

Independent studyresearch

Research

4 How did Hitler use propaganda

Analyse posters Posters Source use Research & organisation

Decide: What are you going to do?

How to conduct an independent enquiry?

Find: Research the information

Organise: Select the relevant information

Develop: ‘Write’ up your findings

Present: Final production of your work

KS3 independent study: Year 9

Classroom ‘help centre’

How do I… answer a ‘what do these sources tell us’ type question?

Have you:

Highlighted the important information in the sources?

Given 1-2 words that summarise the points that you have highlighted. This is called inferring.

Used the sources together e.g. Both sources tell us that… is better than source A tells us… and source B tells us…

Started you answer with one of your inferences and then supported with one of the highlighted quotes

Source Questions

Welcome to the History Department’s VLE

Yr 7 independent EnquiryThe Miserable Middle Ages

Yr 8 independent EnquiryMulti-Cultural Britain

Yr 9 independent EnquiryNazi Germany

GCSE CourseworkVietnam

GCSE CourseworkJack the Ripper

Yr 13Independent Study

Need help with

assessments?

Click here for •Mark schemes

•Hints & tips•Model answers What are you reading?

Click here to see suggested readingRead it? Leave a

review

Did you know all Carnegie medal nominees are

historical fiction?

Been anywhere interesting?

Tell us about it

Welcome to the History Department’s VLE

Yr 7 independent EnquiryThe Miserable Middle Ages

Decide: Click here for ideas on how to present your work

Find: Click here for a list of books and suitable websites

Organise: click here for advice on note taking

Develop: Click here for ideas on how to start writing your study

Present: A checklist on your final presentation

Welcome to the History Department’s VLE

How are you going to present your work

Chat show

Interview someone from

the Middle Ages.

Write a script or film it!!

THINK!!

What is appropriate?

What can you manage to do in the time?

How are you going to hit the levels?

A leaflet for a new historical site set in the Middle Ages

Medieval diary.

3 days in the life of a Medieval person

Maybe you could do two different people, one rich, one poor.

SBS PLTS & Independent Learning

•Plan and carry out research, appreciating the consequences of decisions.•Analyse and evaluate information, judging its relevance & value.

Independent Enquirers & Risk Takers

•Ask questions to extend their thinking •Try out alternatives or new solutions and follow ideas through•Adapt ideas as circumstances change

Creative thinkers & Confident Individuals

Reflective and Resilient Learners

•Assess themselves and others, identifying opportunities and achievements•Set goals with success criteria for their development and work•Review progress, acting on the outcomes•Evaluate experiences and learning to inform future progress•Communicate their learning in relevant ways for different audiences

Reflective and Resilient Learners

Work towards goals, showing initiative, commitment and perseveranceOrganise time and resources, prioritising actions Anticipate, take and manage risks

And now…

• How could you create independent learners in your subject?

• Do you need any further advice?– Email ayresc@simonballe.herts.sch.uk