Select an OCR site
Tell us about the qualifications you currently teach, or if you would like to switch to OCR.
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OCR B centres are choosing a range of wonderful sites for the History Around Us study:
Many of you will now be putting together the scheme of work for your GCSE site study so it may be helpful to share some planning principles and point you to some helpful resources on the OCR and SHP websites.
Building your students’ knowledge and understanding of the site through an overarching enquiry question will provide a clear focus for their learning and will create a purposeful and engaging sequence of lessons for the site study. You’ll need to think carefully about how the enquiry question relates to overall history of your chosen site, and how it will prepare students for the History Around Us exam.
Consider these two examples based on the Tower of London:
An engaging end product for the enquiry should add to your students’ enjoyment of their site study. The end product should answer the enquiry question, and allow students to communicate their knowledge and understanding of the site in a rigorous and creative way. A range of end products could potentially provide a challenging and motivating end point for your students’ enquiry:
Your students could choose their end product from a list of options. At the end of the enquiry they could share their work with the rest of the class or with a wider audience.
When you have decided on an enquiry question, and know what the end point of the enquiry will be, you can then set about planning a rigorous and engaging sequence of learning activities. It’s probably best to think of these in three phases:
In their revision, students will need to develop a strong visual memory of the site it would be helpful to build classroom activities around images of the site, and to devise on-site activities which require students to take their own photographs of the site.
Michael Riley - Director at Schools History Project (SHP)
Michael has been Director at SHP since 2008. He is responsible for the strategic direction of SHP, ensuring that the project provides an independent source of ideas and experience for the teaching of history in schools. He also organises the annual conference and regional courses, maintains the website and represents SHP at external meetings. Michael is involved in the development of SHP-Hodder publications.