Category: SOWs:

Leonardo Da Vinci – the man who wanted to know everything…

Leonardo Da Vinci – the man who wanted to know everything…

Title: Leonardo Da Vinci – the man who wanted to know everything…

L.O: To understand the word Renaissance

To know why Leonardo was known as a “Renaissance Man”

To Explore what triggered the Renaissance

Task 1:Lesson starter: Observe and analyse the following cartoon images and try to create your own definition of what the word renaissance means. Perhaps try to create your own word bank first and then devise your definition…

 

Image result for the renaissance cartoon image

 

Image result for leonardo da vinci inventions

Image result for renaissance italy

Task 2: Main Development: Watch the short cartoon  youtube clip below and write down the different things that Leonardo was interested in…

Now turn your notes into a 5w Enquiry

 

5W Enquiry on Leonardo….

Where did Leonardo come from?

When was he alive?

What were his passions and interests?

Who were his heroes and inspirations?

Why was he known as a Renaissance man?

Task 3: Recipe time…What triggered the Renaissance???

We are now going to conduct some research on what actually triggered the Renaissance. Using pgs. 34 and 35 from your course book; google search engine; peers; teacher, you need to explore the reasons why the Renaissance period took place…Once you have your reasons you are to the create the perfect recipe that would help produce the perfect Renaissance scenario…for example…

 

Image result for cartoon cooking medieval pot

Take 50g of innovation and creativity

Mix it with half a litre of some a of Leonardo’s observation

Add one tsp of Raphael’s Sistine Chapel…

 

BE CREATIVE!!!!

 

Task 4: Plenary: Explain why the Renissance period took place…

Write a PEEL paragraph

How bloody was Bloody Mary?

How bloody was Bloody Mary?

Title: How bloody was Bloody Mary?

L.O: Examine how and why Bloody Mary got her nickname

Decide whether she deserved her nasty nickname

 

Key skills:

Source Interpretation

Decision making

Building up evidence

Questioning sources

Lesson starter/Main development:

Fair or Unfair?

Image result for queen bloody mary

You are going to use the sources on pgs. 24 and 25 to build up evidence on whether or not Mary deserved her nickname.

 

Image result for renaissance revolution and reformation

Create a table with two columns – `Bloody Mary` and ´Unlucky Mary´. Read through sources B – I and decide if you think they suggest whether Mary deserved her nickname or not. If you think a source does, write a brief description of it in the 'Bloody Mary' column. If you think a source doesn't, write a brief description in the 'Unlucky Mary' column.

 

Plenary…

Let’s try an IGCSE exam style questi0n

Image result for igcse cambridge

Q. In your opinion, explain whether or not Mary deserved her nickname. Use evidence to support your opinion…(6marks)

Tips to help:

  • Us the evidence from today’s lesson
  • Your PEEL framework can help you explain
  • A good sentence starter could be – “In my opinion, Mary did/did not deserve her nickname. To support my opinion I can use sources…..

 

Edward VI…the boy king

Edward VI…the boy king

Title: Edward VI…the boy king…

L.O: Explain how and why Henry’s son changed religion in England

         Decide what kind of boy Edward VI was.

 

Lesson starter: Using the outline blank man template, label as many characteristics of Edward VI as you can identify from your research on pgs.22 and 23 of your course books…ADD some features of what he may have worn or looked like if you do this quickly

 

Image result for outline blank person

Main Development…So how did Edward change religion in England

Continue your research on pgs. 22 and 23. Using sources A and C, CREATE your own images in the boxes below of how Edward changed religion, with box 1 being a typical catholic church and box 3 being a typical protestant church. Annotate your images to help the reader understand…(Key skill – remember annotate means to label with detailed description)

 

 

 

Image result for blank cartoon squares

Image result for cartoon edward vi

Plenary and homework….

Design and write an obituary for King Edward VI. An obituary briefly tells some of the most important events, achievements and the personality of the person who recently died. Begin with Edward’s birth on the 12th October 1537 and end with his death on 6th July 1553 at the age of just 15…

 

 

 

 

 

 

 

 

Who’d want to marry Henry VIII?

Who’d want to marry Henry VIII?

Title: Who’d want to marry Henry VIII?

L.O: Explain why Henry married so many women?

Examine what happened to each of his wives

Advise his sixth wife on how to survive his wife

Lesson starter: Task 1: From the video try and give a small paragraph on why Henry married so many wives…

 

It would be good to know where they are from and why they married Henry in the first place?

Image result for henry viii wives

 

Main Development: Task 2: Create a small fact file on all the 6 wives of Henry VIII – examining what happened to each of them. Do this by creating a table in your books on a full page….

 

Image result for cartoon letter

 

Task 3: Now write Katherine Parr a letter, giving her advice about her forthcoming marriage. In your letter include:

  • Details of Henry’s previous five marriages
  • What attracted Henry to each of his wives?
  • What went wrong with each marriage?
  • What happened to each of his wives?

 

 

Plenary…How do view Henry now – can you give an opinion on him from all the work you have done so far? If he was around today what questions would you possibly ask him???

Image result for question mark

 

 

Henry VIII, his first wife and his big problem…

Henry VIII, his first wife and his big problem…

Title: Henry VIII, his first wife and his big problem…

L.O: To explore how and why Henry VIII fell out with the Pope.

   To examine how this affected the life of Henry and religion in the whole of England.

 

Starter – Task 1: 

The following are all important dates from Henry’s marriage to his first wife:

1533     1527     1513     1501     1509

Write each date in chronological order, on a separate line. Beside each date, write what happened in that year. Be careful – many thing happen in one of the years!

Main development: Task 2: Why did Henry VIII marry Catherine of Aragon and what happened next?

Using the story board from pgs. 14 and 15 in your course book we are going to create an Historical Infographic on why Henry divorced Catherine and why he fell out with the Pope.

Infographs can be great at providing key information without having to write too many words. Look at the example below…

A good infograph will include images, cartoons, small facts, colour and will be clear and easy to understand.

Image result for blank infographic

blank infograph

Use tracing paper on the template above to draw the outline of your infograph. Below is an example of what an Infograph looks like…

Image result for infographic henry viii

Task 3: Plenary: Create an 8 line rap song of how Henry VIII changed religion in England and how this changed his life…

 

Image result for rap cartoon homer simpson

What was young Henry VIII like?

What was young Henry VIII like?

Title: What was Young Henry VIII like?

L.O: To examine how young Henry VIII spent his time and money.

To judge how religious he was as a young man.

Your task is to create a Facebook profile page in your work books about the young Henry VIII using the sources available to you. The sources include:

  • Your course text book (pgs. 12-15)
  • Google search engine
  • Your peers
  • Your teacher
    Image result for facebook logo

    Image result for young henry viii

To help structure your facebook profile page consider the following sub-headings for your page:

  • Henry the athlete
  • Henry the good catholic
  • Henry the big spender

Review and complete for homework: Your judgement – give your opinion to the following question…

“Should the young king Henry have been called Henry the Great”?

 

Image result for peel

 

 

What was life like in Britain in 1509 continued…

What was life like in Britain in 1509 continued…

Title: What was life like in Britain in 1509 continued…

L.O: To continue research on what life was like for people in Britain in 1509 using various resources…

Key skills:

Research

Source interpretation

Judgement

Lesson starter: Task 1: Look at the source A below and try to see if you can identify the following:

  • The tower of London
  • Two dogs fighting
  • Four people holding large pies
  • Two men playing violins
  • A woman breastfeeding a baby

Key question: What can you tell about life in the 1500s from this painting?

 

Image result for britain 1509 source picture

Source A: A fete at Bermondsey, near London in the 1500s showing townspeople of all classes of society.

Image result for renaissance revolution and reformation

 

Main Development: Task 2: From your course text book, read Source D on page 11. and answer question 2.

 

Next, with reference to question 3 on page.11 – divide your page into two columns like the table below. Title one column “Britain in 1509” and the other column “life today”. Make a list of all the ways Britain was different in 1509 to life today. Highlight three that you think are the most important and write a sentence for each explaining why you made your choices (remember to use PEEL for explanation)

Image result for table blank 2 column

 

Image result for peel

 

Task 3: Review: Give you opinion about the below statement and try to justify it using evidence from your work in this lesson and the previous one….

 

“Life for most people in Britain in 1509 was tough, cruel and difficult”. Do you agree or disagree…?

 

 

What was Britain Like in 1509?

What was Britain Like in 1509?

Title: What was Britain Like in 1509

L.O: Examine what Britain was like in 1509

Summarise England’s relationship with its neighbouring countries

Contrast Britain in 1509 with Britain today

 

Image result for renaissance revolution and reformation
course text book

Lesson starter: Handout printed copy of pgs 6and7 for students to stick into books. key questions to answer as part of starter:

Q. Which century were each of the following events in?

  • The glorious revolution
  • The Great Fire of London
  • First performance of a Shakespear play
  • Death of Henry VIII
  • James I unites Scotland with England

Q. Now put the five events above in the correct chronological order on a timeline (in order in which they happened, from first to last)

 

Main Development:

Task 2: Examine what Britain was like in 1509: Watch the below clip and make bullet points on what life was like for people in the 1500s

Task 3: Role play – selected students read out the different personalities from page 8 of the text book to gain an insight into what life was like in 1509. Questions to follow after the role play exercise. The personalities include:

  • Henry VIII
  • A baron
  • Catherine of AragonImage result for drama
  • An Irish Chief
  • A Welshman
  • A student
  • A politician
  • A villager
  • A priest
  • A Scotsman

Key questions for you to answer:

Q. What was life like for most of the population?

Q. What is the relationship like between England and Scotland?

Q. What is life like for politicians and students?

Q. How is religion viewed in Britain in 1509?

Q. Who are the baron’s and how do they view the King?

Q. How much of control does England have over Wales and Ireland?

 

Task 4: Now have a read of pg. 9 from your course text book and answer questions 1 and 2. You must use sources A and B to help you with your responses…

 

 

Image result for cartoon textbook

Task 5: Plenary – How does your life compare to someones life in Britain in 1509?

Create a table with two columns, one titled “life in Britain in the 1500s” and one titles “my life in 2019”. List 5 key points from what you have learnt today about life in the 1500s in Britain and list 5key points about your own life – how do they compare?

Assignments…

Assignments…

Assignment 1:

‘Middle Leaders will decide on their own leadership style; some will appear charismatic, others less so. This is unimportant. Each individual’s qualities will be identified according to their ability to get the job done.’  Sonia Blandford, Middle Leadership, Harmonising Leadership and Learning.

To what exetent do you agree with this statement?

On the face of it, my initial response to Blandford’s statement would be that I whole heartedly agree with the notion that the ability to “get the job done” is the best indicator of any professional’s skills and qualities within the working environment. Certainly, as a middle leader of several subjects and of many diverse individuals needs and wants within a growing faculty; and after identifying in October that I am significantly target orientated, with my primary focus of always just wanting to get tasks completed, this notion from Blandford that ultimately completing the task is the best way to identify the qualities that any leader obtains  sits firmly at the core of my values and beliefs. Indeed, I feel its right to suggest this as the experiences I have been part during my middle leader segment of my career have simply warranted this kind of industrialized and robust cognitive pattern of thinking -. and simply without it, from my experience, you wouldn’t find yourself in a viable position with students, management or indeed parents.

Unequivocally, the experiences I refer to represent the typical scenarios that any middle leader within an educational institute gets subjected to on a regular basis – namely assessment of student work; report writing; curriculum planning; appraisal deadlines and meeting budget deadlines to name but a few. Ultimately, these examples, and there are many others within education, present very different requirements of skill and qualities in order to complete them within deadlines set by management. As a result, I think that it is fair to state that as a middle leader, being able to meet the completion of these diverse and intricate tasks within set deadlines facilitates excellent reflection of the skills and qualities that a middle leader obtains – namely pragmatism, pro-activeness, organization and problem solving to name but a few, which will all facilitate to to reflect what kind of a leader a person is in my opinion.

There is no doubt, working in a private institute brings high expectations from both management and parents – which considering the finances involved sits fine with my own expectations of myself and my staff members. In my opinion, striving for continued progression on an annual basis is a fair expectation and goal for any school or organization. This said, and this is where I believe my opinion has evolved somewhat over the years due to my experiences – although I have clearly stated that I believe “getting the job done” is the best indicator of a middle leaders qualities, there are indeed ways and means of how jobs should be completed, both on a social and professional level.

Indeed, after a decade of teaching experience, with four of those years being in middle management, I have significantly come to realize that there is an ethics involved into the achieving goals and targets that also contribute to reflecting what kind of leader and practitioner you are and thus play an equally integral role in defining your qualities as a leader; especially when working with humans inside the complex environment that we have growing around us both institutionally and socially. These ways and means I speak of may include the person’s ability to interpersonally interact with colleagues; personal resilience; the level of humbleness when incorrect about important decisions; and the ability to make colleagues feel appreciated, inclusive and apart of the process. These days now from my own evolving opinion, all these elements should always be considered when attempting to “get the job done”.

As a concluding point, I refer to the literature suggested by Fullan (pg. 9,2001) “The more complex society gets, the more sophisticated leadership and personal interaction must become”. Moreover, Mumford et al. (2008) take these notions one step further, postulating that whether a leader be transactional, charismatic or servant in style, they must not solely focus on the end goal without taking into account the human processes, such as interaction, leading up to the end result. Indeed, in doing this, as Mumford et al. suggest, this would lead to a less sophisticated result in the end and thus, hinder professional development.

Both these proposals, from my perspective, help to erode the Blandford statement to a certain extent, focusing heavily on the crucial factor of a person’s ability to interpersonally interact with people being just as important as the end result. Certainly, and as I believe I have illustrated within my response, these ideas from the literature are a fair reflection of my own personal view on Blandford’s original statement, that yes getting the job done is a good way to identifying leadership qualities, but its not the only way.

 

References:

Fullan. Michael, (2001), Leading in a Culture of Change, Jossey-Bass, 989 Market Street, San Francisco.

Mumford. Michael D., Antes. Alison L., Caughron. Jay J., & Freidrich. Tamara L., (2008), Charismatic, ideological, and Pragmatic Leadership: Multi-Level influences on emergence and performance, Department of Psychology, The University of Oklahoma, Published by Elsevier Inc. 2008.

 

 

 

Refelections…

Refelections…

Reflection week 1: Oct 8th – 12th

During my first week back after the first face-to-face session in Rome I felt it was integral to carryout several actions in the first couple of weeks to help start off my leadership challenge. Firstly, I decided to arrange which one of my colleagues could be be my Leadership Challenge mentor. Thankfully, a colleague of mine from the Primary Department of the school, who has experience of this course itself and who has worked with COBIS on school inspections in the past agreed to be my mentor. This was great and it gave me a sense of comfortability with the programme as I knew I now had experienced support and guidance that I could call upon if ever needed. It will be the task of next week to come up with my leadership challenge project – making sure I choose a project that not only is worth developing on a teaching and learning basis but also looks at developing my leadership style and qualities.

Reflection week 2: Oct 15th – 19th

The second key area that I then had to decide would be my Leadership Challenge its self which, in conversation with my mentor, we decided that student academic data and its level of accessibility and usage within the Humanities Faculty would be a good area of focus to help develop my

 

Reflection week 3: Oct 22nd – 26th

Reflection week 4: Nov 5th – 9th

Reflection week 5: Nov 12th – 16th

Away on Belgium/France Battlefield Tour trip commemorating 100 years since the end of WW1.

Reflection week 6: Nov 19th – 23rd

Reflection week 7: Nov 26th – 30th

Reflection week 8: Dec 3rd – Dec 7th

Away on Berlin International School Partnership Tour.

Reflection week 9: Dec 10th – 14th