Despite all the educational changes that have happened since I started teaching History just under a decade ago, one thing has remained a constant. Source analysis is the hardest component for students to understand. This is part of my ‘why’ in that I do not remember any lesson in Secondary, A-level or degree that asked me to develop my ability to use sources. This may be me being incredibly disingenuous, and I am sure that any ability I have is not divined or been bestowed by anything other than practice. It may just have not been made as obvious to me it is now. Nevertheless I have constantly looked for ways to make source analysis more engaging, purposeful and develop the skills for students to engage in a real critique of sources.
For the 2016/17 academic year I was determined that I would use a more flipped learning and independent learning style with my A Level students, and start introducing it with my GCSE classes as well. I wanted to do this as I felt that by spoon-feeding the students the information I was doing them a disservice and, rather than educating them, I was just schooling them for the exam. I also selfishly, wanted to try and create a better work/home balance and be more organised in my planning.
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