Michaela Community School | Humanities – 23.03.2016 – Did it work? Year 8 history essays on medieval England
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Humanities – 23.03.2016 – Did it work? Year 8 history essays on medieval England

23 Mar 2016, Posted by admin in Michaela's Blog

Posted on March 23, 2016 by Jonathan Porter

Did it work? Year 8 history essays on medieval England

Essay title: What was the most significant challenge to the king’s power in medieval England?

Conditions: Exam conditions. 50 minutes. No notes. From memory. Pupils DO know the title of the essay in advance.

High ability paragraph on the Church.

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Mid ability paragraph on the nobles

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Low ability paragraph on the peasants

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High ability conclusion (typed out verbatim)

‘In conclusion, the most significant challenge to the king’s power in the medieval period was the Church. It’s spiritual and temporal power, and the last grip it had on the population made it a clear rival to the State. The ‘Magna Carta’ was not a major challenge to the king’s power as even thought it restricted the king’s power for a very short amount of time, King John declared it invalid. The peasants were not a significant challenge to the king’s power in the medieval period as the rebellions such as ‘the Peasant’s Revolt’ were crushed by the king. The Church’s hegemonic influence made it a significant challenge to the king’s power’.

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Strengths: knowledge and memory

One of the things I like about the way we assess at Michaela is our emphasis on memory. All our pupils (from top to bottom in ability range) do their assessments from memory. Almost all pupils wrote for the full 50 minutes and almost all wrote three paragraphs on each of the three challengers to the king’s power: the Church, the nobles and the peasants.

What I particularly like about the essays is their clear command of the facts. They have used dates, people and concepts to support their judgement. The high ability pupil has remembered that Thomas Becket was murdered in 1170. Specific people such Thomas Becket, John ‘Softsword’, Richard ‘Lionheart’, William de Braose. And specific places such as Runnymede, Brittany, Normandy and Anjou. Most pleasingly, the pupils seem to be using challenging conceptual vocabulary such as ‘spiritual’, ‘temporal’, ‘independent’, ‘authority’, ‘tyrannical’, ‘clergy’, ‘lenient’, ‘rivalry’ and ‘hegemony’. All of these were taught explicitly and the pupils have used them, with reasonable accuracy, in their assessment.

One of our less able pupils even managed to remember that pesky apostrophe in ‘the Peasants’ Revolt’ – my favourite thing of all!

Improvements: explanation and judgement

However, I want to see more sophisticated explanation in future. The high ability paragraph on the Church is good, but I don’t think it is as well developed as it could be. There is also some speculation in her explanation: ‘This was a significant challenge to the king’s power and authority because the peasants would have judged the king when he was in the streets and, ultimately, threatened his status in the social society.’ How can we support our pupils to make more incisive comments about the significance of this event and what it tells us about the power of the Church in the period? How can we support them also to ‘zoom out’ and see the bigger picture?

I also want pupils at the bottom end starting to see their essay more as a single articulation rather the sum of three discrete paragraphs. You can see that quite clearly in the high ability conclusion in which the pupils weighs up the challengers to form an independent judgement. But it isn’t there in the low ability paragraph: the pupil simply introduced ‘another significant challenge to the king’s power’. 

If you think you have what it takes to help us to improve our pupils’ work and take them to the next level, you should apply to teach with us. Follow this link for more information: http://mcsbrent.co.uk/vacancy-humanities-teacher/

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