It worked for me: key stage 3 cameos
Contents | Designing a
visitor’s centre for Chesters Fort 
‘Teacher in role’: the background
The Robert Blake School, an 11–16 comprehensive school in Bridgwater, Somerset, faces ‘challenging circumstances’ and the school’s history department has to be creative and energetic to sustain its pupils’ interest.
Dave Wood, a history AST, places a strong emphasis on motivating pupils to write and on engaging pupils through the use of role play. In his lessons he often uses ‘teacher in role’ as a teaching strategy and has been surprised at the way it motivates pupils and develops their understanding of history.
In role as the editor of Globe News for year 7
At the start of the year 7 course the pupils’ interest is grabbed through an investigation of Sutton Hoo. Pupils explore the significance of Sutton Hoo by writing in role as journalists from the period of the discovery. After engaging pupils with pictures of artefacts found in the grave, Dave assumes the role of a newspaper editor and challenge pupils to write a detailed account of the discovery.
‘On the whiteboard I write ‘Globe News’ and draw a picture of a 1939 calendar. I put on a trilby and announce that I am the editor of Globe News. I then talk to an invisible figure (or the learning support assistant if they are willing to take part) called Herbert Writemore. I complain about Herbert being late again and chastise him for his pathetic excuses. I pick up his latest report about Sutton Hoo and chastise him further for its poor quality, finally threatening him with the sack. I point out to Herbert that the ‘newsroom’ is full of up-and-coming journalists who are after his job.’ |
The pupils are given a copy of Herbert’s report to criticise and are challenged to do better. In the lessons that follow pupils work in role as journalists. They make detailed notes on the discovery of Sutton Hoo and use these to write their final newspaper reports. From time to time they return to the ‘newsroom’ (signified by Dave wearing the trilby) to support pupils with their note-making and final reports.
In role as John White for year 8
In year 8 pupils undertake the challenging enquiry ‘What went wrong with England’s first colony at Roanoke?’ Pupils follow the narrative of the early encounters between the colonists and the Native Americans and analyse the reasons for the demise of the colony. John White’s pictures of the indigenous people provide a fascinating glimpse of these early encounters, but pupils find it hard to understand the particular context in which the pictures were made. To help them with this Dave becomes John White.
‘We start with John White’s picture of chief Herowan’s wife and daughter. I invite two pupils to the front of the class to become these people. I then put on a wide-brimmed felt hat and drape a large canvas bag over my shoulder. I get out of the rowing boat and approach the two pupils. I ask them (and the whole class) how they feel when this strange-looking man approaches them. I take a doll from my bag and hand it to the ‘daughter’. Again I come out of role and explore with the class how this relates to the picture and what this tells us about the relationship between John White and the Native Americans.’ |
Using a few simple props to re-create a moment in time helps pupils to see the context in which the picture is produced. It brings the past to life and gives pupils a deeper understanding of the early encounters between English colonists and Native Americans.
In role as Count von Schlieffen for year 9
As part of the school’s year 9 enquiry into the causes of the First World War, pupils develop a detailed knowledge of the reasons for the Schlieffen plan. They also work in teams to process information, adapt their ideas in the light of new information and make a presentation to an audience.
At the start of the lesson Dave announces that today’s work is highly secretive. A pupil fixes a notice to the door saying ‘Top Secret Meeting – do not disturb’. Dave puts on a double-breasted jacket and introduces himself as Count von Schlieffen. He explains that the people present at this meeting are the best military minds in Germany and that they are faced with a problem of national security. Using maps he outlines the problems and explains the nature of warfare in the early twentieth century using pictures of soldiers, cavalry and cannon. War is likely and the ‘military minds’ must devise a plan to present to the meeting.
At different points through the lesson groups are provided with new intelligence information on cards. This is supplied by the learning support assistant ‘spymaster’ who wears a long coat, dark glasses and a hat. At the end of the lesson von Schlieffen listens to the presentations and explains his decision about which plan to follow.
The combination of an interesting simulation with the teacher and learning support assistant in role means that all pupils find this activity engaging and motivating. In particular low-attaining pupils are motivated to read the information cards carefully and to produce clear and detailed presentations.
In role as Ambroise Pare for year 10
As part of the GCSE development study of medicine students are required to understand Ambroise Pare’s contribution to surgery. With only a portrait and some rather dry text about Pare, firing students’ curiosity would be a challenge. Instead Dave arranges for the students to meet Pare in person!
The students move their chairs into a semicircle ready to meet a ‘visitor’. Dave steps out of the room to fetch the visitor and returns wearing a dirty apron (soiled to represent the blood and pus from many operations) and a black hat (a woman’s hat from the Oxfam shop which has been pushed out of shape). He is carrying a wooden box containing a saw, a large knife, cotton thread, some old bottles, bandages and a small stone to represent bezoar (found in the stomach of ruminants and formerly used as an antidote to poison). He introduces himself as Ambroise Pare and invites questions.
Students are treated to demonstrations of surgical practice such as amputations and cauterisation. They consider the role of chance in medicine and develop an understanding of infection. Pare becomes a ‘real’ person with whom students can interact. They see that Pare had a very different understanding of surgery and a completely different mindset to their own.
In role as Black Elk for year 11
Year 11 students begin their depth study of the American West with an investigation into the culture of the Sioux. They find out as much as they can about the beliefs and customs of the Sioux by talking to Black Elk. Dave takes on the role of Black Elk by dressing in a cheap wig from a fancy dress shop, adding a single feather as a final touch and sitting cross-legged on the table.
From the simple question ‘Have you got a wife?’ follows a discussion about polygamy and why the Sioux practiced it. ‘What happens if you are caught stealing?’ leads to a comparison of the different attitude to laws and punishments held by the Sioux and the white settlers.
If some groups have difficulty thinking of appropriate questions to
ask they are given prompt cards with questions such as ‘Do you
believe in God?’ ‘What do you eat?’ and ‘Do
your children have an education?’ Even for older students questioning
an individual from the past is engaging, enjoyable and promotes understanding.
