Writing in Junior History

Writing in Junior History2019-09-23T15:19:33+11:00

Writing in Junior History

$390 +GST 

Senior history students are made in junior history – so stop starting from scratch every year. Writing in Junior History is a 5 hour NESA endorsed course that provides a clear path of writing skills from Years 7 to 10 that places historical sources at the centre of writing improvement. The course offers a thorough grounding in source analysis, building an argument and the nuts and bolts of writing in history.

Course Outline

PART 1: Letting the sources do the talking 

Teachers will learn about;

  • Locating information that is relevant to an historical inquiry
  • Identifying the usefulness of sources
  • Selecting the right evidence to support an historical argument
  • Dealing with context, perspective and interpretation

PART 2: Marshalling the evidence behind an argument

Teachers will learn about;

  • Deciding what to ‘do’ with evidence
  • Writing about forces and factors, continuity and change, cause and effect
  • Writing to describe, narrate, explain and analyse
  • Writing about motives and actions

PART 3: Writing as choice 

Teachers will learn about;

  • How writing is thinking
  • The architecture of an argument
  • Vocabulary that matters
  • Using key terms and concepts
  • Why choice comes before structure

About the Presenter  

Brad Kelly

Brad Kelly (BA, Grad Dip. Ed, MEd Leadership) is an author and writing coach based at St. Mary’s Star of the Sea College in Wollongong. He has 15 years of experience in the classroom and in curriculum leadership. Brad has authored five modern history textbooks with Cengage Nelson including The Cold War 1945-1991 (2018), The World Order 1991-2011 (2018), Investigating Modern History (2018) and more. He has been a presenter at HTA NSW, TTA professional learning and consults schools on improving writing instruction. Brad is a tour leader with Academy Travel, and leads the Modern History teacher development tour to Germany and Russia.

Here’s What People are Saying!

‘It was an insightful way to reflect and consider how we approach our craft and how we can improve the quality of our students responses.’ – Sydney participant, DET.

‘Thanks for the discussions!’ – Sydney participant, DET.

‘Really beneficial in delivering literacy strategies that are subject specific.’ – Sydney participant, DET.

‘Brad valued each participants input and asked questions that caused us to reflect our own writing choices.’ – Sydney participant, DET.

‘Great content and applying to specific KLAs, very useful to classroom settings. Also effective literacy strategies.’ – Sydney participant, DET.

‘Excellent insight into how to apply writing strategies to improve writing for all students.’ – Sydney participant, DET.

‘It was great to actually have to write and answer questions, I felt like I gained a lot of useful knowledge and skills.’ – Sydney participant, DET.

‘It was great to be put in the position of the learner.’ – Sydney participant, DET.

‘Some great new strategies I can take away and apply in the classroom in regards to using sources and writing.’ – Sydney participant, DET.

‘Introduced to different tools that we can use to guide student learning.’ – Sydney participant, DET.

‘The writing component helped me realise the level of thinking it required for students.’ – Sydney participant, DET.

‘Breaking down a question and applying it to History and understanding the whole idea of writing as a choice was excellent. I can apply this in my classroom.’ – Sydney participant, DET.

‘The resources given will be a great benefit and effectively shared with my faculty.’ – Sydney participant, DET.

‘I really enjoyed reflecting on the writing process through activities that required me to write and annotate my own responses.’ – Sydney participant, DET.

‘The materials and strategies used were highly useful and it was great that they were implemented into the exercises.’ – Sydney participant, DET.

‘Good practical information and ideas regarding the development of writing.’ – Sydney participant, DET.

‘Brad ensured there were good personable interactions and examples from practice.’ – Sydney participant, DET.

‘I will be implementing what I learned with my faculty.’ – Sydney participant, DET.

‘A good selection of activities and resources provided.’ – Sydney participant, DET.

‘Will be so useful in the classroom!’ – Sydney participant, DET.

‘The guided annotations of a response were excellent. It allows us to show samples from all grades and break down what separates grades and point out features.’ – Sydney participant, DET.

‘Some great strategies, particularly regarding annotating work samples with students.’ – Sydney participant, DET.

‘Great delivery! Good, unique approach to writing.’ – Sydney participant, DET.

‘Brad provided time to apply strategies introduced and discussion as feedback.’ – Sydney participant, DET.

‘I enjoyed the fact that it was an open forum and Brad is considering along with us.’ – Sydney participant, DET. 

‘I will be looking to make writing a more specific focus/practice in class.’ – Sydney participant, DET.

‘This course will help me support staff to build confidence with their own writing.’ – Sydney participant, DET.

‘I will take my learning away and show my colleagues how we can implement this in our own classes.’ –Sydney participant, DET.

‘The big picture – then narrowing to individual steps.’ – Sydney participant, DET.

‘Brad knew a lot and was very passionate. He drew in his own experiences which were effective and he was excellent at drawing on people’s responses.’ – Sydney participant, DET. 

‘It was great to look at highlighting the need to analyse sources, choose phrases and wording to help suit arguments.’ – Sydney participant, DET.

‘I have some great new strategies and ideas!’ – Sydney participant, DET.

‘Loved the build up of writing!’ – Sydney participant, DET.

‘Understanding the approach to writing as a teacher. Also the discussions helped me rationalize my thought process.’ – Sydney participant, DET.

‘Annotating a sample response was most useful.’ – Sydney participant, DET.

‘I loved the practice that was done on writing to help understand the mental strategies implemented to write.’ – Sydney participant, DET.

‘It was really useful differentiating between what writing skills can be expected of stage 4 and 5 students.’ – Sydney participant, DET.