Writing in Junior History

Writing in Junior History2021-06-29T15:35:29+11:00

Writing in Junior History

Webinar: $300 inc. GST

Senior history students are made in junior history – so stop starting from scratch every year. Writing in Junior History is a 5 hour 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

Australian Professional Standards for Teachers

Completing Writing in Junior History before 4 February 2022 under NESA’s interim arrangements will contribute 5 hours and 0 minutes of NSW Education Standards Authority (NESA) Accredited PD in the priority area of delivery and assessment of NSW Curriculum addressing standard descriptor2 2.1.2 and 2.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

About the Presenter  

Brad Kelly

Brad Kelly (BA, Grad Dip. Ed, MEd Leadership) is an author and writing coach. 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.

Upcoming Courses

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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.

‘I will take this back to my team to deepen their learning about a better way of tackling writing in our 7-10 history classes.’ – Newcastle participant, Catholic.

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

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

‘A reminder of what distinguishes history and English writing. I gained vocabulary for discussions with staff and students.’ – Newcastle participant, DET.

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

‘The course allowed for a greater understanding of writing and thinking about writing.’ – Newcastle participant, Catholic.

‘Very useful. Brad is an excellent presenter.’ – Wollongong participant, Catholic.

‘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.

‘Very clear, concise and manageable. Love the workbook idea! Refreshing from power point drag! Workbooks were interactive and notes key skills and strategies.’ – Newcastle participant, Catholic.

‘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.

‘The importance of time to prepare and collect sources, analyse the source and understand their content before planning on writing an essay.’ – Newcastle participant, Catholic.

‘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.

‘Clear and concise. Brad took to process slow and allowed time for the team to stop and talk and refine the skills/strategies. Thank you for the refreshing statements about what we are not doing right in our schools.’ – Newcastle participant, Catholic.

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

‘I enjoyed having the papers there to mark as this is an area I needed to spend more time on. The ideas about sources and the value of the teacher providing them was very useful for me. As were the thoughts around pushing your ideas to the top.’ – Wollongong 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.

‘Very appropriate – well chosen topics that were approachable to anyone.’ – Wollongong 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.

‘Great resources to take away and reflect on teaching strategies.’ – Newcastle participant, Catholic.

‘So useful, thank you!’ – Newcastle participant, Catholic.

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

‘It was a very relevant and practical day. Thank you for sharing your expertise!’ – Newcastle participant, Catholic.

‘Great interaction and feedback with us.’ – Wollongong participant, DET.

‘Everything incorporated in this course exceeded the standards – it stretched our knowledge and understanding, giving practical examples and practice.’ – Sydney participant, Independent.

‘I have picked up some useful insights and tools to use back at school.’ – Sydney participant, Independent.

‘Knowing content and how to teach it!’ – Sydney participant, DET.

‘Very helpful and practical!’ – Newcastle participant, Catholic.

‘Practical deconstruction of writing and illustrative of the thinking process involved.’ – Sydney participant, DET.

‘I definitely have a lot to think about going into planning for next year!’ – Sydney participant, DET.

‘All the sources were at a stage level, were well laid out and easy to follow. – Wollongong participant, DET.

‘Having the opportunity to write individually allowed us to negotiate what we are doing to our students, how realistic our expectations and motivation are to improve on current planning and practice.’ – Sydney participant, Independent.

‘This course was a really refreshing way to approach writing after years of prescriptive and inflexible tools. Looking forward to trying it out. – Sydney participant, DET.

‘Excellent! Much of the content is directly relevant to current areas of focus around literacy in our school context.’ – Sydney participant, DET.

‘This course altered my thinking about writing – particularly scaffolding of writing and how this restricts a natural ability to write.’ – Sydney participant, DET.

‘Fresh way of looking at extended writing in a holistic approach. Intense writing sessions but helpful in terms of reflecting on the skill we are trying to teach.’ – Sydney participant, DET.

‘Great strategies!’ – Sydney participant, DET.

‘I really liked working with the source materials and hearing how other teachers had approached it.’ – Sydney participant, DET.

‘Good resources and activities to remind us about how we/students write.’ – Sydney participant, Independent.

‘The sessions were inclusive and collaborative.’ – Newcastle participant, Catholic.

‘Great stimulus and practical activities allowed for deep thinking on how to usefully employ these ideas in the classroom.’ – Sydney participant, Independent.

‘I will be using a lot of the subject matter for our literacy guide.’ – Sydney participant, DET.

‘I enjoyed the collegial discussion and I realized I need to write more.’ – Newcastle participant, Catholic.

‘The activities were great – I haven’t written this much myself for so long. It helped me gain the perspective of my students more.’ – Sydney participant, DET.

‘The materials and strategies suit and explain how to approach the range of abilities in my classroom.’ – Sydney participant, DET.

‘The writing! I now have a new empathy for my students! The writing activities made me think about the process of writing.’ – Sydney participant, DET.

‘Good tips and practical lists. Very good modelling.’ – Sydney participant, DET.

‘Brad was excellent – he gave opportunities for thinking and talking.’ – Sydney participant, DET.

‘I liked that we had to actually write ourselves!’ – Sydney participant, Independent.

‘This course definitely allows food for thought It allows for an opportunity for a robust discussion in my faculty/school.’ – Newcastle participant, Catholic.

‘Very engaging and practical delivery. Respectful and encouraging.’ – Sydney participant, Independent.

‘This course was excellent. I left with many skills to reflect on and many more tools to work with.’ – Sydney participant, Catholic.

‘The hands- on experience was great. The booklet will be very useful to take back to school.’ – Sydney participant, DET.

‘Well paced and developed. Brad was clearly knowledgeable.’ – Sydney participant, DET.

‘I will be spending more time on developing ideas rather than hammering home structure.’ – Newcastle participant, DET.

‘Very engaging and authentic – a well structured course’ – Sydney participant, DET.

‘The presenter used knowledge gained from the classroom and life and placed it in front of the student. He had a clear idea about how to improve writing and build skills for all ability levels.’ – Wollongong participant, DET.

‘Brad was friendly and dynamic. I enjoyed his presentation.’ – Sydney participant, DET.

‘Very positive – Brad got everyone involved.’ – Sydney participant, DET.

‘I intend to go well beyond PEEL and incorporating ideas and thinking beyond formulaic responses.’ – Sydney participant, Independent.

‘Brad reinforced the value of flexibility, feedback and ideas.’ – Sydney participant, DET.

‘The small group gave a great opportunity for discussion.’ – Newcastle participant, DET.

‘Very appropriate and relevant!’ – Newcastle participant, Catholic.

‘I gained confidence knowing I was on the right path and gained the skills to progress.’ – Sydney participant, Catholic.

‘A rethink of student writing. I used to think that junior students weren’t able to write higher-order evaluations etc. So now I have a practical way to approach this.’ – Sydney participant, DET.

‘It was great to unpack the importance of starting with ideas.’ – Sydney participant, DET.

‘Refocus on discussion with texts and building ideas in class.’ – Newcastle participant, Catholic.

‘Writing is a skill I hadn’t practiced in years and now I understand how to approach it in future lessons.’ – Sydney participant, DET.

‘I had forgotten the joy of writing!’ – Sydney participant, DET.

‘I feel refreshed in my own ability to write and helpful tips to encourage writing from students.’ – Newcastle participant, Catholic.

‘I am very eager to utilize what I have learnt in this course in the classroom.’ – Newcastle participant, Catholic.