This lesson is aimed at getting students confident in answering a 8 mark 'chronological narrative' question for the new AQA GCSE paper.
For this lesson it is assumed that students will have studied events in Cuba from 1958-1962.
The lesson starts with four maths problems - how long would different US cities have to react to a MRBM strike from Cuba (it gives them the speed of the missile - and they aren't too hard!)
Students remind themselves of the key events in the 'Cuba story' and attempt a timed 8 mark question titled: 'Write an account of how events in Cuba led to an international crisis'.
3 different model answers are provided (4, 6 and 8 out of 8) and as the teacher you can decide who gets which one. The students highlight information and key phrases they could have inclided but didn't and then use that to make a second attempt at answering the question,
A student friendly mark scheme is then included so students can self assess both of their answers and explain why the marks awarded to both were different. Hopefully the progress is very evident!
The lesson ends with a slide where students are encouraged to match their knowledge/learning to abstract images. As the teacher you can then question them to extend their thinking.
For this lesson it is assumed that students will have studied events in Cuba from 1958-1962.
The lesson starts with four maths problems - how long would different US cities have to react to a MRBM strike from Cuba (it gives them the speed of the missile - and they aren't too hard!)
Students remind themselves of the key events in the 'Cuba story' and attempt a timed 8 mark question titled: 'Write an account of how events in Cuba led to an international crisis'.
3 different model answers are provided (4, 6 and 8 out of 8) and as the teacher you can decide who gets which one. The students highlight information and key phrases they could have inclided but didn't and then use that to make a second attempt at answering the question,
A student friendly mark scheme is then included so students can self assess both of their answers and explain why the marks awarded to both were different. Hopefully the progress is very evident!
The lesson ends with a slide where students are encouraged to match their knowledge/learning to abstract images. As the teacher you can then question them to extend their thinking.
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