‘Interesting times’ have led us all to have to adapt, and the Year 7 history curriculum is no different. Summer Term 2020 should have seen a second iteration of the Black Death inquiry with Year 7 which would have allowed us to build upon the experiences of running it and learning through it once more. However, who wants to learn about the Black Death in the middle of a global pandemic?
Luckily, the historians in school had confidence enough in FOSIL and their understanding of it to take the structure of the Black Death inquiry, adapt the resources, add the sources and turn it into an inquiry based on how far everyone experienced a renaissance during what is known as ‘The Renaissance’. Not only that, but this was delivered entirely through remote learning with pupils in their homes around the world, mostly taking part in synchronous lessons led by the teacher, but not entirely due to time-zone difficulties for a number of pupils. In these cases, the lessons and material had to be accessible – both in terms of availability of material and in terms of understanding the content – to pupils working through the inquiry mostly on their own.
Feedback on the work produced by the pupils has been extremely positive, with teachers being impressed by the standard of the work submitted – even when measured against exacting MYP assessment criteria – and with the way their pupils engaged in the inquiry remotely. While we hope not to have to return to whole-scale distance learning any time soon, this is a good example of how well suited inquiry is to learning in this way – although it does require a level of support, preparation and organisation beyond that required for classroom delivery. Perhaps we had better get started on planning ahead to deliver other inquiries remotely after all!