Medieval Studies - FEEDBACK

Please complete the following survey. It will give me a really good idea of what you liked and disliked this term so that I can improve for the next time I plan this course!

YOUR feedback is valuable. Please take the time to think about your answers.
Name: 


A red asterisk (*) indicates required questions.

  1. Throughout term 2, we completed a unit of study on Medieval life. We spent*
    much too long on this topic and would have liked to look at something else too
    a little bit too much time but OK in the scheme of things.
    just the right amount of time.
    I would have liked to spend a bit more time on this
    not nearly enough time! More please!


  1. I found this unit of study to be interesting and enjoyed this topic*
    Yes
    No


  1. Within this unit of study, we studied quite a large number of different topics. Please rank these according to which ones you found most interesting (1) to least interesting (15)*
        1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
    Time periods and timelines ("B.C.", "B.C.E", "A.D.", "C.E.")  
    Changing borders of Europe; Countries & Capitals  
    Feudalism and social organisation  
    Magna Carta, Government and the Consitution  
    Worst Jobs in History  
    Workers: Guilds and Trade Unions  
    Castles: Building and Parts  
    Kings & Queens of England  
    How do societies stay strong & powerful  
    Torture & Punishment  
    Faith & Fear: The power of the church  
    Medieval Food  
    Medieval themes in popular culture (cinema, TV, games)  
    The Plague  
    Bibliographies & Referencing  


  1. Are there any other topics you would have liked to learn more about? Are there any topics that we didn't cover*


  1. I prefer to learn through*
    Activities where I could move around or make things, like the timeline and building the castle
    Matching activities (Maps of Europe, Bibliographies)
    Watching Video clips and answering questions
    Powerpoint Presentations
    Reading the textbook and completing questions
    Role plays
    Brain pop and completing quizzes
    Using the Question dice to help me better reflect on the information in a picture or text
    Learning from pictures and discussion
    Taking the time to complete the work at home
    Using websites


  1. A number of essential skills were taught and practiced throughout this unit. Tick those you would feel confident repeating in another situation (another subject or class)*
    designing and asking questions about a picture or text
    reasoning and using logic to match definitions with a picture or text
    making a timeline
    making links between past and present societies
    understanding and using key terms and concepts from the unit such as ‘religion’, ‘power’, ‘authority’ and ‘governance’


  1. Historical knowledge and understanding I:*

          1 2 3 4    
      I know of aspects of past societies, such as daily life, work, family, education, community life and governance   
      compare aspects of different past societies; for example, daily life, community life and governance   
      analyse social and political structures in past societies   
      understand the contribution of significant events to the social, political and cultural development of a nation   


  1. Historical knowledge and understanding II:*

          1 2 3 4    
      identify change and continuity over time in a past society   
      identify legacies of past societies evident in modern societies (what from the past, is still part of our everyday life)   
      compare aspects of past and present societies; for example, the role of education or the roles of men and women   
      understand concepts and key terms such as ‘feudalism' 'society' 'power' and 'government'   


  1. Historical knowledge and understanding III:*

          1 2 3 4    
      understand simple concepts and terms for use in historical study; for example, ‘medieval’, ‘historian’, ‘monarchy’, ‘slavery’ and ‘democracy’   
      understand and use of key terms and concepts such as ‘religion’, ‘power’, ‘authority’ and ‘governance’   
      analyse ideas; for example, the meanings and values associated with ‘the rule of law’, ‘democracy’ and ‘feudalism’   
      analyse particular changes over time; for example, changes in the influence of the church and political rights for groups of in society, such as women and peasants   


  1. Historical Knowledge & Understanding IV*

          1 2 3 4    
      understand the roles of leaders in a society, such as a King, Baron or religious leader   
      evaluate the role and importance of leaders and leadership in societies   
      analyse the role of leaders and other key individuals in societies, and evaluation their contributions and legacies   
      evaluate the impact of conflicts and crises on nations and people; such as wars or the plague    


  1. Historical reasoning and interpretation I*

          1 2 3 4    
      develop key research questions for an investigation   
      develop appropriate research questions and plans for an inquiry   
      plan for historical research based on development of key research questions, and revision of those key questions   
      develop research questions, plan inquiries and use of a range of print and online resources to research events   


  1. Historical Reasoning and interpretation II:*

          1 2 3 4    
      identify a variety of primary and secondary sources for particular research   
      locate a range of sources relevant to particular research questions   
      locate a range of relevant resources for particular inquiries, and identification of gaps in those resources (was there anything the books missed or didn't do well?)   
      write evidence to support arguments and conclusions   


  1. Historical Reasoning and interpretation III:*

          1 2 3 4    
      understand sources, and question their point of view, values and attitudes   
      identify strengths and weaknesses of sources of evidence   
      analysis the context, purpose and completeness of sources in answering particular inquiry questions   
      evaluate a range of primary and secondary sources for reliability and completeness.   


  1. Historical Reasoning and interpretation IV:*

          1 2 3 4    
      in presentations, use appropriate concepts such as change and chronology, as well as evidence from sources, to show historical understanding   
      in historical explanations, use evidence, relevant concepts and terms, as well as conventions such as references and a simple bibliography   
      use a variety of oral and written forms to present historical findings, including evaluating evidence supporting a viewpoint, using historical language and concepts, and provide accurate bibliographies   
      use relevant concepts, evidence to support opinions, and accurate bibliographic conventions in presentations of understanding   


  1. I have previously completed assessment using a Menu, where I had choices*
    Yes
    No


  1. Regarding the Menu of Assessment*
    I had trouble narrowing down the number of activities I wanted to do!
    I could easily pick out a few activities I liked
    I found some activities but there weren't enough I liked.
    I didn't really like any of the activities
    I hate choice! Just one assignment please!


  1. I think this is a fair way to assess me*
    Yes, because I can show what I am interested in
    No, everyone is doing different work


  1. Things I thought my teacher did this well...*


  1. I would have preferred if my teacher had...*


  1. In studying geography, I hope my teacher...*





Melanie Henry