• Skip to primary navigation
  • Skip to main content

Terry Haydn

  • Home
  • About
  • Learning to Teach History
    • PGCE Student Teacher
    • ICT in History Teaching
    • Time and Chronology
    • Assessment
    • History and Citizenship
    • Evidence
    • Causation
    • Substantive concepts
    • Empathy
    • Drama and Role-Play
    • Significance
    • Values and dispositions in school history
    • Class management
    • Interpretations
    • History and newspapers
    • Purpose of School History
    • Inclusion and diversity
      • Parent’s story
      • Claire’s full story
    • CPD
  • Managing Pupil Behaviour
    • The Haydn Scale and ‘The Right to Learn’
    • Levels of Control
    • Links to the research
    • How to get the class quiet; what do teachers say?
    • ‘Coping’; how do teachers handle things when they are not in complete control?
    • It isn’t quick or easy…
    • Sending pupils out; what do teachers say?
    • Moving pupils; what do teachers say?
    • Classroom rules; what do teachers say?
    • Why do some teachers become better than others at managing pupil behaviour? What do teachers say?
    • Complex and sophisticated skills
    • Mistakes: what do mentors say?
    • Zero tolerance: what (some) heads and deputies say…
    • Some of the Variables that influence Classroom Climate
    • Refusal
    • What use is the Scale?
    • Links to Other Useful Resources
  • NEET in Norfolk
  • Pupil Disaffection
  • Blog
  • Contact
You are here: Home / PGCE History at UEA / Drama and Role-Play / The New Model Army

The New Model Army

A Role Play

(The purpose of this role-play is to emphasise the difference in attitude – and hence in fighting potential – between old style armies and the New Model Army).

The purpose of this role-play is to emphasise the difference in attitude – and hence in fighting potential – between old style armies and the New Model Army.

Objective

Addresses KSU 2a ‘range of ideas beliefs and attitudes of men women and children in the past’ and tees up a study of KSU 2e ‘to consider the significance of the main events, people and changes studied’

  • Select a group of six pupils. Ideally they should be briefed as to role and expected replies before the lesson. These pupils will adopt the role of soldiers of the New Model Army then, after a one- minute pause, those of the King’s old-style army. Give each pupil a copy of the role sheet below. The same six pupils should adopt both roles to enhance the contrast between the two armies.
  • The pupils should be instructed to adopt a different demeanour according to the army they are depicting.
  • Before the first entry of the soldiers the rest of the class are instructed to take the role of potential investors in one army. Following the presentations of the soldiers they have to decide which side provides the safest bet for their money and reputation. They then need to justify this de4cision with reference to the presentations.

New Model Army – march in, stand to attention in straight rows, answer all questions in deadly seriousness

King’s Army – come in as a slovenly rabble, loll about, answer in an offhand manner.

The new model army

Copyright © 2025 | Terry Haydn | All Rights Reserved