When your colleagues, who have to master 11 subjects after all , feel that they need a few pointers to help them transform the planning into really good history learning, its often difficult to point them in the direction of a succinct list of behaviours. I hope the following prove useful. Rather like medieval doctors who carried cards with them-their vade mecum-colleagues could cast a reassuring glance over these 8 feeling that they are doing justice to at least one of the eight!! So here goes…
You will know when…
- You are helping pupils to see that history is a disciplined enquiry, not just learning facts about the past.
- You are involving pupils in developing their ideas and opinions about the past which are rooted in evidence.
- You are building pupils’ mental map of the past so that they learn the characteristic features of particular past periods and develop respect
