Teaching and Learning

The approach offered on this site is only one of many you might know, or even use. Heaven forbid that teaching should ever be done to formula, but in my experience there are a number of phases a lesson might go through to achieve its objectives. The order of these stages is important. What is offered below is a simple description and explanation of each phase. The text is offered in diagrammatic form as a downloadable resource. Many infant colleagues I have worked with have found it really helpful to have the 6 steps shown clearly on one side of A4 until they become second nature.

The learning process in history at KS 1

Given that this site specialises in giving practical support to busy teachers and subject leaders, you may be surprised to find a section on the theory of learning.  Well, don't worry it is very...

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Roles of learners

One of the best ways of exciting young children in history is to put them in role.  Dorothy Heathcote's approach called Mantle of the Expert invests expertise in the pupils, giving them a real, adult...
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Imaginative history outcomes at Key Stage 1

A key part of motivating infants in history is providing interesting practical products that really stimulate their interest.  When so many young pupils naturally  find it difficult to communicate their ideas in written form,...

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Inclusion at Key Stage 1

In addition to advice on: being healthy, staying safe, enjoying and achieving, making a positive contribution etc, this site focuses on five others areas that have the ECM's agenda, if not its headings, at heart. You...
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Gender issues in history at Key Stage 1

It is tempting when thinking about boys' achievement to focus on teaching and learning, but there is a stage before that to consider. When we have so much choice at KS1 it is worth pondering...
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Gifted and Talented in history at KS1

Much has been written in general terms about identifying and then catering for able pupils in history.  OFSTED and others have criticized schools for not moving beyond identification and general provision to looking at what...
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Using ICT and film at Key Stage 1

This section alerts you to where you will find examples of published best practice as well as featuring a few cameos that I have been involved in developing.  I have tried to draw the...

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Teaching chronology at Key Stage 1

Mention the teaching of chronology to most infant teachers and their eyes glaze over.  Their experience is that it is like picking up mercury with a fork.  One minute the children seem to have grasped...
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The teaching process in history at KS1

The approach offered on this site is only one of many you might know, or even use. Heaven forbid that teaching should ever be done to formula, but in my experience there are a number...
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Views of learners on history at Key Stage 1

There has been very little published research on the views of infants on their history work. I think we might be able to predict that most pupils would be positive about their experience, especially if...
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S.E.N. in history at Key Stage 1 and 2

By inclusion we mean three things here: setting suitable learning challenges, responding to pupils' diverse needs, and overcoming potential barriers to learning and assessment for individuals and groups.  Below are featured a range of ideas...
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Enquiry in history at Key Stage 1

History is full of rich and interesting stories, and pupils love to hear them.  Indeed, a good story well-told is an important teaching ploy with infants.  But we want even the very young children to...
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