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.

History for pupils with EAL in Key Stages 1 and 2

Most of you will be well-versed in strategies for helping children with EAL access other subjects in the curriculum and will not need detailed guidance on general issues. To help contextualise the support for history some of these ideas are simply summarised  with history examples. ...
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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 for differentiation that you might like to try.  Later additions...
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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 somewhat artificial distinction here between using ICT as a teaching...

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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 it, the next it's gone.  They know about the past,...
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Teaching interpretations in history at Key Stage 1

For many teachers of infants, interpretations is the hardest of all the ideas to get across.  It is an abstract idea that can easily confuse, rather than clarify, if we are not careful.  It means that people looking back on the past tend to...

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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 gain experience of working things out for themselves, making...

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‘100’ great ideas for teaching history at KS 1

At present there are nearly 80 ideas arranged in alphabetical order. You will see that a brief description is offered, kept brief just as a reminder. It is useful if we can develop a shorthand way of describing activities so that we restrict the need...
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What makes an outstanding lesson in history at KS1?

There are no separate OFSTED criteria for outstanding primary history let alone for infants alone. The criteria HMI use are common across all age groups. OFSTED is currently not developing any new materials so we need to work out our own thinking based on...

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The teaching process in history at KS 1

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...

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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 short! With so much theory and so many research findings...

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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 will find lots of advice on inclusion, especially with regard to...
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Personalised learning in history at KS 1

This is certainly one of the key areas to be focusing on in the next few years and lies at the heart of the government's Every Child Matters agenda.   Although the content here is quite modest, it will soon grow very quickly as case study...
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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 on which topics, which famous people and which famous events,...
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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 happens in 'subjects' within then curriculum.  Clearly they do not...
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Motivating pupils in history at Key Stage 1

The essence of what appeals to pupils can often be summed up by the words, People, Puzzle and Point.  Children engage best if there is human interest .  They like to feel that history is a bit of a mystery, so a puzzling starter is...
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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 it were taught in a lively way with plenty...

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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 role to play.  On the accompanying diagrams (see downloadables) you can...
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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, we need other interesting ways of enabling them to show...

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50 imaginative history learning activities for Key Stage 1

This ground-breaking section offers a massive range of ideas, arranged in alphabetical order.  Some of the titles may seem a bit esoteric but experience of working with hundreds of teachers has taught me that we need a short-hand way of describing activities, so that we...
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