Teaching and Learning

A six step approach to history lessons

Step 1: Teacher motivates pupils to want to learn and scopes the enquiry

  • Hooking them in: eg. with a slow reveal
  • Making it real, exciting, a job that needs doing, a problem that needs sorting
  • ...
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ICT and Film in history at Key Stage 2

You may think it surprising that film and ICT appear together and not separately. Wit hthe advent of digitisation and easy manipulation of images, including moving images, using computers the two are now intertwined. So,...
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Teaching Interpretations at Key Stage 2

Although challenging, teaching interpretations in history at KS2 level is immensely rewarding when you see the 'penny drop' in pupils' minds.  It is hard because it is abstract.  It is hard because you are...

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Teaching enquiry in history at Key Stage 2

You will hear a lot spoken about historical enquiry, but very little written down and easily accessible. Given its central importance to an understanding of the nature of history, this is regrettable. What I write...
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The teaching process in history at KS2

Key Stage 2 history teaching is often unfairly caricatured as a teacher telling interested pupils lots of interesting stories: fun at the time, but of little lasting benefit. We need to ensure that shallow learning...
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The learning process in history at KS2

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 in history at Key Stage 2

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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Personalised learning in history at KS 2

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. But a few points are worth making quickly...
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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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Grasping the chronology nettle

Everyone knows that chronology is one of the key historical concepts pupils need to learn, and yet in very few schools is it given serious attention.  Unless the subject  leader makes a determined attempt...

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