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
  • Setting the puzzle
  • Scoping the enquiry
  • Whetting the appetite for an imaginative product (stamps, plaques, tourist brochure, wiped commentary)
  • Mantle of the expert
  • Laying down a challenge, Do you think WE can …
  • Step 2: Children collect information in interesting and varied ways

  • PowerPoint presentations
  • DVD excerpts
  • Textbooks
  • Information cards/sheets
  • Teacher-told story
  • Pictures
  • Websites

Step 3: Children make sense of ideas and process the information

  • Text marking, colour coding
  • Underlining
  • Annotating
  • Key bullet points
  • Spider diagrams
  • Filling in charts, grids, Venn diagrams
  • Sequencing cards or pictures
  • Sorting, grouping, classifying and rejecting

Step 4: Children draw their own conclusions, making their own meaning

  • They advance reasons, perhaps linking and prioritising them
  • They begin to recognise what is significant
  • They shape their ideas
  • They demonstrate understanding, perhaps through: role play, history mysteries, living graphs, spectrums

Step 5: Their understanding is checked, developed and refined by:

  • Introducing new ideas, materials, perspectives
  • Putting their understanding to the test

Step 6: Pupils create their final, imaginative product after teacher models:

You need to be logged in to view this content in full. Please Login or register
KSH footer silhouette