Teaching Inclusion at keystage 2

You will find lots of advice on inclusion, especially with regard to helping pupils who have very poor literacy skills. An allied section on providing for children for whom English is an Additional Language (EAL) raises many similar issues and offers a few golden rules to follow in history.

The third section is probably one of the most vital in that it deals with what motivates reluctant learners in history. All my experience of working in primary schools over twenty years points to the 3 Ps: people, puzzle, and point. If we can centre our history investigations on people and the human condition then we have a far better chance of engaging pupils’ interest. If we can present history as a puzzle then they will start to think and will invariably enjoy the experience. Finally, we need to stress the point of what they are doing. So no copying or colouring in! and hopefully not too many closed comprehension exercises either.

A whole section is devoted to providing for the gifted and talented. Moving quickly beyond identification and general provision the site offers cutting edge examples of activities and experiences that really do make history ‘satisfyingly difficult’. Note the importance of both adjectives. There are some case studies available on the QCA site and these are referred to but they are rather general. The advice here is specific and is also exemplified in some of the Outstanding Lessons which are badged as having a very strong Gifted and Talented focus.

Gender issues are raised briefly and some key findings of recent (if slender) research findings are provided in an easily accessible form.

Arguably the most important section is left to last – personalised learning. Here you will find really helpful advice on how to start accelerating progress in this key area. You will find advice on pupil voice and offering choice of topic and learning style, but you will also find ideas for developing alternative learning pathways and more imaginative uses of ICT that link home and school. This is an exciting growth area so watch out for frequent uploads which will be signalled on the What’s new section as well as being emailed to you, if you request this facility.

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.  The best place to go for a summary of personalised learning is the government's website . But a few...
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Gender issues in history at Key Stage 2

It is hard to think of a teaching and learning strategy that one would use with boys.  We all know that boys seem to like more active approaches, but so would many girls.  When I analyse the research evidence it seems to me to conceal...
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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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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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