This is a simple call to action for all of you teaching famous people and famous events in KS1 history. What I’m advocating is more use of sequencing activities especially sequencing cards with no dates, clear pictures and minimal text.
Pupils should be encouraged , as soon as they have heard a story told to them in lively fashion, to see if they can reconstruct the narrative for themselves. not only does this enable you and the LSA/TA to diagnose where there are learning problems and to intervene accordingly, it also helps to develop pupils’ time vocabulary as they need to actively communicate ideas such as ‘long before’ just after’ as well as next.
There is also great scope for differentiation. Why do all pupils need 8 sequencing cards to start with? Why not ask some groups to turn over the three most difficult first so that they concentrate on the main stages of the narrative . When they achieve success they can then add more challenging ideas. This prevents them from being overwhelmed to start with and encourages them to build on success and to go further.
I am putting my time where my mouth is and am working on sequencing sets for 4 KS1 topics at the moment to fit in with our new KS1 history topics.
The four are:
Flight- a.Amy Johnson and d.Wright brothers
Caxton (and spreading the word )
If you would like to be sent examples I am happy to email these to subscribers prior to final publication.