Children’s Worlds Session Three Issues of Pedagogy
Acquisition of Knowledge and Understanding Teacher Directed Transmission Enquiry Pupil Centred
The Past Books, Video, Computers, Museum, Teacher The Pupil The Past Books, Video, Computers, Museum, Teacher The Pupil
The Past Books, Video, Computers, Museum, Teacher The Pupil The Past Interpretation The Pupil
Historical Interpretation Key Stage Two Pupils should be taught to recognise that the past is represented and interpreted in different ways, and to give reasons for this. Key Stage One Pupils should be taught to identify different ways in which the past is represented.
Riley M. (2000) ‘Into the Key Stage 3 history garden: choosing and planting your enquiry questions’ Teaching History 99 capture the interest and imagination of your pupils? place an aspect of historical thinking, concept or process at the forefront of the pupils’ minds? result in a tangible, lively, substantial, enjoyable ‘outcome activity through which pupils can genuinely answer the enquiry question?
Principles for Good History
Frame learning as an investigation - make history mysterious
Make the enquiry question challenging
Provide intriguing initial stimulus
Let the children discover the answers
Use a wide range of historical sources
Use a range of strategies which promote positive interdependence and active learning
Exploit links to other curriculum areas
Make History meaningful - connect to the present
8 Key Ideas 1. Primary pupils love primary history when it is both challenging and engaging. 2. Planning Primary History around tightly structured enquiry questions improves the quality of teaching and learning. 3. Pupils are motivated by intrigue and mystery. 4. Teaching with a focus on Interpretations of History encourages higher order thinking. 5. Primary History dovetails well with the use of ICT and the application of literacy. 6. The performance of Year 6 (and Year 5) pupils can often exceed teacher expectations. However, planning for challenging outcomes also requires carefully scaffolded tasks and appropriate support. 7. Using a range of teaching strategies more effectively meets the needs of the variety of pupils’ learning styles. 8. Both primary and secondary teachers benefit from planning and teaching together .