Ch

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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.

Spencer Kagan: Co-operative Learning

PIES Principles

Individual

Accountabil

ity

Simultaneo

us

Interaction

Equal

Participatio

n

Positive

Interdepende

nce

Timed Pair Share

Kagan Cooperative Learning Structure

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.