Curriculum Ideas & School Examples

Historical enquiry 4. Pupils should be taught: how to find out about the events, people and changes studied from an appropriate range of sources of information, including ICT-based sources [for example, documents, printed sources, CD-ROMS, databases, pictures and photographs, music, artefacts, historic buildings and visits to museums, galleries and sites] to ask and answer questions, and to select and record information relevant to the focus of the enquiry.       Note for 4a Cross reference to English En1 Speaking and listening: Listening 2. To listen, understand and respond appropriately to others, pupils should be taught to: a. identify the gist of an account or key points in a discussion and evaluate what they hear b. ask relevant questions to clarify, extend and follow up ideas c. recall and re-present important features of an argument, talk, reading, radio or television programme, film d. identify features of language used for a specific purpose [for example, to persuade, instruct or entertain] e. respond to others appropriately, taking into account what they say   Note for 4a Cross reference to English En2 Reading: Reading strategies 1. To read with fluency, accuracy and understanding, pupils should be taught to use: d. contextual understanding. En2 Reading: Understanding texts 2. Pupils should be taught to: a. use inference and deduction b. look for meaning beyond the literal c. make connections between different parts of a text [for example, how stories begin and end, what has been included and omitted in information writing] d. use their knowledge of other texts they have read En2 Reading: Reading for information 3. Pupils should be taught to: a. scan texts to find information b. skim for gist and overall impression c. obtain specific information through detailed reading d. draw on different features of texts, including print, sound and image, to obtain meaning e. use organisational features and systems to find texts and information f. distinguish between fact and opinion [for example, by looking at the purpose of the text, the reliability of information] g. consider an argument critically Note for 4a Cross reference to ICT Finding things out 1. Pupils should be taught: a. to talk about what information they need and how they can find and use it [for example, searching the internet or a CD-ROM, using printed material, asking people] c. to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions Developing ideas and making things happen 2. Pupils should be taught: a. how to develop and refine ideas by bringing together, organising and reorganising text, tables, images and sound as appropriate [for example, desktop publishing, multimedia presentations] Note for 4b ICT opportunity Pupils could use a census database to search for information and identify and explain patterns of change.

Pupils could develop their knowledge and understanding of, and skills in, Historical Enquiry by using Learning Platform resources to research information provided as text, images, sound and media. For example a   Group Homepage may be developed to provide information in a variety of sources including  links to other sources. Pupils can ask and answer questions and select information for their enquiry through the use of  Forum and  Surveys. In a study of Britain from 1945 pupils may create surveys to ask their grandparents about life at that time and open a Forum to discuss issues arising. Pupils could record their Historical Enquiry through a variety of Learning Platform Resources including:  wikis,   Custom Pages and  quizzes. They could use a number of ICT tools to do so including the  Sound Recorder, embedding media (Photostory3, digiblue videos) or uploading powerpoints.

Grappenhall Heys- Cheshire (Using a wiki to share Historical Enquiry). Garland Junior School- West Berks (Homepage to provide evidence- documents and photographs)

 

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