A variety of approaches

One of the keys to successful history teaching is the use of a broad range of classroom approaches and methodologies. This section of the guidelines outlines some of the techniques which have been found tobe particularly suited to history activities in the primary school. Of course each school, class and teacher is unique, and some methods will suit particular topics better than others. The suggestions which follow can provide only general advice, which should be adapted and modified to suit individual needs and circumstances.

Further approaches and methodologies which might be used in history lessons, such as project work and the use of maps, are discussed in the Teacher Guidelines for Geography.

In some of the sections which follow, the examples used are linked to particular classes in the school. However, this is by way of illustration only; most of the techniques described can be used profitably at all levels.

Irrespective of the approaches selected, children’s learning experiences in history should

• arouse enthusiasm and curiosity about the past
• encourage discussion and a questioning, critical attitude to accounts of the past and, as children grow older, to the evidence used to support these accounts
• develop historical skills and wider skills of co-operation, communication and problem-solving
• engage children in lively, purposeful activity in the classroom and in extensive exploration of the local environment.