Context: Focused teaching and learning and investigations Baker, J. 2004, Belonging, Walker Books Ltd, London. Each focused teaching and learning experience should be covered in the two session format shown below giving children opportunities to build, revisit and contextualise Base, G. 2001, The Water understandings. The learning experiences use literature as a source to explicitly Hole, Harry N. Abrams, USA. develop of the past, present and future and extend the use children’s understanding of the historical skills. Hughes, S. 1991, Moving Molly, Red Fox Picture Session 1 Books, England. Complete a shared focus reading of a story book as a discussion stimulus. Personalise or contextualise the story for the children. paper, pencils and pads Provide an explicit explanation of a focus historical skill in relation to the story. resources that cater for Discuss the focus skill in relation to the child and or the story. diversity, e.g. a range of texts a range of games and Session 2 puzzles to support past, Reread the story from session 1 or another on the same topic. present and future Revisit and use the focus skill props for use with block, Make an at home or in class journal entry or an activity in relation to the skill and socio dramatic play and in the context of family life changing over time. Children use a My past, present focused teaching sessions and future history journal. Journal entries could be written/scribed, drawn, digital, software resources related to annotated or labelled diagrams, spoken/signed explanations, and multimodal and family past, present and can be developed collaboratively with peers, adults and family members. future
Context: Focused teaching and learning and investigations Each focused teaching and learning experience should be covered in the two session format shown below giving children opportunities to build, revisit and contextualise understandings. The learning experiences use literature as a source to explicitly develop children’s understanding of the past, present and future and extend the use of the historical skills. Session 1 Complete a shared focus reading of a story book as a discussion stimulus. Personalise or contextualise the story for the children. Provide an explicit explanation of a focus historical skill in relation to the story. Discuss the focus skill in relation to the child and or the story. Session 2 Reread the story from session 1 or another on the same topic. Revisit and use the focus skill Make an at home or in class journal entry or an activity in relation to the skill and in the context of family life changing over time. Children use a My past, present and future history journal. Journal entries could be written/scribed, drawn, digital, annotated or labelled diagrams, spoken/signed explanations, and multimodal and can be developed collaboratively with peers, adults and family members. Baker, J. 2004, Belonging, Walker Books Ltd, London. Base, G. 2001, The Water Hole, Harry N. Abrams, USA. Hughes, S. 1991, Moving Molly, Red Fox Picture Books, England. paper, pencils and pads resources that cater for diversity, e.g. a range of texts a range of games and puzzles to support past, present and future props for use with block, socio dramatic play and focused teaching sessions software resources related to family past, present and future
ac_history_yr1_unit_overview.docx