New PDF release: History and English in the Primary School: Exploiting the

By Pat Hoodless, John Hamer

ISBN-10:

ISBN-13: 0415167035978

ISBN-10: 0203014022

ISBN-13: 9780203014028

ISBN-10: 0203270738

ISBN-13: 9780203270738

ISBN-10: 0415167035

ISBN-13: 9780415167031

This ebook takes the view, shared by means of many execs, that educating historical past and English could be comparable. historical past presents an excellent context for studying and reinforcing language talents, throughout the analyzing of ancient assets and within the inventive act of recreating the earlier in writing.

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Additional info for History and English in the Primary School: Exploiting the Links

Example text

Child F: Did they take them from your house? What do they look like? Child G: They are big and there is one that is smooth. They feel heavy, very heavy. Another child reported her loss to me and said: Child H: Robbers have taken my pot, the one for the butter. Teacher: Oh no, I wonder what it was made of ? Child H: Well it was china and was brown. It has a lid that comes off and inside is a thing with holes in it. Teacher: I wonder how you will keep your butter from melting when it is a hot day.

4 ‘Behind bars’ 16 P E E L A P P E A L : TA L K I N G A B O U T T H E L O C A L I T Y would enable them to communicate their observations. Durbin, Morris and Wilkinson firmly believe that artefacts can stimulate great interest: Objects have a remarkable capacity to motivate. They develop the ‘need to know’ which will first spark children’s interest, then their curiosity or creativity, and then stimulate their research. Handling objects is a form of active learning that engages children in a way that other methods often fail to do.

Real historians don’t tell stories: therefore 36 S T O RY T E L L I N G I N H I S T O RY there was no place for storytelling in school history. By the early 1980s there was a general assumption (among many in the educational establishment at least) that if children were not handling sources they were not doing history; if they were not busy ‘doing’, they were not learning; if they were not involved in group interaction, something was wrong. Faced with these ideological challenges, storytelling fell into disrepute.

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History and English in the Primary School: Exploiting the Links by Pat Hoodless, John Hamer


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