50
T E A C H I N G H I S T O R Y 9 9
© The Historical Association
work will automatically teach skills, perhaps through
some sort of osmosis.
My quest was to identify the skills required in
source work, to establish how pupils’ thinking
needs to develop in...
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50
T E A C H I N G H I S T O R Y 9 9
© The Historical Association
work will automatically teach skills, perhaps through
some sort of osmosis.
My quest was to identify the skills required in
source work, to establish how pupils’ thinking
needs to develop in order to secure progression, and
finally to implement strategies that will ensure this
progression in a coherent and motivating manner.
Over a period of six months I have targeted the skills
of comprehension, analysis and evaluation.
This has
enabled pupils to understand and interpret source
material and use it as evidence to support a theory.
They can also analyse the merits of particular sources
as reliable evidence – identifying and articulating
their strengths and weaknesses, and evaluate their
usefulness to the historian through a reconsideration
of what evidence they provide.
Yet all of this was
part of a radical experiment – a deliberate attempt
to teach pupils about evidential principles without
ever mentioning the ‘b’ w
Less
