TEAC7092 Primary Human Society & its Environment

Teaching ideas when

teaching Early Stage 1
History & Geography
Types of
Student
Inquiry

Term 1 Term 2 & 3 Term 4

1 Think Pair Share

What is the strategy?

In this strategy students think about a question and discuss ideas with a partner before sharing with a larger group.
Why use it?
This strategy is useful to begin a lesson or to discuss a stimulus provided for a topic. It can be used to brainstorm
ideas and build vocabulary.
• Oral skills- both speaking and listening
• Learn and reflect on what they are learning Students who are uncomfortable introduction activity:
• Communicate their understanding to answer or ask questions: go to ask about four students
• Think aloud their table and sit with them and to report back to you on
• Build on social skills. help them or bring someone to what you are studying
• Manageable for the teacher. their table that also needs help and and choose a fifth
• Students don’t feel threatened help them together. mystery person.
• Mix with kids that aren’t in their peer group.
2 Venn Diagram

A Venn Diagram is graphic organiser that can allow students to demonstrate an understanding of
similarities and differences. You are going to do this for the rationales of both the History and Geography
syllabus.

In groups of 2 or 3, draw a Venn Diagram in your books, on paper or on your laptops.

Using your knowledge from the rationales you read in Week 2 can you sort the statements on the
next slide. (If you need to relook at the Geography and History rationales you can)

On the next slide there will be a list of ideas. Simply write the number on the Venn Diagram.

Label the left circle Geography and the right circle History.
 Stage
Statements
Geography Stage Statement
• By the end of Early Stage 1, students identify familiar places and
recognise why some places are special or important to people and
how they care for them. They recognise that places can be
represented on maps.
• Students acquire information by observing, talking to others and
viewing, reading and/or listening to texts. They use geographical tools
and communicate geographical information in a range of forms.
Students reflect on their learning from the findings of their inquiry.
History Stage Statement
• By the end of Early Stage 1, students communicate stories of their
own family heritage and the heritage of others. They identify
similarities and differences between families and recognise how
important family events are commemorated.
• Students sequence familiar events in order and pose questions about
their own and their family’s past. They identify and compare the
features of objects from the past and the present. Students acquire
information by direct observation, talking to others and by viewing,
reading and/or listening to texts. Students relate a story about their
past using a range of texts and language associated with time and
change.
Creating a Lesson
INTRODUCTION

• How was theThebook introduced into the

teacher read the title and gave a summary before reading.
lesson? You
Introduced the main character. Asked students if anyone knew the book.
showed the pictures to the students and asked questions throughout.
You allowed students to reflect. Acknowledged students’ responses.
• How was the inquiry set up? Structured inquiry
• Did any prior knowledge questions get asked? yes, “what’s a memory?”

• Was there a discussion before or after the

Book was shown? There was a discussion before and after.
Questions were asked before and after

• TYPE YOUR INTRODUCTION

 LEARNING
EXPERIENCES
• This is where the inquiry happens.
• Was it structured, controlled or guided inquiry?
Guided inquiry because the teacher told us what to do but we took control
• How did the inquiry take place?
• What resources were used in the lesson?
The students brought their own items that was memorable and a picturebook
• Was there a graphic organiser? No

• TYPE INYOUR LEARNING EXPERIENCES

CONCLUSION

How was the How did you know that Were there specific
lesson concluded? inquiry took place? questions asked?
You were able to answer the
Discussion Yes about our memories
question we started with.
Everyone reported back on their experience.
 If students can’t write,
they can draw
Linking to the
3.3.1 Include a range of 1.6.1 Demonstrate broad
teaching strategies. knowledge and
APST
understanding of
legislative requirements
and teaching strategies Which Graduate Teaching Standard did
that support participation we meet today and how?
and learning of students
with disability.
2.2.1 Organise content 4.3.1 Demonstrate
into an effective knowledge of practical
learning and teaching approaches to manage
sequence. challenging behaviour.
Proximity movement: standing behind
students who are misbehaving.