Creativity in History

For me, technologies and creativity are very often interwoven.  I've certainly found that in terms of a creative approach to learning and teaching in History.

A key aim is that pupils are able to manage information.. that they are able to sift, sort, prioritise, ascertain what is useful, what isn't... that they are able to synthesise information from a range of media and construct a viewpoint.  These are high level skills.... and that's what we should be aiming for ALL of the time.

In terms of History, this involves pupils at Robin Hood viewing video source material (where it exists), photographs, written information, Primary and Secondary sources.  Much of this information now exists electronically... giving us the opportunity to task pupils with creating videos, movies, documentary outcomes from their research.  With sufficient hardware, these opportunities can be made available to most pupils in the class.

Creativity in History.... We need to look at the outputs that we're requiring from pupils.

Dramatisations (or re-enactments) of events, freeze-framing, hot seating are all potentially very effective ways of deepening pupils understanding of events, motivations, causes and consequences.

Local and Community History
Our '07 curriculum review identified the lack of a deep local and community history aspect in the curriculum.  We felt that it was very important to help our children and, by their influence, questioning and research, the community itself to engage with the history of the area.

We put a request in the newsletter and the local paper for old photographs of the school, its pupils and the local area.  We scanned the photographs that were loaned to us and created an Archive section on the school website.  We then used this evidence as part of the local history unit itself.

Pupils learned about family history, how the area has changed over time and gained a far greater insight into the locality than they would otherwise have had.

The Archive work remains ongoing and is an excellent community engagement vehicle.  The next phase will be to interview local residents about their memories of the area/ their past/ their lives and host these recollections on the website.  Again, this will provide rich curriculum resources for the future.  This then really does become about building a sustainable and bespoke curriculum that resonates with learners, draws in their families, draws upon their interests, passions and enthusiasms.  This, for me, is what a creative curriculum should be aiming to achieve.

Skype A Viking

Our Year 3 and 4 pupils took a trip to Danelaw Dark Age Village in November as part of their Vikings topic.
Due to pupil numbers, the Year Groups went on separate days.
While one group were actually at the Viking Village, the other group held a live video conference with a Viking via Skype, organised with the co-operation of the education team at the Jorvik Viking Centre, York.

From http://wilsonm01.blogspot.com

www.geni.com
Another look at history.... Connecting with our own personal history opens a great many doors. This simple tool presents an interesting way to present a personalised approach to learning about history, yourself, your family and your locality.

http://www.createascape.org.uk/
This looks remarkable. I haven't had enough time to fully get my head around it yet and work out the detail or, indeed, try it out with children. But..... I have seen it in action at an event... done with pupils of Primary School age. Again, offers an incredible opportunity to enrich the learning and the experience of a Local History study. Clearly enormous potential for Geography studies... and for Internet Safety awareness.

Using Pathe News
http://www.britishpathe.com/
Pupils using contemporary Pathe News broadcasts to re-create an Air Raid (in a broom cupboard!)
http://www.heppell.net/bva/bva3/capellefearnschool2.htm