The key processes for history provide a context for developing pupils' personal, learning and thinking skills (PLTS).
Historical enquiry
This requires pupils to study history through a series of structured investigations into different kinds of historical questions and issues. As they progress, pupils will devise and refine their own questions to structure an investigation, developing their own hypotheses and selecting and deploying evidence to reach and justify their own conclusions. It promotes all the skills of independent enquirers by developing pupils' abilities to:
- identify questions to answer and problems to solve
- plan and carry out research
- appreciate the consequences of decisions
- explore issues, events or problems from different perspectives
- analyse and evaluate information and judge its relevance and value
- consider the influence of circumstances, beliefs and feelings on decisions and events
- support conclusions, using reasoned arguments and evidence.
Historical enquiry can also make a major contribution to developing the skills of:
- creative thinkers (for example making and testing new hypotheses, asking questions to extend their thinking, making connections, questioning their own and others' assumptions, trying out alternative solutions)
- team workers (for example cooperating with others to work towards common goals, reaching agreements, managing discussions to achieve results, providing constructive support and feedback to others)
- self-managers (for example working towards goals, showing initiative, showing commitment and perseverance, organising time and resources, prioritising actions, anticipating, taking and managing risks)
- reflective learners (for example assessing themselves and others, identifying opportunities and achievements, setting goals with success criteria for their development and work, evaluating what they have learnt to inform future work).
Using evidence
This calls for pupils to analyse and evaluate a range of information and in doing so begin to develop their own views about aspects of the past. This requires reflective learners who are able assess themselves and others, and independent enquirers who are able to look at information and judge its relevance and value.
Communicating about the past
This provides opportunities for pupils to make informed choices about effective ways to communicate formally and informally. It requires creative thinkers who can adapt ideas as circumstances change, and reflective learners who are able to communicate their learning in relevant ways for different audiences.
Embedding personal, learning and thinking skills
With thoughtful planning, a range of PLTS can be embedded in any sequence of work. For example, pupils might be asked to prepare a group presentation on a local historical issue over several lessons. This would involve pupils:
- identifying key questions or issues (independent enquirers)
- deciding on a format and approach to the presentation and dividing up roles (team workers, self-managers)
- researching the issues (independent enquirers)
- anticipating objections or questions and taking steps to have answers ready (creative thinkers)
- discussing different ways of presenting the information for maximum effect (team workers, self-managers, creative thinkers)
- taking responsibility for preparing different aspects of the presentation and then giving constructive feedback to others in the group (effective participators, team workers, reflective learners)
- delivering the presentation and answering questions (team workers, creative thinkers)
- evaluating their performance, taking account of feedback from peers and teachers, and setting targets to improve (reflective learners)
- delivering the presentation to an agreed timescale (self-managers).
