Using video recorded role-plays for teaching History in Primary schools

Abstract

In the past, history lessons were based on traditional methods of teaching. Learning about this subject consisted mainly of pupils memorising facts through the dictation of notes, or the copying of extracts from history books. With the launch of the New National Minimum Curriculum, the teaching of history has taken another shape. The latter document emphasises the fact that subjects such as history can become more significant and interesting with the use of innovative resources. In this dissertation I researched the effective use of simulated audiovisual resources in the primary schools. To investigate this point, I first researched literature, which talks about using role-plays and audiovisual materials for teaching history. Through this literature review I became aware of the advantages and disadvantages of using such resources. Practical sessions were carried out with three Year Four classes in a State Primary School. During these lessons I showed a historically based role-play recorded on video to test the effectiveness of such educational material. Further research was conducted by distributing questionnaires to Years Four, Five and Six Primary School teachers of Private, Public and Church Schools and by interviewing pupils of Years Four, Five and Six. The feedback gathered through the latter methods was analysed in order to see teachers' and pupils' readiness to the implementation of such resources during history lessons.