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23. Module 4 continued.


Print out and fill in the ‘action plan’ sheet. 

Consider the following: 

  1. What history topic will I be teaching next term? 
  1. Do I currently use any primary source material (historical objects, images or documents) when teaching this topic? If so, what do I currently use and how do I use it?  
  1. What other objects, images or documents could I use to help enhance my students’ learning when teaching this topic? 
  1. Where can I get hold of these objects, images and documents? 

If you are not sure, here are some ideas: 

TWAM’s boxes of delight 
Boxes of Delight | Tyne & Wear Schools ( 

Newcastle University’s Collections Captured: 
Newcastle University | Special Collections – Newcastle University | Special Collections ( 

Historic England’s Educational Images: 
Educational Images | Historic England 

The National Archives: 
Education and Outreach – The National Archives 

Newcastle University Library
Archives Alive Resources – University Library – Newcastle University ( 

  1. How might I use these objects, images and documents in my teaching? 

You might find it helpful to consider whether any of the ideas you encountered in Modules 1-3 of this course particularly appealed to you.

As a reminder you were introduced to: 

– Visible Thinking strategies (I see, I notice, I wonder) 
– Simple poetry techniques (I noticed you because…) 
– The 5Ws technique  
– Using the 5 senses  
– Maps from memory  
– The Take One Picture approach  
– Palaeography  
– ‘Layers of inference diagrams’ 
– ‘Y-notes’ graphic organisers 

  1. Can I see myself using historical objects, images or documents as a starting point for a Dramatic Enquiry? If so, what issues would I like my students to explore? Which periods of history would lend themselves to an exploration of these issues? Where might I find primary sources that could be used as a learning hook? 
  1. What do I need to do now in order to take my planning forward?