ICT through history

Key stage 1

The use of ICT to teach history has been developed in recent years. New techniques show how teaching and learning in history can be made even more effective and enjoyable, as well as enhancing pupils' own ICT capabilities.

The QCA National Curriculum in Action website already has examples of good practice in using ICT through history at key stages 1, 2 and 3.

What are the statutory requirements for ICT through history?

Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning. In history, these translate into the following specific statutory requirements:

Key stage 1

There is no statutory requirement to use ICT. Teachers should use their judgement to decide when the use of ICT is appropriate.

Key stage 2

Historical enquiry
4a: how to find out about the events, people and changes studied from an appropriate range of sources of information, including ICT-based sources (for example, documents, printed sources, CD-ROMs, databases, pictures and photographs, music, artefacts, historic buildings and visits to museums, galleries and sites)

Key stage 3

Historical enquiry
4a: identify, select and use a range of appropriate sources of information including oral accounts, documents, printed sources, the media, artefacts, pictures, photographs, music, museums, buildings and sites, and ICT-based sources as a basis for independent historical enquiries

Organisation and communication

5c: communicate their knowledge and understanding of history, using a range of techniques, including spoken language, structured narratives, substantiated explanations and the use of ICT

How can ICT help pupils' learning in history?

Using ICT can help pupils to:

• access, select and interpret information
• recognise patterns, relationships and behaviours
• model, predict and hypothesise
• test reliability and accuracy
• review and modify their work to improve the quality
• communicate with others and present information
• evaluate their work
• improve efficiency
• be creative and take risks
• gain confidence and independence.

ICT helps pupils' learning in history by providing quick and effective access to large quantities of information. It can help them to investigate, organise, edit and present information in many different ways.

ICT therefore supports and enhances many of the processes in the development of pupils' historical knowledge, skills and understanding.

For example, ICT can help pupils:

• access historical sources and critically evaluate them
• classify information, and organise and communicate ideas effectively
• focus directly on the different characteristics of sources
• handle data
• use the internet and multimedia resources to access historical sources
• use the internet and multimedia applications to present and communicate ideas
• use email to exchange views and ideas with their counterparts in other schools or in different countries
• use a flexible and time-saving resource
• respond to different stages in their writing.

For more information on ICT through history including examples of good practice in key stages 1, 2 and 3 go to the QCA National Curriculum in Action website.