The following examples show how tasks and suggested activities in the DfES/QCA schemes of work for history can be modified to meet the needs of gifted pupils.

Unit 3: How hard was life for medieval people in town and country?

The teacher wanted to use the final activity in this unit, 'How hard was life for medieval people in town and country?', to provide an opportunity for gifted pupils to demonstrate detailed knowledge and understanding of medieval life. The teacher considered differentiation by outcome, but decided instead to amend the task for these pupils. She showed the pupils short clips from films and television programmes set in the Middle Ages to introduce the activity and they discussed how interpretations differ. She then used the extension activity in 'Points to note' on preparing a cameo of a character. Each of the pupils was given a different context, of a town or village at a particular time. Pupils presented their accounts to the rest of the group. The teacher led a discussion to help them identify the strengths of each account and consider the interpretation of medieval life that each pupil had made.

Unit 8: The civil wars: was England 'turned upside down' in the seventeenth century?

The teacher decided to use two sections in this unit ('How did the civil wars divide families?' and 'Why did Parliament win the civil wars?') for extension work for gifted pupils, giving them the opportunity to carry out independent research to develop enquiry skills and to consider interpretations of history. The work was based on key events and people related to the locality of the school. Working in pairs, pupils were asked to find out about an important local family in the civil wars, and which side they supported and why. They were given access to the local record office and contact names of experts in the subject to e-mail. They were then asked to research a local battle or skirmish. The teacher discussed the outcomes of their research with the pupils and prompted them to consider their findings in relation to the national picture, for example by exploring similarities and differences or trying to identify significant features.

Unit 22: The role of the individual: for good or ill?

The teacher used this unit with a year 9 mixed-ability class to examine the contribution of Richard Arkwright to developments in the textile industry. He then asked the most able pupils to make a similar study of a local entrepreneur. To give the task a particular focus, the teacher explained that he wanted year 9 pupils in subsequent years to study the local entrepreneur, so he wanted pupils to think how they might use or adapt the enquiry model of unit 22 to fit the person they were researching. They spent some time discussing the range of sources that pupils might use, including the local environment. The teacher prompted them to consider the strengths and limitations of these sources. At the end of their research, the pupils were asked to make a presentation to the class to summarise their findings and to reach a conclusion about the significance of the person studied.

Target group activity

This activity was designed for a group of gifted pupils from years 8 and 9. The main focus of the activity was developing historical knowledge, skills and understanding. It linked with literacy, geography, ICT and citizenship, as well as providing opportunities for art and numeracy. It also provided opportunities for pupils to develop key skills, including problem solving, working with others, and improving own learning and performance. The timetable was collapsed for the main part of the activity.

The activity related to the requirement in the programme of study for history at key stage 3 to include local history in the study of Britain 1750-1900. The context of the study was a redundant local factory dating from the early nineteenth century, which was of interest to the local community both as a dominant feature in the landscape and as a possible redevelopment site. Pupils were asked to prepare a presentation to the planning authority, making recommendations about the future of the site on the basis of its significance to the history of the community.

The activity was launched jointly by a senior member of staff and a governor who was a local councillor. This gave the project status and emphasised that it was 'for real'. The outcome of the pupils' enquiry was explained and pupils were given an outline of the resources available, including access to experts. They then worked in small groups with a teacher, using maps and photographs to familiarise themselves with the site and brainstorming ideas for carrying out the activity. The pupils were given two brief inputs -- the first focusing on how to structure historical enquiry, drawing on the way they had been working throughout key stage 3, and the second outlining aspects of project management. Pupils worked again in their small groups to develop their main historical enquiry question and to decide how to break this down into particular aspects to research. They also considered some logistical issues. By the end of the session, the pupils had agreed their main line of enquiry and had a draft outline plan. Some suggestions were made about the form the presentation might take.

The teachers acted as consultants during research activities, but left the pupils to assign tasks, roles and responsibilities. The pupils used a variety of sources, including maps, census data, newspaper accounts, photographs, trade statistics, diaries and local historians. They also used the internet to access national records for comparative information. Their research included working conditions in the factory, living conditions for the workers, the numbers working in the factory and where the finished goods were sent. They also compared the growth and decline of the factory with similar factories. The pupils decided to make a presentation using PowerPoint, supported by an information pack. The school used its contacts with local industries to provide expert help with aspects of the presentation.

The activity concluded with a presentation to parents, governors and representatives of the community, which drew together the knowledge pupils had gained and the conclusions they had reached about the significance of their local site.

Schemes of work

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