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Children learn a lot from doing something or seeing things first hand. Trips to museums are great as a mind term activity to build up on prior knowledge in a fun and engaging way.
Before the trip you can make up stories or bring a guest in to help build up the excitement and knowledge of the children.
It's important S to look at where you are taking the children first and then you can make activities that would be good for the children to discuss or get the children to bring something with them like a favourite toy to help the children understand and see the difference in time.

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The student led film showed great ideas that we could use on a smaller scale. Having the children dress up and making the topic more interactive are great ways of having the learning sink in. Assessment could be taken through pictures, videos, planning, observations and discussions.

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It is clear through this film that it is essential to keep children engaged and focussed throughout a trip; this will therefore result in a more positive experience for them and enhance and embed their learning.

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Reflect on implications for your own use of historical site with Primary children

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Reflect on implications for your own use of historical site with Primary children

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The children are actively learning through a range of different media and technology. This is a great way for students to actually enjoy researching on the subject before a trip as they know it will be used in a fun learning activity.
It's also an effective way to incorporate DT into history.
It's inclusive as there are different roles that can be given to the students (Cameraman, actor, researcher, editor) so they can choose a role that they would enjoy the most.

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Pupils will need prior learning and knowledge before going on the trip as some pupils may be overwhelmed when presented with a significant amount of information they had never been told before or come into contact with.

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- Pupils could take part in role play themselves, giving them the opportunity to research a certain area of interest to the group, the opportunity to make their own costumes and perform to the rest of the class or in assembly.
- Teacher or chosen pupil/s dress up as a Roman while the rest of the class ask questions. This would preferably completed after the trip so that pupils have the opportunity to build on their knowledge before being questioned.
- Pupils will be split into groups and given a subtopic; clothes, food, way of life and jobs. Research will be carried out and a presentation made to present to the rest of the class, this can then be compared to present day living.

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Kinaesthetic learning which could be advanced by allowing the children to role play themselves allowing them to understanding the culture in a deeper manner.

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Reflect on implications for your own use of a historical site with primary children; identify ideas which you could develop/adapt

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Reflect on implications for your own use of a historical site with primary children; identify ideas which you could develop/adapt

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It is very important that children enjoy learning and having an interactive and engaging trip allows learning to be fun. Allowing children to role play and dress up gives them an idea of what the romans had to wear and how they lived; comparing to what luxury they have now. If learning isn't interactive and interesting then children become disengaged and 'bored'.
To make this challenging, the teacher could create a sheet with lots of images of different objects, meaning the children have to find there way round and find them noting down the 'proper' name and use of the object.

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Reflect on implications for your own use of a historical site with primary children; identify ideas which you could develop/adapt

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Reflect on implications for your own use of a historical site with primary children; identify ideas which you could develop/adapt

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The video would encourage the children to build their knowledge on Romans. However, after watching the video, the children could do some role play themselves, after seeing the different scenarios/characters. They could be split into groups and each research further into the life style of a Roman. For example: clothing, food, jobs, transport etc. and then make a sort role play within their groups about what the Romans did to show to the rest of the class - ensuring more knowledge.

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The video would engage the children to

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Historical experience - Outdoor learning...

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Historical experience - Outdoor learning...

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The video displays that it is essential that children are fully engaged with their learning experiences such as through a practical way, rather than being spoken at; this enables them to retain the information and create a knowledge bank that they can use and build upon. The things that created a successful learning environment were in the roman period:
- Costume
- Food
- Location
- Way of life (life style)
- Money
All of these aspects allowed the children to learn in an exciting way and also enables them to see the contasts between the Romans and ourselves now (comparing present and past).

It is important that the children are not thrown into this as this would over whelm them, therefore it is essential that the pre experiences of this outing bring the children up to date with basic knowledge of the Romans. Once this is done the trip can then bring this knowledge to life and strengthen their subject knowledge.

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The film made it evident how important enquiry is before visiting a place in order to excite and engage the children. This will also help them retain information by giving them a task to complete while they are looking around a particular building.

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-Receive a phone call in the classroom from one of the people that will be or would have been at the place we are going to visit.
-Dress up as a character from the visit so that the children can ask questions.
-A description/ list of the features of the place could be given to the children before hand and then when they are there they could sketch out the building. This allows them to reflect on the before and after of such a building and further understand what it was used for.
The video showed the importance of engaging the children in the visit which can be done before and during the visit.

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Reflect on implications for your own use of a historical site with primary children; identify ideas which you could develop/adapt.

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Reflect on implications for your own use of a historical site with primary children; identify ideas which you could develop/adapt.

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The video made it clear that interactive learning helps children to engage and retain the information discovered. By having the children interact with different "characters", they were able to compare the scenarios with their own modern life, discovering various interesting and fun facts. To further this (before/after a visit), the idea of "hot-seating" and "freeze-framing" could be used, enabling children to share what they have learnt, feeding back to their peers. This can also allow the children to preform/express what that have learnt visually through role-play; dressing up to play a certain part whilst sharing particular vocabulary/language they have discovered. I liked the idea of the children being in control of their own learning: sent on a trail to discover facts they found interesting or important.

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Experiencing and witnessing real historical concepts first hand excites children and makes them want to discover more about the form of history. Similarly,

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This practical, kinaesthetic style of learning would appeal to certain children that usual in class learning might not do the same.

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This practica

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Implications for own use of a historical site

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Implications for own use of a historical site

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Children shouldn't just be spoken at but rather the leaning should be hands-on and interactive.
The information children find out must interest them so that they want to learn more. The information presented to them should be a mix between important historical facts and fun little facts to appeal to the children so they can see how life now has been influenced by the past and how it has now changed.