ABSTRACT
Two ‘experimental classes’ of Year 4 children were taught during consecutive years using carefully defined and documented teaching strategies and compared with a control group in another school taught by an experienced teacher using his own methods. The three groups were initially compared for ability by analyses of variance and covariance using NFER Non-Verbal Reasoning Test BD as covariate. All three groups were taught the same four units of history – the Stone Age, the Iron Age, the Romans and the Saxons – each unit lasting half a term. Each unit was taught within an integrated curriculum with a historical focus. About two hours each week were spent specifically on history.
