This Project and Key Skills

Communication
History is a literate subject, and its skills are built around the ability to communicate accurately, concisely and fluently.

You could ask students to:

	Use a variety of communication methods to conduct their research and report their findings, for example:
		reading texts silently and out loud, to self and peers
		discussion and debate
		writing in a variety of genres, supported by writing frames and other scaffolding and unsupported
		using electronic communication such as email, the telephone and video conferencing

Problem Solving
History is a subject based on resolving problems and unravelling confusions and challenges.

You could ask students to:

Work through one or a series of the activities in order to develop specific historical or transferable skills, or to investigate specific aspects of the war.

ICT
History benefits when the tools of the future are applied to study the past. The use of this site offers immediate engagement with ICT skills.

You could ask students to:

	Submit work on this topic in electronic form - as word processed, or desk top published reports.
	Use a desktop publishing program, or presentation software such as Power Point to make a presentation or report to a specific or virtual audience.
	Use word processing, spreadsheet or database programs to create reports on aspects of the wars.
	Develop a presentation using materials from the site and sound, video or computer generated graphical presentations.
	Carry out focused internet searches.
	Create web pages.
	Use communications software such as email or video conferencing to contact others to support research or share completed work.

Numeracy
You could ask students to:

	look at wartime statistics, analyse and manipulate them.
	demonstrate a critical awareness of 'official' wartime statistics, and consider reliability, origin and provenance, motive, value and reliability of numerical historical 'facts'.

Working With Others
You could ask students to work in:

	teacher chosen small groups
	self chosen small groups
	pairs
		- in each case with: specific targets allocated to each team, time limits; and the chance to offer self-review and teacher feedback on strengths and areas for development.

Improving Own Learning
You could ask students to:

	Monitor their own contributions and those of others
	Share ideas and discuss efficiency and developmental needs
	Reflect on their preferred learning styles, and how they might increase their skills in other areas.