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the no.1 media on Dys disorders
History-geography demands a lot of writing: lessons to learn, proper nouns, dates, written answers, structured essays. For a pupil with dysorthographia, it is often a subject where their knowledge is hidden behind their spelling errors. Here is how to help them succeed and be assessed fairly. A subject where their knowledge can shine.
In history-geography, writing is everywhere: copying lessons, learning texts, written answers, argued paragraphs at collège and lycée. The amount of writing is considerable.
Proper nouns, often hard to spell, are numerous: names of people, places and events. They present an additional difficulty. These names are often tricky.
For a pupil with dysorthographia, these demands can mask their real knowledge, which is often good. Their knowledge is often sound.
In history-geography, it is knowledge and understanding that are assessed, not spelling. Spelling errors should therefore not lower the mark. Their knowledge takes priority.
This adjustment is one of the most common in the PAP, and one of the most important. It allows the pupil to be assessed on what they really know. It is an essential adjustment.
See ne pas compter les fautes. The mark becomes fair.
History-geography lessons are often long. Providing photocopied or gap-fill lessons allows the pupil to concentrate on listening and understanding. They can focus on the essentials.
Maps and diagrams can also be provided to complete, rather than copied out in full. These resources are practical.
See la copie au tableau. Fatigue is reduced.
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To learn lessons, favour methods that limit writing. Mind maps make it possible to visualise the organisation of a lesson using keywords, colours and images. These tools are very visual.
Timelines help with orientation in time. Coloured geographical maps help memorise places. These resources help with orientation.
Reciting aloud, explaining the lesson to someone, listening to a recording: these oral methods are very effective. Speech is an ally. See les cartes mentales.
For important proper nouns, a small card with their correct spelling can help the pupil. They can consult it when writing, if this is permitted in their PAP. This card reassures them.
Prioritise memorising the most important names in each chapter, using visual methods. Key names first.
Remind them that in this subject, the essential thing is to know the people and events, not to write their names perfectly. The essentials lie elsewhere.
For written answers, teach your child to make a short plan before writing: the main ideas, the examples, the dates. The plan gives structure to their thinking.
Short, simple sentences are easier to write and often clearer. The pupil can become more efficient by getting to the point. Simple is often better.
See dysorthographie et rédaction. Their writing gains clarity.
Presentations, oral reports and debates are opportunities for the pupil with dysorthographia to show their knowledge and interest in the subject. They can shine when speaking.
Many dys children are passionate about history or geography. Encourage this passion through reading, documentaries and visits. Passion is a driving force.
See dysorthographie et estime de soi. Their knowledge deserves to be seen.
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It should not be penalised if this is provided for in the PAP, since it is knowledge that is assessed. Knowledge is what counts.
With mind maps, timelines, coloured maps and reciting aloud. Visual methods are effective.
A card with the important names can help, if it is permitted. The essential thing is to know the people and events. The essential thing is to know the facts.
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