Primary history is one of the richest areas of teaching and learning, but in order to teach it well trainee teachers need a strong understanding of key historical concepts and the dynamics of the national curriculum. Combining a detailed focus on the core skills and principles underpinning good history teaching, this book helps students to:  • appreciate the key concepts that underpin historical understanding  • engage deeply with the programmes of study for Key Stage 1 and 2  • assess children’s historical understanding  • apply a cross-curricular approach to teaching This is essential reading for anyone studying primary history on initial teacher education courses including undergraduate (BEd, BA with QTS), postgraduate (PGCE, SCITT), school-based training (School Direct, Teach First), and qualified teachers who wish to enhance their professional knowledge.

Concepts of Chronology and Change

Concepts of Chronology and Change

What this chapter will cover

This chapter introduces the crucially important historical concept of time, which has received more emphasis in the 2014 National Curriculum in England. The chapter begins with a definition of historical timeframes and outlines many of the challenges of covering chronology with primary-aged children, principally the complexity of the language and the conventions used to describe historical periods. Chronology is further defined in terms of the concept of change, which can be developed through sequencing and ordering activities. The chapter then outlines the importance of timeline activities, including the use of computers. Several examples are included which help to illustrate the dimensions of primary history. The remainder of the chapter examines the ...

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