Download Primary History: Getting to grips with the new

National Curriculum Presentation
Primary History:
Getting to grips with the new curriculum
Presenter: Mel Jones
Getting To Grips With The New
History Curriculum.
Alf Wilkinson, Melanie Jones, Historical Association
[email protected]
[email protected]
Don’t panic
1. Good teaching is still what matters
2. There is much that is familiar
3. Good teaching in History thrives on
investigation and enquiry
Don’t panic
What does good history in Primary Schools
look like?
•History is all around us
•History is about enquiry
•History is a thinking tool
•History promotes creativity
•History is fun
•History is complicated!
[from a briefing by the HA]
Extract from A History of the World For Young
Readers, published in 1965
“Rampaging Vikings, or Norsemen, from northern lands now known
to us as Norway, Sweden, and Denmark, in their determination to
entrench themselves as traders, merchants, and seamen at the
earliest opportunity, overran the inviting territories of southern
Europe, like a plague upon the inhabitants.
Most Norsemen, it seems, were concerned with raiding and trading to
the exclusion of all else. Not only did they raid the villages of the
Holy Roman Empire, but they plundered and sacked seaports and
remote hamlets along the shores of the Baltic and North seas.
They shamelessly robbed the islands we now refer to as Great Britain
and Ireland, and made numerous forays into Mediterranean regions.
So fierce were these Norsemen that many of the priests were said to
close their sermons with a prayer: "God, deliver us from the fury of
the Northmen.”
Extract from Atlas of World History for Young People,
published in 1997
In the 8th century a seafaring people called the Vikings
sailed in their long- boats from Norway, Denmark and
Sweden to find new lands to colonize.
They raided coastal settlements, murdering and
terrorizing the native populations and plundering their
monasteries, returning to their homelands laden with
treasure.
In the mid-9th century, instead of returning home, Viking
raiders began to make permanent settlements. They were
good farmers, adapting themselves to the culture of the
peoples they conquered … Though fearless warriors, the
Vikings were also fine craftsmen, producing fine swords
and beautiful woodcarvings.
At Key Stage 1…
Knowledge / understanding
of British history
Knowledge / understanding of
wider world history
The ability / disposition to:
•Changes within
living memory –
used, where
appropriate, to
reveal
changes in national
life
Local history
Significant
historical events
people and places in
their own locality
•Events from beyond
living memory that are
significant nationally or
globally
•Be aware of the past, using
common words & phrases
relating to time
•Fit people/events into
chronological framework
•Identify similarities /
differences between periods
•Use wide vocabulary of
everyday historical terms
• Ask and answer questions
•Choose and use from
stories and other sources to
show understanding
•Understand some ways we
find out about the past
•Identify different ways in
which the past is
represented
Lives of significant
individuals in the past
who have contributed to
national and international
achievements. Some
should be used to
compare aspects of life
in different periods
At Key Stage 2…
Knowledge / understanding
of British history
Knowledge / understanding of
wider world history
The ability / disposition to:
•Changes in Britain
from the Stone Age
to the Iron Age
•The Roman Empire
and its impact on
Britain
•Britain’s settlement
by Anglo-Saxons and
Scots
•Viking and AngloSaxon struggle for
the kingdom of
England to the time
of
Edward the
Confessor
The achievements of
the earliest
civilisations; depth
study of one of:
• Sumer
• Indus Valley
• Egypt
• Shang Dynasty
•Continue to develop
chronologically secure
knowledge of history
•Establish clear
narratives within and
across periods studied
•Note connections,
contrasts and trends over
time
•Develop the appropriate
use of historical terms
•Regularly address and
sometimes devise
historically valid questions
•Ancient Greece –
life, achievements,
influence
Knowledge / understanding
of British history
Knowledge / understanding of
wider world history
•An aspect or theme
of British history
that extends pupils’
chronological
knowledge beyond
1066
•Understand how
Non-European society knowledge of the past is
constructed from a range
that contrasts with
of sources
British history. One
of:
•Construct informed
responses by selecting
•early Islamic
civilisations including and organising relevant
study of Baghdad c. historical information
900AD
•Understand that
different versions of the
•Mayan civilisation
past may exist, giving
c.900 AD
•Benin (west Africa) some reasons for this
(not explicitly stated but
c.900-1300
is natural progression
between KS1 and KS3)
Local history
A local study
The ability / disposition to:
One possible route for KS1
Ourselves and
others, changes
in own lives,
change over time
Rec
Events beyond
living memory
Year 1
Significant
individuals,
local study.
Year
2
How might I make sense of it all at KS2?
Year 3: Stone Age, Ancient Civilisations,
Year 4: Romans, Anglo-Saxons,
Year 5: Vikings, non-European Society
Year 6: Greece, Chronological Unit post 1066
Year
Current
New topics
3
•Egyptians
•Earliest Civilisations - Egypt
•Local History – Tudors or the beyond
1066 unit
•Tudors
4
5
6
•Romans
•AS and
Vikings
•Victorians
•Local History
•Roman Empire
•Vikings to 1066
•WW2
•Ancient
Greece
•Ancient Greece
•Non-European Society
•Or, in place of Victorians or Tudors
WW2 could fit in the chronological unit
or the local unit.
•‘beyond
1066’ or local history unit
•Stone Age to Iron Age
•Anglo-Saxons
The Ingredients of a good enquiry
• Primary Evidence
• Controversy, significance
or change. An ingredient
to hypothesise over or
make a judgment about.
• An element of historical
thinking
• Overarching question
followed by smaller subquestions.
• Time for students to
properly interrogate
evidence and raise new
questions.
topic
Overview
3
•Why should we remember the
Romans?
•The Vikings – how bad were they?
•Why have people come to Britain?
•How different were the Vikings to
Romans, Scots and Anglo-Saxons?
4
•Was there more to the Greeks than
the Olympics?
•What was the impact of WW2 on
our village?
•How have the Greeks been
remembered?
•What was so special about WW2? Do
the experiences of local people tell us all
we need to know?
5
•How important is it to know about
Eweka?
•Elizabethan times – all banquets
and fun?
•What is Africa’s ‘big picture?’
•Did prehistoric people only want to
survive?
•The Pyramids: All we need to know
about the Egyptians?
•From ‘Big Bang’ to melting ice caps
•What else was happening when the
Egyptians ruled?
6
•How much do we have in common with
the Elizabethans?
Children ask questions
Theatre
Overview
How much in
common with
Elizabethans?
Topic: Children ask
questions
Sports
Just banquets?
Games
What else?
Crime
Jobs/work
Health
At Key Stage 1…..
At Key Stage 2….
1. Chronological
knowledge/
Understanding
(including
characteristic
features of
periods)
Develop an awareness
of the past
Use common words and
phrases relating to the
passing of time
Know where all
people/events studied fit
into a chronological
framework
Identify similarities /
differences between
periods
Continue to develop
chronologically secure
knowledge of history
Establish clear narratives
within and across periods
studied
Note connections, contrasts
and trends over time
2. Historical
terms
Eg empire,
peasant
Use a wide vocabulary
of
everyday historical
terms
Develop the appropriate use
of
historical terms
At Key Stage 1…..
At Key Stage 2….
3. Historical
enquiry –
Using evidence/
Communicating
ideas
Ask and answer
questions
Understand some ways
we
find out about the past
Choose and use parts of
stories and other
sources to show
understanding of
concepts
Regularly address and
sometimes devise
historically valid questions
Understand how knowledge
of the past is constructed
from a range of sources
Construct informed
responses by selecting and
organising relevant historical
information
4.
Interpretations
of history
Identify different ways in Understand that different
which the past is
versions of the past may
represented
exist, giving some reasons
for this
Key Concepts:
At Key Stage 1…..
At Key Stage 2….
Continuity and
change in and
between periods
Identify similarities/
differences between ways of
life at different times
Describe/make links between
main events, situations and
changes within and across
different periods/societies
Cause and
consequence
Recognise why people did
things, why events
happened and what
happened as a result
Identify and give reasons for, and
results of, historical events,
situations, changes
Similarity/Differenc
e
within a period/
situation
(social diversity
including beliefs
and
attitudes)
Make simple observations
about
different types of people,
events,
beliefs within a society
Describe social, cultural, religious
and ethnic diversity in Britain &
the wider world
Significance of
events/people
Talk about who was
important eg in a simple
historical account
Identify historically significant
people and events in situation
What questions might we, as a school, need to think
about?
•
•
•
•
•
•
•
•
Key enquiries; what should we choose?
Key ideas; what do our pupils need to know and can
do?
Balance of local, British and world;
Key Stage 1 people;
How to develop a chronological secure curriculum;
How to make it coherent for staff and pupils;
How can I make history link to other subjects;
How to assess history now there are no levels;
What questions might we, as a school, need to think
about?
•
•
•
•
•
What do we do already that we might want to keep?
What areas of expertise do staff have that we are not
using at present?
How might we need to tweak what we do already to fit
the new curriculum?
As an Academy, what are we going to include in our
history programme?
Where can I get help?
But:
•How do I deal with mixed-age classes?
•How do I deal with a two-year rolling programme?
•How do I link this closely to Key Stage 1?
•How do I link this closely to Year 7?
•How do I help my pupils to see the ‘Big Picture’ in this?
Curriculum Concepts/Processes Possible enquiry
topic
question
Vikings
Interpretations
What were the
Vikings really
like?
Local History Unit
•at any point between Year 3 and Year 6 in British
elements,
•or comparing local buildings to those in ancient
civilisations or as part of a chronological unit.
Unit extending pupils chronological
knowledge beyond 1066…..
•Does this mean I can still do Tudors, Victorians
and WW2?
Don’t forget:
•Overview and depth
•Example content in the document are non-statutory; ie;
you don’t have to teach it
•Earliest civilisations: you have to study one of these
•Non-European societies – you have to study one of
these
So what should we be doing now?
Carry out a curriculum audit.
•
•
•
•
•
•
What do we already do that fits in with the new curriculum?
Might we need to move a topic from, say Year 3 to Year 5 or 6?
Where do our pupils develop history skills? Do we revisit them to
allow them to get better at these skills? Do we effectively track
progress in history?
Do we need CPD in order to deliver the new history curriculum?
Do all staff know ‘the big picture’ of the history curriculum?
Do we need to alter the way we report to parents, especially now
that Levels have been abolished?
So what should we be doing now?
Join the Historical Association…
The Historical Association is the subject association for
teachers of
history, both primary and secondary. It publishes its
own primary
journal ‘Primary History’ every term, which is full of
useful ideas
and resources.
The dedicated primary part of the website
[http://www.history.org.uk/resources/primary.html] is full
of news,
resources, topic briefing packs and support, as well as
podcasts
with subject co-ordinators.
So what should we be doing now?
Visit the Ofsted website
Michael Maddison, the Chief Ofsted Inspector for history, produced
a report ‘History For All’ in 2011 which is available to download
from the Ofsted website. In the report he outlines good practice in
primary and secondary history teaching and learning, and offers
suggestions on how to get better. There are also subject
improvement support materials free on the website and some case
studies.
www.ofsted.gov.uk/resources/subject-professionaldevelopment-materials-history
http://www.ofsted.gov.uk/resources/good-practiceresource-developing-outstanding-historical-thinkingprimary-schools-fox-primary-school
So what should we be doing now?
Can my local Secondary Schools help?
Would they be interested in a Transition Project, for instance. The
events of 1066 might make a good transition topic. You could
benefit from their subject knowledge, and the Secondary Schools
would benefit from getting to know the children.
A local ‘Teaching School’ might offer assistance in developing
history resources and expertise. Or offer resources suitable for
Year 6 to use.
So what should we be doing now?
Museums like the British Museum, British Library,
Museum of London, The National Archives
Many of the major museums have big educational websites. The
British Museum in particular publishes a monthly ‘Images’
newsletter, focusing on one topic each month. They also have
sections on many of the ‘harder to resource’ topics like Iron Age
Britain. Some, like the National Archives, run online sessions via
video-conferencing for pupils. Others run CPD courses.
So what should we be doing now?
Check out your local Museum, archaeology
and/orhistory society.
Many of these have loan boxes, displays, education staff who are
keen to help deliver and resource the history curriculum.
And finally……
1. Good teaching is still what matters
2. There is much that is familiar
3. Good teaching in History thrives on
investigation and enquiry
4. The National Curriculum is not the whole
curriculum
[email protected]; [email protected]