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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]