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Associated Teachers’ TV programme
KS2 History: Chronology Workshop
The Development of Chronological Understanding at Key Stage 2
Briefing Notes
Dr. Alan Hodkinson
School of Education
University of Chester
[email protected]
[email protected]
Contents
Section 1: Theoretical background to the importance of
chronology
Understanding
i)
ii)
iii)
iv)
Introduction
Importance of chronology
Importance of historical dates
The importance of specifically designed curriculum
Section 2: So how do we do it practice?
Section 3: Further resources
Section 1: Theoretical basis for teaching chronology
1)
Introduction
Some twelve years ago a high ability child, of eight years of age, asked
the following question during a history lesson:
‘Sir, if Cleopatra hadn’t been bitten by the asp would she
still be alive today?’
At first, this would seem an amusing statement but upon deeper analysis,
this child’s response caused me concern. It suggested that despite two
and half years of history teaching, the child still lacked a fundamental
concept that is needed to appreciate history fully.
Other examples of history howlers are: what did you do in the second
world war sir?. These are common mistakes made by children who lack a
sense of chronology.
2)
Importance of chronology
Chronological understanding is a statutory element within the NC (DfEE
1999) and is developed through the Key Stage (1-3) Programmes of
Study. A sense of chronology enables children to place events and periods
within time (DfEE 1999; Forrest & Harnett 1996) and facilitates
recognition of the relationship of different events and periods to each
other (Forrest & Harnett 1996; Wood 1995). Chronological
understanding, therefore, depends upon being able to “…place items
correctly in a time sequence, being able to describe the time distinctions
between the items and an ability to relate items to their appropriate
context by providing a clear contextual justification” (Wood 1995:11).
The ability to sequence objects in a chronological order is seen, by
practitioners, to have importance (Forrest & Harnett 1996; Stow & Haydn
2000; Wood 1995). This importance lies in the belief that a sense of
chronology provides children with a “…mental framework to make sense of
the past” (Stow & Haydn 2000:87). Wood (1995:11) contends that
chronology is fundamental to historical understanding because “…the past
is chaos until sequenced”. Whilst chronological understanding is seen as
essential to the study of history in its own right, Wood (1995) argues that
its importance is also based in it being a precursor to understanding
causation. Furthermore, Wood suggests that a sense of chronology
enables children to consider the short and long term consequences of an
event. Wood contends that this type of understanding is the basis for
making judgements in relation to progression within history.
3) Importance of historical dates
Oakden and Sturt imply that historical time sense involves:
“…the power to form the conception of a universal time
scheme extending into the past and future, and an ability
to use dates by which such a scheme is symbolised. Also a
knowledge of the characteristics of definite epochs in the
time scheme and an ability to place epochs in the correct
order.” (1922:309)
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Mays writes that historical time:
“…implies, firstly a sense of the passage of time in the
physical sense, a realisation that there is a past and that
people lived in the past. Then it implies an acceptance of
the way in which historical events take place
chronologically and the willingness to give this type of
thinking precedence over other types.” (1976:17)
Harris (1976:19) that “…dates are most importance because they provide
a scaffolding…” of children’s knowledge and understanding and that to
offer “…precise locations in time we need to shift from words to numbers”
(Wood 1995:12).
4) The importance of specifically designed curriculum
From an examination of developmental learning theory and from my own
research within history, it is possible to evidence effective practice that
curriculum models and teaching methods should have regard to.
Curriculum and teaching methods should be designed to involve children
as active agents in their own learning. Pupils should be encouraged to
work cooperatively within learning activities that enable open ended
discussion of temporal vocabulary and concepts and which foster cognitive
conflict. Careful planning and organisation of flexible, multi-sensory
teaching tasks should seek to promote the teaching of challenging
concepts at increasingly complex levels.
Section 2: So how do we do this in practice?
1) Chronology teaching and assessment is planned in at long and
medium term planning phase. An audit of current work must be
undertaken and based upon this chronology must be planned into
the history curriculum based upon a whole school approach
2) The language of time is constantly reinforced and that teachers’ feel
confident in using dates. In addition, and despite QCA advice (which
is based upon no research) they should avoid using the terms a
long time ago, a very long time ago and the past to substitute
dates.
3) A lesson format is developed that allows historical time skills to be
developed.
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Section 3: Useful Resources
a) Books and journal papers
Bage, G. (2000) Thinking History 4-14, Teaching, Learning, Curricular and
communities. London: Routledge Falmer.
Blyth, J.E., (1994) History 5 to 11. London: Hodder & Stoughton.
Booth, M.B, (1993), 'Studies in Historical Thinking and the National Curriculum in
England,' Theory and Research in Education, Winter, 21(1) : 1-22.
Cooper, H.J. (1991) Young Children’s Thinking in History Unpubl. Ph.D Theis.
London University
Institute of Education.
Cooper, H.J. (2000), The Teaching of History in Primary Schools: Implementing the
Revised National Curriculum. (3/e). London: David Fulton.
Cooper, H.J. (2002) History in the early years (2/e), London Falmer.
Harner, L., (1982), 'Talking about the Past and the Future,' in W. Friedman (ed,)
The Developmental Psychology of Time, 1992: 140-168, New York: Academic Press.
Hodkinson, A.J., (1995), 'Historical Time and the National Curriculum,' Teaching
History, 79: 18-20.
Hodkinson, A.J., (2001), ‘Enhancing temporal cognition in the Primary School’ in
Primary History. May 2001, Issue 28.
Hodkinson, A.J. (2003) Children’s developing conceptions of historical time:
analysing approaches to teaching, learning and research, Unpubl PhD Thesis,
University of Lancaster. Edge Hill, UK.
Hodkinson, A.J. (2003) The usage of subjective temporal phrases in the National
Curriculum: Effective provision or a missed opportunity? Education 3-13, 31(3),2834.
Hodkinson, A.J. (2004) Does the English National Curriculum for History and its
Schemes
of Work effectively promote primary-aged children’s assimilation of the concepts of
historical time? Some observations based on current research. Educational
Research 46(2) 99-119.
Hodkinson, A.J. (2004) The social context of learning and the assimilation of
historical time concepts: and indicator of academic performance or an un reliable
metric? Research in Education, 71, 50-66.
Hodkinson, A.J. (2004) The Social Context of Learning: An explanation and
Examination of the Metric of History Cultural Capital. Journal of Teacher researcher
, Tutkiva Opettaja. Pp166-180.
Hodkinson, A. J (2004), ‘Play the dating game’, Times educational supplement, 25
June 2004.
Hodkinson, A.J. (2005) Maturation and the assimilation of the concepts of historical
time, a symbiotic relationship, or uneasy bedfellows? An examination of the birthdate effect on educational performance in primary history. International Journal of
History Teaching, Learning and Research, Jan 2005.
Hoodless, P., (1996). Time and Timelines in the Primary School. London: Historical
Association
International Journal of Historical Learning, Teaching and Research see
http://www.ex.ac.uk/historyresource/journalstart.htm
Levstik, L.S. and Pappas, C.C., (1987), 'Exploring the Development of Historical
Understanding,' Journal of Research and Development in Education, 21(1): 1-15.
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Levstik, L S, and Barton, K C (2001), Doing history: investigating with children in
elementary and middle schools, Lea, pp 86–89.
Lomas, T., (1990), Teaching and assessing historical understanding, Historical
Association, 1990, pp 20–30.
Lomas, T., Burke, C., Cordingley, D., McKenzie, K. & Tyreman, L. (1996) Planning
Primary History For the revised National Curriculum KS1 & KS2, London: John
Murray.
O, Hara, L. & O’Hara, M. (2001) Teaching History 3-11: The Essential Guide.
London: Continuum.
Oakden, E.C. and Sturt, M., (1922), 'The Development of the Knowledge of Time in
Children,' British Journal of Psychology, 12(4): 309-355.
Primary history – The journal of the Historical Association. See
http://194.93.140.245/publications/primaryhistory.htm
Primary History, Summer, 2000, Issue 25, Effective Practice in the primary history
curriculum 2000: A guide to the Curriculum Orders 2000.
Simchowitz, C. (1995) The Development of Temporal Concepts in Children and its
Significance for History Teaching in the Senior Primary School. Teaching History,
79: 15-17
Stow, W. and Haydn, T., (2000), ‘Issues in the Teaching of Chronology,’ in J. Arthur
and R. Phillips, Issues in History Teaching, 2000, 83-97, London : Routledge.
West, J., (1981), ‘Children’s Awareness of the Past.’, Unpubl. Ph.D Thesis.
University of Keele.
Wood, S. (1995) Developing an Understanding of Time. Teaching History, 79: 1114.
b) Websites and activities
Qualifications and Curriculum Authority (QCA) History – History in Action site:
http://www.ncaction.org.uk/subjects/history/index.htm
Qualifications and Curriculum Authority (QCA – Hodkinson 2005) Innovating with
History (Developing Chronological Awareness Key stages 1 & 2 due to be released
summer 2006)
http://www.qca.org.uk/history/innovating/improving_learning/index.htm
Terry Haydn’s University of East Anglia PGCE website provides a good range of
activities relating to chronology together with links to a variety of websites
providing timelines and chronological outlines at: www.uea.ac.uk
A collection of active learning resources being developed by Ian Dawson of the
Schools History Project, including activities for developing chronological
understanding at: www.thinkinghistory.co.uk
A collection of active learning resources developed by the Nuffield Primary History
Project, including activities for developing chronological understanding at:
http://www.primaryhistory.org/go/Approach/TeachingMethods_179.html
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An electronic resource from a school in Northumberland which depicts a time
activity with a suitcase. Although this is mainly an activity for key stage two
children it provides pictures which may support activities within key stage 1. See:
http://www.blythplesseyroadfirst.northumberland.sch.uk/HistoryProject/
closedcase.htm
The Historical Association – The Historical Association brings together and
represents people who share an interest in, and love for, history. They aim to
further the study, teaching and enjoyment of history at all levels: teacher and
student, amateur and professional.
see http://194.93.140.245/
History Resource brings you the latest news and information on the teaching and
learning of History and its related subject Citizenship from the History Education
Centre, University of Exeter.
c) Commercial resources
A suitcase of history supplies artefacts to schools, colleges and libraries. They have
specific collections of artefacts that can be used at key stage 1 and two. See:
http://www.artefacts.demon.co.uk/
Cately, A (1989) Jack’s Basket. Red Fox (ISBN: 0099596806)
Moorcroft,C& Magnussan, M. Mary (2000) Stop, Look, Listen: Famous People - Mary
Seacole, 4 Learning (ISBN: 1862153493).
Fischel, E. & Kent, P. (2001) Florence Nightingale, Franklin, Watts ISBN:
074963913X
Interactive ‘blank’ timeline 3100BC–AD2100 plus picture cards produced by Pictorial
Charts Educational Trust (PCET). See: www.pcet.co.uk.
LCP, Timeline series. Teacher Resources and pupil activity folders. See:
http://www.lcpuk.co.uk/index.php?cid=1_7&detail_id=110
Softease Timeline produced by Softease Ltd. See: www.softease.com. Softteach
Timeline produced by Softteach Ltd. See http://www.soft-teach.co.uk, Tony
Pickford’s web page gives an explanation and examples of how Softeach may be
used with primary- aged pupils.
http://homepage.ntlworld.com/anthony.pickford2/history/timel.ht
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