Sue Anderson-Faithful1 Understanding Primary History key concepts and ideas

2 The History Curriculum- what content we do in the curriculum may change in future- it is topical and controversial but History as a subject will always look like this… Methodology How? What historians do Syntactic knowledge NC Skills Content What? The Concepts e.g. Chronology and the Story- substantive knowledge NC Knowledge and Understanding Interpretation Communication Making meaning

3 What is history…what’s it to me ? Culture, national as well as personal Tony Robinson… identity, place time, values, emotions – making meaning, personal and cultural Now is influenced by what has gone before- anything you care about has a story- why? How? History is a contemporary interpretation of perceived events Historians are time and value bound- the curriculum likewise- power,control, whose story…? Think about this, what are the implications for curriculum planning, diversity etc?

Key concept: Chronology, Chronology is a map of time – when did it happen Dates but also before after long ago last year… what was it like We get a lot of our sense of chronology from stories set in the past and visual images Photographs, paintings, film TV Timelines and sequencing really help with this this helps as develop a sense of period so we can spot what does not fit – anachronisms See what you can spot in the next slide. Izambard Kingdom Brunel Victorian Engineer designed the SS Great Britain and lots more! 4

Sue Anderson-Faithful5 A4 Learning- what we know already- more than we might think- Spot the anachronisms

W.G Grace famous cricketer6 Key concept: Change and Continuity Having a sense of chronology helps us to think about… change and continuity that is what was different in the past and what was the same e.g. in this Victorian advert We still have advertisements Coleman’s mustard and sportsmen endorsing products but our clothes are a bit different This gets us thinking about why things have changed…

Key Concept: Cause and Effect This is about why things happened and what happened as a result… e.g. Why did Henry VIII want to marry Anne Boleyn ? [need for son – consequences spilt with Pope, end of monasteries – protestant country etc.! It also makes us wonder about what if questions- what if he had stayed married to Katherine of Aragon? The questions are called counter factuals and are great for higher attainers to think about Anne Boleyn – Wife number two! 7

How do we know ? Historians look for evidence Artefacts Buildings Statues Street signs costumes Maps Letters diaries Advertisements Census Pictures- photos, portraits, posters contemporary fiction and poetry Coins stamps film Eyewitness BUT some of it is missing Or we might just get one side of the story Spotting bias is a key process skill of dong history Look at the next slide as ask did it really look like that? 8

Evidence, bias, point of view Children can ask these questions. Was the artist there? Who paid for the picture? Is it telling us a true story?. Well no… The artist painted this picture of Lord Cardigan ( that is him in the middle) at the Crimean war ‘Charge of the Light Brigade’ year later. The horse called Ronald was actually a chestnut not a grey and you can guess who paid for the picture. It does give as ‘facts’ about what soldiers wore and weapons. The Crimean War ( Britain France and Turkey against Russia early 1850s)- the one Florence Nightingale was involved in 9

Charles Darwin- some pretty significant ideas10 significance Why does something matter? this relates to cause and effect and change and continuity When we are planning for history we need to think why is this important and how can we get children to see that it is relevant CONTROVERSY

History Key words- towards principles in planning- WILF – understanding of Chronology – time characteristics- when what was it like ? Empathy Change and continuity Enquiry – doing Evidence Interpretation Inference Communication Creative outcomes- communicate understanding Significance- cause and effect What did the Greeks Romans Saxons Tudors Victorians… Do for us relevance ( for children) 11

Sue Anderson-Faithful12 WILF – Are you planning for children to work as historians do- Authenticity Enquiry Observation Evidence Sources Evaluation Empathy Questions Inference Questioning Communication interpretation Transferable skills NC key skills - Talking Listening Respect Care of resources Practical activities- modelling Collaborating Meta Cognition HIGHER ORDER THINKING Success Criteria- how do you know – how do they know?

New Curriculum Key stage 1 Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3. Pupils should be taught about: § changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life § events beyond living memory that are significant nationally or globally (e.g. the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries) § the 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 (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and Edith Cavell) § significant historical events, people and places in their own locality. Sue Anderson-Faithful 13

comment Note examples rather than ‘musts’- this is good as some examples given for the age group are highly inappropriate. However schools have a good deal of creative freedom here. Sue Anderson-Faithful14

Key stage 2 Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist, giving some reasons for this. In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content. Sue Anderson-Faithful15

Pupils should be taught about : § changes in Britain from the Stone Age to the Iron Age This could include: § late Neolithic hunter-gatherers and early farmers, e.g. Skara Brae § Bronze Age religion, technology and travel, e.g. Stonehenge § Iron Age hill forts: tribal kingdoms, farming, art and culture § the Roman Empire and its impact on Britain This could include: § Julius Caesar’s attempted invasion in BC § the Roman Empire by AD 42 and the power of its army § successful invasion by Claudius and conquest, including Hadrian’s Wall § British resistance, e.g. Boudica § “Romanisation” of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity § Britain’s settlement by Anglo-Saxons and Scots This could include: § Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire § Scots invasions from Ireland to north Britain (now Scotland) § Anglo-Saxon invasions, settlements and kingdoms: place names and village life § Anglo-Saxon art and culture § Christian conversion – Canterbury, Iona and Lindisfarne § the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor This could include: § Viking raids and invasion § resistance by Alfred the Great and Athelstan, first king of England § further Viking invasions and Danegeld § Anglo-Saxon laws and justice § Edward the Confessor and his death in 1066 Sue Anderson-Faithful16

Pupils should be taught about § a local history study For example: § a depth study linked to one of the British areas of study listed above § a study over time tracing how several aspects national history are reflected in the locality (this can go beyond 1066) § a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality. § a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 For example: § the changing power of monarchs using case studies such as John, Anne and Victoria § changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20 th Century § the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day § a significant turning point in British history, e.g. the first railways or the Battle of Britain Sue Anderson-Faithful17

Pupils should be taught about § the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China § Ancient Greece – a study of Greek life and achievements and their influence on the western world § a non-European society that provides contrasts with British history - one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD document_-_FINAL.pdf Sue Anderson-Faithful18

Comment Note – for example - could not should Not all schools go the national curriculum Schools may do additional history topics possibly in combination with other subjects Local study and thematic study give opportunities for including Victorian, Tudor or Aspects of Britain since the which were popular in the ‘old’ curriculum Creative teachers can and will make these topics user friendly and fun for children Sue Anderson-Faithful19

20 A Creative interpretation Guess Who ?- a poem written in the style of a Saxon Kenning Horse Rider Joust Glider Music Maker Floor Shaker Tennis prancer Heavy Dancer Diet Hater Serial Dater Dandy Dresser Wife Stresser Church Leader Poor Breeder Nifty Speaker Divorce Seeker Armour Filler Wife Killer Monk Basher Law Smasher Banquet Boozer Bad Loser

21 reflect on … How do children and adults view history How to improve your own subject knowledge what is in NC what are good resources ways history can be fun- creative outcomes what children do in learning history- key methodologies implications for teaching

History is … Fun Inclusive Challenging About asking questions Investigative About evidence About higher order thinking Going off site Visitors Drama Sue Anderson-Faithful Special subject