14TEACHING HISTORY 117
© The Historical Association
In 2002, when the Historical Association held its Past
Forward conference on ways forward in history teaching,
there was no seminar on chronological understanding,
nor was there a paper on the topic in the...
More
14TEACHING HISTORY 117
© The Historical Association
In 2002, when the Historical Association held its Past
Forward conference on ways forward in history teaching,
there was no seminar on chronological understanding,
nor was there a paper on the topic in the conference
report.
1
Key Stage 3 textbooks, for all their strengths,
provide few, if any, activities that explicitly develop
chronological knowledge and understanding.
2
There
has been important work at Key Stages 1 and 2 but, at
secondary level, the assumption that pupils develop
chronological knowledge and understanding by
studying topics in chronological order still seems to
hold sway.
Yet we do not expect pupils to understand how to
evaluate and use sources just by reading them.
We break
down the process into its constituent objectives, analyse
pupils’ problems and misconceptions in relation to
these objectives and create activities designed to
overcome them.
We plan for development across Key
Stage 3.
This does not seem to
Less