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International Symposium on History Education. The history curriculum in primary schools in England: opportunities and challenges. Professor Penelope Harnett, University of the West of England, Bristol. UK. Penelope.Harnett@uwe.ac.uk. Stages of schooling . History Programmes of Study include: .
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International Symposium on History Education.The history curriculum in primary schools in England: opportunities and challenges. Professor Penelope Harnett, University of the West of England, Bristol. UK. Penelope.Harnett@uwe.ac.uk
History Programmes of Study include: • Specific historical knowledge for each Key Stage • Key historical concepts and skills such as: • Asking and answering questions from a range of sources of information ( artefacts, photographs, paintings, maps, documents, buildings etc). • Developing awareness of change and continuity; causes and consequences • Developing a chronological framework of the past: • Representations and interpretations of the past
Key Stage 1 ( 5-7 years) I played in my play pen I was in my pushchair at the zoo
Personal timelines • Developing important vocabulary • Before/ after • Now/then • Past/present • New/old
Marjorie’s box • Do you think it is a boy or a girl? • Is it just a girl because it has pretty things?(Drawing conclusions from the information and justifying a conclusion) • Oh look, it has a diary – I wonder if it has a name inside? ( Raising a historical question to promote further historical enquiry) • What do you think she did? ( Another historical question to promote further enquiries) • Maybe she worked in a shop – isn’t that one of the jobs that people used to do? ( Speculative language – use of the word maybe. Draws on existing historical knowledge to support an hypothesis)
Marjorie’s box • Do you think that she was famous? • Look at these gloves, do you think that she would mind if we tried them on? ( Awareness that working with a ‘real’ person’s objects and empathy with the owner of the objects) • Oh – they’re really lovely – be careful though! ( Care taken in handling historical objects) • Look here is an old book, it has a name in ... I can’t read this – the writing is really old but it begins with the letter M. Miss can you help me read this Name? Marjorie – the suitcase belongs to Marjorie but who was she? ( Draw conclusions about the name of the owner from historical sources – raises further historical questions)
Great events; Remembrance Day ; the Great Fire of London; Olympic Games
Significant individuals - Guy Fawkes, Brunel • Mary Seacole, bru
Opportunities for teaching about a greater range of significant people including: Scientists, artists, inventors, explorers and writers
Ibn Battatu • Who was Ibn Battatu and when did he live? • What were the most important events in his life? • What was society like at the time when he lived? • What sources of information are useful to learning about Ibn Battatu? • How should we remember Ibn Battatu and why?
The importance of play based activities in the early years • It is a very old toy. It is made from straw. It is not cuddly. It belonged to Miss Paddock’s dad. It used to have fur. It has holes. It has one eye. • (Label in classroom museum)
Key issues at Key Stage 2 • Developing a connected narrative of the past • Knowing about key events in British history
Key Issues at Key Stage 2 • Role of history in a multi- cultural society – finding one’s own story in the narrative
Key issues at Key Stage 2 • Emphasis on early histories before 1066
Key issues at Key Stage 2 • Primary teachers’ history subject knowledge – not history specialists.
Key principles for learning history; the importance of talk • What are opportunities are there for a variety of talk in the classroom – disputational, exploratory and cumulative? • How are children organised so that they can share ideas and draw conclusions from their historical investigations? • Is the classroom context supportive for children to express their ideas and feel that their ideas are valued?
