Planning the Primary National Curriculum

Planning the Primary National Curriculum

1. Rescources

   • Help bring history to life
   • Good resources help children to imagine 'What it was really like'
   • Primary and Secondary
   • Need a wide variety
   • Include objects, people, buildings, digital resources and museums

2. Enquiry

   • Ask relevant questions to pose and define problems
   • Promote a socio-constructivist approach
   • Start with:
     • How does?
     • What is?
     • Which?

3. Chronology

   • Concept of the passing of time
   • Planning is needed to be able to place knowledge into a long-term narrative
   • Children know history in segments rather than time line

4. Subject Knowledge

   • Teachers must be knowledgeable to teach effectively and be more confident
   • Need to have an understanding to develop own opinions of significance
   • Knowledge nuggets must be used by teachers to convey knowledge and key events

5. Planning for assessment of progression

   • Good understanding = plan for effective assessment
     • Plans cater for assessment
   • Should progress conceptional knowledge/expression of attainment
   • Assessment not just about written product and need to offer opportunity to demonstrate understanding

6. Appreciation of the importance of development historical concepts and skills in lessons

   • Understand changes over time
   • Investigate why people act a certain way
   • Analyse similarities and differences
   • Use of primary sources