Overview

How to develop pupils’ understanding of chronology at key stage 3

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7. Further reading and resources

Chronological understanding

Haydn, T, ‘Teaching children about time’, Teaching history, 81, October 1995.

Haydn, T, Arthur J, and Hunt, M, Learning to teach history in the secondary school, 2001, pages 97–105.

Hodkinson, A, ‘Historical time and the national curriculum’, Teaching history, 79, April 1995.

Hodkinson, A, ‘Enhancing temporal cognition: practical activities for the history classroom’, Primary history, 28, May 2001.

Hodkinson, A, ‘Play the dating game’, Times educational supplement, 25 June 2004.

Hodkinson, A, ‘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, vol.46 (2), 2004, pages 99–119.

Hoodless, P, Time and timelines in the primary school, Historical Association, 1996.

Levstik, L S, and Barton, K C, Doing history: investigating with children in elementary and middle schools, Lea, 2001, pages 86–89.

Lomas, T, Teaching and assessing historical understanding, Historical Association, 1990, pages 20–30.

Partington, G, The idea of an historical education, NFER Publishing Company, 1980.

Phillips, R, Reflective teaching of history 11–18, Continuum International Publishing Group, 2002, pages 32–39.

Shemilt, D, ’The caliph’s coin: the currency of narrative frameworks in history teaching’ in Stearns, P, Seixas, P, and Wineburg, P, (eds.), Knowing, teaching, and learning history: national and international perspectives, New York University Press, 2000.

Stow, W, and Haydn, T, ‘Issues in the teaching of chronology,’ in Arthur, J. and Phillips, R. (eds.), Issues in teaching history, 2000, pages 88–91.

Wood, S, ‘Developing an understanding of time,’ Teaching history, 79, April 1995.

Planning

Banham, D, ‘The return of King John: Using depth to strengthen overview in the teaching of political change’ Teaching history, 99, May 2000.

Barnes, S, ‘Revealing the big picture: patterns, shapes and images at key stage 3’ Teaching history, 107, June 2002.

Murray, M, ‘Which was more important sir, ordinary people getting electricity or the rise of Hitler? – using Ethel and Ernest with year 9’, Teaching history, 107, June 2002.

Riley, M, ‘Big stories and big pictures: making outlines and overviews interesting’, Teaching history, 88, July 1997.

Riley, M, ‘Into the key stage 3 history garden: choosing and planting your enquiry questions’, Teaching history, 99, May 2000.

Textbooks

Banham, D, and Dawson, I, King John, John Murray, UK, 2000.

Dawson, I, What is history? year 9: a conclusion for key stage 3, John Murray, UK, 2004.

Fisher, P, Thinking through history, Chris Kington Publishing,2002.

Harmsworth, A, and Dawson, I, ‘King’ Cromwell? John Murray, UK, 2002.

Shuter, P, and Childs, J, Skills in history, book 1: changes, Heinemann Educational Books, 1987, pages 2–7.

Websites and activities

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