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

What are the aims of this guidance?

To help teachers continue to raise standards in key stage 3 history by:

• outlining how to develop pupils’ enduring long term knowledge of key aspects of British history in its wider world context
• indicating how to enable pupils to develop a more secure chronological understanding of the past
• demonstrating a range of long term approaches to planning for chronology as well as by describing some examples of day-to-day classroom activities that reinforce and challenge pupils as they move through key stage 3
• showing ways they might assess pupils’ knowledge and understanding of chronology.

Work through each of the sections below sequentially or go straight to particular sections, either for help with making minor adjustments to schemes of work or to select and download some of the planning models and practical activities for use in the classroom. These materials can also be adapted for use on INSET and initial teacher training courses.

Contents

1. What is chronological understanding in the national curriculum and why is it important?
2. How do pupils make progress in chronological understanding?
3. How should teachers assess pupils’ progress in chronological understanding?
4. How should teachers plan for the development of chronological understanding across key stage 3?
5. Models of planning for chronology across key stage 3
6. Examples of classroom activities that can be used in day to day lessons to reinforce and challenge pupils’ chronological understanding
7. Further reading and resources