How to develop pupils’ understanding of chronology at key stages 1 and 2

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Section 7: Further reading and resources

a) Books and journal papers

Bage, G, Thinking history 4–14: teaching, learning, curricula and communities, Routledge Falmer, London, 2000.

Blyth, JE, History 5 to 11, Hodder & Stoughton, London, 1994.

Booth, MB, ‘Studies in historical thinking and the national curriculum in England’, Theory and research in education, Winter, 21(1), 1993, 1–22.

Cooper, HJ, Young children’s thinking in history, unpublished PhD thesis, Institute of Education, University of London, 1991.

Cooper, HJ, The teaching of history in primary schools: implementing the revised national curriculum, David Fulton, London, 3rd edition, 2000.

Cooper, HJ, History in the early years, Falmer, London, 2nd edition, 2002.

Harner, L, ‘Talking about the past and the future’ in W Friedman (ed.) The developmental psychology of time, Academic Press, New York, 1982, 140–68.

Hodkinson, AJ, ‘Historical time and the national curriculum’, Teaching history, 79, 1995, 18–20.

Hodkinson, AJ, ‘Enhancing temporal cognition in the primary school’, Primary history, 28, May 2001.

Hodkinson, AJ, Children’s developing conceptions of historical time: analysing approaches to teaching, learning and research, unpublished PhD thesis, University of Lancaster, Edge Hill, UK, 2003.

Hodkinson, AJ, ‘The usage of subjective temporal phrases in the national curriculum: effective provision or a missed opportunity?’, Education 3–13, 31(3), 2003, 28–34.

Hodkinson, AJ, ‘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, 46(2), 2004, 99–119.

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

Hodkinson, AJ, ‘The social context of learning and the assimilation of historical time concepts: and indicator of academic performance or an unreliable metric?’, Research in education, 71, 2004, 50–66.

Hodkinson, AJ, ‘The social context of learning: an explanation and examination of the metric of history cultural capital’, Journal of teacher researcher, Tutkiva Opettaja, 2004, 166–80.

Hodkinson, AJ, ‘Maturation and the assimilation of the concepts of historical time, a symbiotic relationship, or uneasy bedfellows? An examination of the birth-date effect on educational performance in primary history’, International journal of history teaching, learning and research, January 2005.

Hoodless, P, ‘Time and timelines in the primary school’, International journal of historical learning, teaching and research, Historical Association, London, 1996. See www.ex.ac.uk/historyresource/journalstart.htm

Levstik, LS and Barton, KC, Doing history: investigating with children in elementary and middle schools, Lawrence Erlbaum Associates, 2001, 86–9.

Levstik, LS and Pappas, CC, ‘Exploring the development of historical understanding’, Journal of research and development in education, 21(1), 1987, 1–15.

Lomas, T, Teaching and assessing historical understanding, Historical Association, 1990.

Lomas, T, Burke, C, Cordingley, D, McKenzie, K and Tyreman, L, Planning primary history for the revised national curriculum KS1 & KS2, John Murray, London, 1996.

Oakden, EC and Sturt, M, ‘The development of the knowledge of time in children’, British journal of psychology, 12(4), 1922, 309–55.

O’Hara, L and O’Hara, M, Teaching history 3–11: the essential guide. Continuum, London, 2001.

Primary history – The journal of the Historical Association. See www.history.org.uk/education_primary.asp

Primary history – The journal of the Historical Association. 25, Summer 2000.

Simchowitz, C, ‘The development of temporal concepts in children and its significance for history teaching in the senior primary school’, Teaching history, 79, 1995, 15–17.

Stow, W and Haydn, T, ‘Issues in the teaching of chronology’ in J Arthur and R Phillips (eds) Issues in history teaching, Routledge, London, 2000, 83–97.

West, J, Children’s awareness of the past, unpublished PhD thesis, University of Keele, 1981.

Wood, S, ‘Developing an understanding of time’, Teaching history, 79, 1995, 11–14.

b) Websites and activities

• www.uea.ac.uk/~m242/
  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.
• www.thinkinghistory.co.uk
  A collection of active learning resources being developed by Ian Dawson of the Schools History Project, including activities for developing chronological understanding.
• www.primaryhistory.org/go/Approach/TeachingMethods_179.html
  A collection of active learning resources developed by the Nuffield Primary History Project, including activities for developing chronological understanding.
• www.blythplesseyroadfirst.northumberland.sch.uk/HistoryProject/dcase.htm
  An electronic resource from a school in Northumberland which depicts a time activity with a suitcase. Although this is mainly an activity for key stage 2 children, it provides pictures that may support activities in key stage 1.
• www.history.org.uk/
  The Historical Association brings together and represents people who share an interest in, and love for, history. It aims to further the study, teaching and enjoyment of history at all levels: teacher and student, amateur and professional.
• www.centres.ex.ac.uk/historyresource
  History Resource brings you the latest news and information on the teaching and learning of history – and its related subject, citizenship – from the History Education Centre, University of Exeter.

c) Commercial resources

• A Suitcase of History supplies artefacts to schools, colleges and libraries. They have specific collections of artefacts that can be used at key stage 1 and key stage 2. See: www.artefacts.demon.co.uk/
• Cately, A, Jack’s Basket, Red Fox (ISBN: 0099596806), 1989.
• Fischel, E and Kent, P, Florence Nightingale, Franklin Watts (ISBN: 074963913X), 2001.
• LCP Time Line Series, teacher resources and pupil activity folders. See: www.lcpuk.co.uk/index.php?cid=1_7&detail_id=110
• Moorcroft, C and Magnusson, M, Stop, look, listen: famous people – Mary Seacole, 4 Learning (ISBN: 1862153493), 2000.
• Pictorial Charts Educational Trust (PCET): interactive ‘blank’ timeline 3100BC–AD2100 plus picture cards. See: www.pcet.co.uk
• Softease Timeline produced by Softease Ltd. See: www.softease.com
• SoftTeach Timeline produced by SoftTeach Ltd. See www.soft-teach.co.uk
• Tony Pickford is an ex primary school teacher who is now a teacher trainer at University of Chester. His web page of history resources (http://homepage.ntlworld.com/anthony.pickford2/history/index.htm) explains SoftTeach and gives examples of how it may be used with primary-aged pupils.
  

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