As you may or may not know, I’m quite nerdy about timelines! This is the third piece on chronology that I’ve produced so do take a look at the others because they cover different ground to this one. Displaying a timeline in your classroom would seem to have some obvious benefits such as exposing children to the big picture of history; then setting out the narrative of what is to be taught for the internal narratives. However, children aren’t going to understand and embrace the complexity and nuance of historical narratives without explicit teaching. An analogy I often use when working with teachers is can you imagine counting in 3’s once and saying, “we’ve done it once so you’ve got it!” That would be the dream wouldn’t it.
I wrote about the role chronology plays in the curriculum in my previous blogs on Key Stage 1 and Key Stage 2 so shan’t be going over that again here more than a summary. First, chronology is a key concept within the NC2014 in part because of Ofsted’s report History for All, 2011. Second, it is described extensively across each key stage. Please make sure you’re aware of that and consider the role your teaching plays in its continued development.
After getting to a stage where I was happy with how timelines looked, my focus has shifted more toward how we can teach chronology explicitly to ensure children can see the timeline as more than just a sequence of events they were going to be taught about. Willingham’s point that ‘memory is the residue of thought’[i] comes front and centre. Children need to think about the meaning… the implications… the importance of what they are taught – our role as a teacher is not just to scaffold the construction of timelines but rather to ensure that we are the narrator to the historical narrative. Can you imagine a story without a narrator? No, me either…
I broke this down in my May 2022 HA conference talk in Bristol. This is just a summary to provoke thought processes and pose questions for teachers to consider within their own classroom settings. Before diving in any further, it’s important to consider the following points for your own school:
All of those points help to focus attention on how the timeline will be constructed and then narrated. Considering them carefully before starting makes the implementation simpler. In Oliver Lovell’s book on CLT in action, he writes ‘working memory is the bottleneck of our thinking’[ii] and the implication for teaching timeline is not to overload it. From this I created some principles which I adhere to:
Please don’t see this as a complete guide on how to teach chronology – it’s more than this blog could ever provide. Hopefully it’s started your own thinking on how you can refine your chronology teaching to add clarity of thought and purpose.
Once you have that, think about what’s next. First, make sure there is a timeline displayed throughout the topic that you can refer to and add depth to. If possible, have maps to highlight the interdisciplinary links between history and geography – where AND when did these things happen? How did the geography play a role in events and developments… it invariably did and still does in events today.
Don’t presume children will read the information on timelines unless you explicitly direct them to it. Many teachers don’t when I deliver CPD as specific instructions matter. That’s why small steps under direct instruction is my go to approach – it is efficient and supports success.
What interests me now is how timelines look across schools and the varied ways in which teachers use them! Drop me an email or message about how you use them because I’d genuinely love to know.
[i] Daniel T. Willingham – Why Don’t Students Like School PP60-62
[ii] Oliver Lovell – Sweller’s cognitive load theory in action P19
Really informative, great ideas, helpful advise and some fab resources. Thank you so much
C. Fielder, Curriculum Lead, Milton Keynes
We had a training day today; it was both fun and very inspirational. Lots of sensible and clear ideas to make History more engaging and purposeful for pupils.
A. Wells, Deputy Headteacher, Lincolnshire
I can’t recommend Mr T does Primary History enough. I am new to leading this particular subject and I left his training today feeling completely inspired. Thanks again Mr T
Louise Hill, History Subject Lead
Just purchased the Ancient Greek unit plan for 3/4 and its excellent! Certainly made my planning a lot easier! Many thanks, look forward to buying other units throughout the year!
I. Fern, Teacher
Awesome day spent with Mr T today going through our books and curriculum with a fine tooth comb. Great to know we were on the right track and to get clarity and direction on what we weren't sure about. Great staff meeting about how to use historical sources in a range of ways across the year groups.
H. Doust, History Subject Lead, Kirton Lindsey School