Skills and Concepts
History is not just facts! It has its own distinct set of skills and concepts that must be taught to give children a 'coherent knowledge and understanding of Britain's past and that of the wider world'.
My approach to teaching history is based upon a careful and considered balance of skills and content. The content is covered and linked together to form a clearer understanding of the past. The knowledge is linked using the knowledge threads listed in my planning and specified in aim 6 of the NC2014. Along this increasing knowledge base, the children gain a greater understanding of history as a subject discipline. This is done through a combination of bespoke enquiry questions and active links to when the concept/skill were encountered before.
Every lesson is underpinned by chronology. Both the overall narrative of history and internal narrative of a lifetime, event or full period are vital to piece together the complex and intertwining history that we teach.
Chronological understanding - sequencing, scaling, duration, interval, concurrence, interaction
Source Analysis and Interpretation - extracting, interrogating, evaluating, comparing, contrasting, collating, interpreting
Historical Enquiry - asking, investigating, questioning, linking, summarising
History also has its own disciplinary concepts. More information on these are available for enhanced site members.
These are some of the websites I make use of in lessons. I would recommend exploring all of them and considering how to apply them with your class: