Issue 66 / Spring 2014

The primary education journal of The Historical Association

Stone Age to Iron Age – overview and depth

The Great Fire of London Curriculum planning: How to write a new scheme of work for history Ideas for Assemblies The National Curriculum For History From September 2014: The View From Ofsted Churches as a local historical source

Centre Spread double sided pull-out Poster

Process map for writing a new scheme of work for history Key Stage 1 in the new National Curriculum Planning for the New Primary History Curriculum

The first Schools History Project Conference in partnership with the British Museum

Saturday 29 March, 2014 10.00am-4.00pm

The British Museum Great Russell Street, London WC1B 3DG

• Keynote presentations from Jamie Byrom and Michael Riley on Principles of planning for the new National Curriculum and Mike Maddison HMI on History in primary schools – learning from the past, planning for the future. • Five inspiring workshops led by some of the country’s most creative history educators. Each workshop will help you to plan for the revised primary history curriculum. • Ideas for using the British Museum collections to enrich the teaching of history in your school

Course Fee: £140.00 (including lunch and refreshments)

For booking go to: www.schoolshistoryproject.org.uk or email Liz Cairns at [email protected] Issue 66 Spring 2014

Regulars Articles

SCAN ME editorial 04

05 The National Curriculum For History From September 2014: The View From Ofsted Michael Maddison HMI INTERACTIVE PRINT HA Primary News 08

SCAN ME Layar.indd 1 03/09/2013 10:31 Ideas for Assemblies 09 Polly Tucknott and Helen Maddison

Early years foundation stage 10 Hilary Cooper

12 Curriculum planning: How to write a in this issue new scheme of work for history Hilary Pegum and Steve Davy Centre Spread double sided 18 The coordinator’s role and the 2014 pull-out Poster national curriculum for history Process map for writing a new Tim Lomas The Historical Association scheme of work for history 59a Kennington Park Road London SE11 4JH 20 Stone Age To Iron Age – Overview And Depth Telephone: 020 7735 3901 Key Stage 1 in the new Fax: 020 7582 4989 National Curriculum Francis Pryor, Hilary Morris and Wessex Archaeology www.history.org.uk 32 Churches as a local historical source EDITORIAL GROUP Jon Nichol, Bev Forrest, Jerome Freeman, Hilary Cooper Tim Lomas, Helen Maddison, Hilary Morris, Sue Temple, Polly Tucknott and Alf Wilkinson PUBLISHER Rebecca Sullivan 34 The Great Fire of London DESIGN AND LAYOUT Martin Hoare Karin Doull the back cover image 43 President Professor Jackie Eales Windmill Hill – A Visual Deputy President Chris Culpin Image Of A Prehistoric Scene honorary treasurer Richard Walker Bev Forrest, Jon Nichol honorary secretary Dr Trevor James and Dave Weldrake chief executive Rebecca Sullivan

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A4 Layer Footers.indd 1 11/09/2013 09:39 Primary History and editorial 2014 National Curriculum In February 2013 the British government are the next six editions of Primary History, Closely linked to planning is Tim Lomas’s issued a draft English National 67-72. They will address key issues and advice on the role of the coordinator, Curriculum for History that provoked an concerns and provide guidance and p.18 – an issue that the HA’s 2010 and almost universally hostile response. The advice on planning, teaching & learning, 2011 surveys highlighted. government’s own History tsar, Simon resourcing, assessment and professional Schama, succinctly summed up the development. Primary History 67’s A new feature of the journal is its fears and concerns that the proposed structure meets teachers’ needs with a pull-out centre-spreads. For this edition curriculum evoked in the phrase, ‘1066 mixture of long and short articles and they provide easy-to-follow guides for and All That without the jokes’. features. implementing the history curriculum for KS1 and KS2. One A3 spread is an The February 2013 draft English NC for The government’s staff inspector for outline of what KS1 involves while for History’s historical content was a version history Michael Maddison’s on pp. 5-7 KS2 we have a flow chart and a table of an English historical ‘master narrative’ authoritatively details both what the that serves as a planning checklist when with highly-detailed, prescriptive, new NC for History entails and the enlarged to A3. Anglo-centric, chronologically-arranged, importance of history being taught topics, dates and facts celebrating discretely to ensure that the NC’s goals For KS1 Karin Doull’s The Great Fire of England’s glorious past. The February are realised. Two major highlighted London, pp. 34-42, provides a clear curriculum failed to reflect the reality factors are an overview that provides outline of the historical background and complexity of a rich and diverse a context for study in depth and needed for teaching the topic. This leads modern British society that is multi- chronology: in to a Scheme of Work and a detailed ethnic, multi-gender, multi-class, multi- account of the teaching of three of its faith and multi-cultural with a wide To cover the specified history content, sessions plus resources that teachers range of values, faiths and beliefs, (see teachers are expected to teach using can draw upon. The final element is a Primary History 65). Here our senses of a mix of overviews and depth studies. creative teacher’s account of teaching national identity, belonging and purpose An overview … is set to become a The Great Fire through drama and blend multiple diverse strands of much more central teaching strategy dance. personal, familial, and communal major for teachers at Key Stage 2. and minor historical narratives often One of the new history units in KS2 is rooted in folk and vernacular history … There is a clear and inescapable Stone Age to Iron Age. The article on and memories. This multi-faceted and requirement that children develop a pp.20-29 responds to the challenge of diverse contemporary view of national strong chronological understanding overview/depth and chronology that and personal identity was reflected in within and across the areas of study, Michael Maddison raised. The paper has the triumphal opening ceremony of the but there is no statutory requirement three elements: an historical overview 2012 Olympic games. The remarkable to teach them in a chronological that the eminent archaeologist Francis support and enthusiasm the games sequence. Pryor penned, a view of pedagogy from engendered saw the whole-hearted the perspective of Wessex Archaeology’s involvement of a volunteer army recruited In HA News, p.8, Melanie Jones’ team where children learn about the on a scale not seen since 1914. feature outlines and provides links to prehistoric past based upon cutting- easily-accessed aspects of Historical edge archaeological evidence and The extent, nature and strength of Association support and on p.9 is a new perspectives, and teaching activities and opposition to the February 2014 English feature on history linked to assemblies. resources for schools. National Curriculum resulted in a quite remarkable government U-turn. In July While the NC for History does not A Local History study is another new 2013 it issued a new draft 2014 NC include the Early Years and Foundation unit for KS2. Primary History will include for History that responded positively to Stage the HA recognises their value and a feature in each edition on this aspect the argument that it should reflect the importance in providing the groundwork of the NC for History, starting with a multi-faceted blend of major and minor for history at KS1. Hilary Cooper’s short short paper on Churches as an historical narratives that underlie each citizen’s paper provides a stimulating insight in source, p.32. national identity. Identity’s historical to EYFS history, p.10. tap- and side-roots penetrate and draw The final element is to focus on a single sustenance and support from the layers Hilary’s paper leads logically to the visual source on the back cover. The of World, Classical, European and British Steve Davy and Hilary Pegum long short paper, Windmill Hill – a visual history accreted from prehistoric times. paper on planning history schemes of image of a prehistoric scene, brings an Accordingly, the 2014 NC for History work in response to the new curricular artist’s reconstruction of a prehistoric has markedly altered what is required to framework, p.12. This is the first burial to life in the classroom, enabling teach it. paper in a series that addresses major pupils to explore the picture from a curricular issues. The article relates range of perspectives. The Historical Association has responded its overall advice to a specific school to the history teaching challenge with a context – The Wroxham School – where Professor Jon Nichol wide range of initiatives. Central to this Steve Davy teaches.

4 Primary History 66 Spring 2014 The Historical Association The National Curriculum for History from September 2014: the view from Ofsted

Michael Maddison HMI Michel Maddison is one of Her Majesty’s Inspectors of Schools. He has been National Lead for History at Ofsted since 2008.

Introduction With the publication on 11 September 2013 of the final version of the revised National Curriculum for September 2014, subject leaders and classroom teachers could start to consider the implications of the proposed changes. For history at Key Stages 1 and 2, some parts of the programmes of study are new and some aspects of the previous curriculum have been retained. There are some marked changes, however, at Key Stage 2. These new elements and the requirements of the programmes of study overall have significant implications for the way in which senior leaders structure the history curriculum and classroom teachers teach history.

This article summarises: „„ what inspection evidence reveals about curriculum planning and classroom teaching „„ what is compulsory and what is optional in the new curriculum „„ what are the implementation issues for schools of the revised programmes of study.

The lessons of inspection year groups and not Inspection evidence reveals a mixed picture in primary necessarily in schools. It provides some important messages for chronological order. leaders and teachers as they begin to consider their In addition, the response to the new curriculum. Six particular messages curriculum does not stand out. require teachers to make links between 1. Historical knowledge is important. Pupils’ the historical topics knowledge and understanding of the topics studied studied. The resulting is not as good as it was at the time of Ofsted’s last weakness in pupils’ subject report, History for all.1 understanding of chronology and developments over time is not 2. Over the last three years, teaching in history helped by the absence of accurate time-lines from has become more variable, and fewer pupils classroom walls in many schools visited. leave primary school with good knowledge and understanding as a result of the teaching they have 4. Pupils have better knowledge and make better received. Where teaching is not good, too little focus progress when history is taught as a discrete has been placed on strengthening pupils’ knowledge subject, with links made to other subjects as and understanding and on ensuring that the aims of appropriate. The growing popularity of a topic the history curriculum have been fulfilled. or thematic curriculum, in which a number of foundation subjects are grouped together, has 3. Too many pupils’ chronological understanding increasingly undermined the identity and integrity is not good. This is because their historical of history. In a small number of schools where this knowledge is episodic and their ability to make structure exists, teachers have effectively focused on links across that knowledge is weak. A number ensuring that pupils know when they are studying of factors have combined to create this situation. history, and the subject-specific aims and objectives The current curriculum at Key Stage 2 is itself are effectively covered. However, this is far from episodic in its structure. For example, teachers the norm. Too often history is submerged within teach separate units on the Ancient Greeks and an integrated curriculum structure and, as a result, the Romans. These are frequently in different pupils’ knowledge and understanding has suffered.

Primary History 66 Spring 2014 The Historical Association 5 5. The most effective subject pedagogy, ensuring 6. The best learning in history took place when the high achievement in history, was shown by teaching developed pupils’ historical knowledge teachers whose approach focused on well- and historical thinking and, as a result, enabled structured enquiry, which helped pupils think them to show their historical understanding. for themselves. In the most effective primary Historical thinking demands the ability to investigate, schools visited, a culture of resourcefulness, consider, reflect and review the events of the past. investigation and problem-solving in history Consequently, pupils acquired historical knowledge provided excellent preparation for later study. It which they learnt to communicate in an increasingly also developed pupils’ skills in research, analysis, sophisticated way. Their historical understanding was evaluation and communication, which would be revealed in the way that they communicated the valuable for future study and employment. developments they had studied.

The weakness in pupils’ knowledge and understanding, the increasing variability in the quality of history teaching, and the preference for an integrated curriculum, mean that leaders and teachers in many primary schools have much to do. They would do well to start by answering this fundamental question as they plan for the introduction of the new curriculum, namely:

How are we going to structure our curriculum so that we strengthen teaching in history and improve pupils’ historical knowledge and understanding, including their chronological understanding?

The new curriculum Table1 The purpose of study, the aims and the preliminary paragraphs for both At Key Stage 1 the programmes of study focus on four key stages give teachers a very clear points, all of which must be covered: steer as to what they should be trying to achieve when they teach 1. changes within living memory the specified content. The revised programmes of study state what 2. events beyond living memory that are significant nationally or must be covered and what might be globally taught.2 They include three elements 3. the lives of significant individuals in the past who have contributed at both key stages, namely: to national and international achievements

• an explanatory preamble 4. significant historical events, people and places in their own locality. paragraph which explores what pupils should know, do and understand as a result of the Table 2 teaching they receive • a sentence which highlights At Key Stage 2 the programmes of study focus on nine the importance of planning for points, all of which must be covered: progression • a list of topics to be covered 1. changes in Britain from the Stone Age to the Iron Age which must be considered 2. the Roman Empire and its impact on Britain alongside the crucial statement in bold type which notes that 3. Britain’s settlement by Anglo-Saxons and Scots schools are not required by 4. the Viking and Anglo-Saxon struggle for the Kingdom of England law to teach the example to the time of Edward the Confessor content in [square brackets] or the content indicated as 5. a local history study being ‘non-statutory’. 6. a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 The programmes of study at Key 7. the achievements of the earliest civilisations – an overview of Stage 1 have undergone some where and when the first civilisations appeared and a depth study minor changes, but those for of one of four named civilisations Key Stage 2 have been changed markedly. 8. Ancient Greece – a study of Greek life and achievements and their influence on the western world The Key Stage 1 requirements are 9. a non-European society that provides contrasts with British history not too dissimilar to the current – one study chosen from a list of three named societies. structure. What is particularly new

6 Primary History 66 Spring 2014 The Historical Association is that in selecting the lives of Table 3 significant individuals in the past to be studied, teachers should make Teachers will need to consider, among other things: sure the pupils sometimes compare aspects of life in different periods. The programme of study gives a 1. what to teach in history number of examples. 2. when to teach this content

There are some important changes 3. how best to teach this content to develop pupils’ historical to the current programmes of study knowledge and chronological understanding at Key Stage 2. All but one named aspect of the content falls before 4. how to access the most useful and age-appropriate resources 1066, and the core content is British history from earliest times to 1066. 5. how best to fulfil the expectations of the local history study 6. how best to develop a study of an aspect or theme in British Schools are also required to select a history that extends pupils’ chronological knowledge beyond 1066 theme in British history that extends pupils’ chronological knowledge 7. how to enrich the curriculum and make best use of the heritage beyond 1066. Schools which opportunities which are available within the locality decide to use some of the topics they currently teach to meet this 8. how best to fulfil the breadth of the stated aims and the preamble requirement must ensure that the summaries of what pupils should know, do and understand at material is organised so that the each key stage theme selected is British history, 9. the most effective teaching and learning strategies to ensure is linked to what has been taught that pupils have ‘the opportunity to examine cultural, economic, before 1066, and develops pupils’ military, political, religious and social aspects’ and ‘the opportunity chronological knowledge beyond to study local history’ 1066. 10. how best to fulfil the requirements of the attainment target. To cover the specified history content, teachers are expected to teach using a mix of overviews and depth studies. Although an overview As a result, many primary school There is much to be accomplished was required by the current teachers will need support and in the next few months. The programmes of study in relation guidance to ensure that they new curriculum brings not only a to the study of Romans, Anglo- have subject and curriculum number of challenges for pupils Saxons and Vikings in Britain, it is knowledge sufficient to increase and teachers but also many exciting set to become a much more central their confidence in their grasp opportunities. It is to be hoped that teaching strategy for teachers at Key of attainment, progress and teachers exploit these opportunities Stage 2. assessment in history, and are able to develop new engaging and to ensure highly effective teaching successful approaches, as well as to Schools can choose what they teach and learning in the subject.3 refine those they currently employ, and when they teach it. There is a to ensure that pupils leave primary clear and inescapable requirement In answering the questions in school with a more sophisticated that children develop a strong table 3 (above), teachers should grasp of chronology, and a chronological understanding within bear in mind that inspection more coherent knowledge and and across the areas of study, but evidence reveals that good and understanding of Britain’s past and there is no statutory requirement outstanding history comes when: that of the wider world than has to teach them in a chronological been the case in recent years. sequence. • history is taught as a discrete subject • teachers focus on well-structured References Implementation 1 History for all, Ofsted (090223), 2011; issues enquiry, embracing independent www.ofsted.gov.uk/resources/history-for-all thinking and learning 2 www.gov.uk/government/uploads/system/up- Although many teachers will be loads/attachment_data/file/239035/PRIMARY_na- pleased that much of what they • teaching develops pupils’ tional_curriculum_-_History.pdf teach now is retained in the new historical knowledge and 3 Teachers might find the history subject criteria helpful in considering how to develop teaching programmes of study, the new historical thinking and, as and learning in the subject. This has been revised content and expectations demand a result, enables them to and is to be found here: www.ofsted.gov.uk/resources/generic-grade- considerable prior thought and demonstrate their historical descriptors-and-supplementary-subject-specific- planning especially at Key Stage 2. understanding. guidance-for-inspectors-making-judgemen

Primary History 66 Spring 2014 The Historical Association 7 HA Primary

Thinking ahead New curriculum content Regional forums Now that the final shape of the If like us you have also been April also sees our next round of 2014 National Curriculum is thinking about new curriculum regional forums. The theme will known, you will no doubt be content and how to plug gaps be how we should remember the planning and preparing for its in your subject knowledge, why First World War to coincide with implementation, deciding whether not take a look at our podcast the forthcoming centenary. Our you want to adopt it if you are an time-line? Full of podcasts on event in partnership with Leeds academy, or deciding which bits to a wide selection of curriculum Trinity University will take place adopt and which not to. You might topics, it really is the first port of on 2 April and the London event also be looking at which topics you call to refresh knowledge or get in partnership with the English can keep and which have to be to grips with new content. If you Association and the British Library assigned to the dustbin. Of course, enjoyed reading the article in this will take place on 14 April. Aimed much of the pathway you tread will issue on the Stone Age to Iron at Key Stage 2 and Key Stage 3 depend upon the type of school Age, you might be interested to teachers, the London conference you are and your locality. If you are know that we also have a brand will provide an opportunity thinking about how best to map new series of podcasts on this for English and history subject the history curriculum and would period. www.history.org.uk//go/ specialists to re-examine their like to share your thinking, why not NewCurricContent teaching of the First World War. submit your ideas? Like this one: The event will feature high profile www.history.org.uk//go/ Progression speakers including author Michael CurricMappingKS2 You may also be thinking about Morpurgo and academic and how to ensure progression in your military historian Gary Sheffield. At the HA we have been busy new history curriculum. Those of Delegates will be able to choose developing the support you need you looking at teaching significant from a range of workshops led by for the new history curriculum events or individuals at Key Stage educational practitioners, curators through our journal, web resources, 1 might be interested in our guide and historians. CPD and podcasts. You need look to handling this tricky concept with no further. younger children. Quality mark for history www.history.org.uk//go/Progression This spring we are launching the Primary History, 2014-16 pilot of our first Quality Mark for Over the next six issues, Primary Support for history. Fourteen primary schools History will provide you with the implementation across the country are taking part tools you need to ensure you are Over the coming months you will in the pilot. We look forward to fully prepared. Our committee of find that support for planning and working with them to develop experts in primary history education implementing the new history an effective and suitable quality are busily preparing resources and curriculum goes from strength to mark for history in schools that schemes of work to help you deliver strength. And if this isn’t enough recognises the excellent provision high-quality history in the new then don’t forget that we also offer in the subject which many schools curriculum. Look out for these on a whole host of on-line and face- provide, and also the commitment our website from April. The first to-face CPD aimed at supporting of schools to improve their schemes of work on Ancient Greece you. Forthcoming this spring is our provision. www.history.org.uk//go/ new on-line CPD unit led by Jamie AncientGreeceSOW Byrom concerned with making Mel Jones and the Anglo-Saxons sense of the new curriculum. HA Education Officer www.history.org.uk//go/

SCAN ME AngloSaxonsSOW We are also proud to be the are already available to download subject partner for history with the and others will follow soon, so keep Cambridge Primary Review and checking for updates. Pearson to offer a national series of

INTERACTIVE PRINT events across the country: www.history.org.uk//go/ CambridgePrimaryReview

SCAN ME Layar.indd 1 03/09/2013 10:31

8 Primary History 66 Spring 2014 The Historical Association Here are a few suggestions for assemblies over the next few months; each idea is linked to a specific historical event from that month…

March April May

• The History of Flight: • Invention and progress: • Discovery: Christopher Concorde’s first flight the birth of Isambard Columbus landed in (2 March 1968); Kingdom Brunel (9 April Discovery Bay, Jamaica (5 • Nationality and patron 1806); May 1494); saints: St David’s day (1 • Peace: the establishment • Vaccinations and medicine: March) and St Patrick’s day of NATO in 1949 (link to Edward Jenner born (17 (17 March); school council/prefects); May 1749); • Perseverance: the death of • Questioning historical • European co-operation: Robert Falcon Scott during sources: the Panorama First Eurovision Song his Terra Nova Antarctic spaghetti tree hoax in Contest (24 May 1956). expedition (29 March 1957 1912).

June • Monarchy: � The signing of Magna Carta by King John and the barons at Runnymede SCAN ME (15 June 1215); � The coronation of ‘The Sun King’, Louis XIV of France (7 June 1654);

� Queen Elizabeth II’s coronation anniversary (2 June 1953); INTERACTIVE PRINT • The political role of Queen Elizabeth II (Queen’s ‘official’ birthday and Trooping the Colour, 14 June); Overcoming difficulties: the story of Helen Keller, bornSCAN MEin Layar.indd 1 1880; 03/09/2013 10:31 • Co-ordination and Planning: D-Day invasion of Normandy to liberate Western Europe (6 June 1944).

Helen Maddison is History Subject Leader and Curriculum Leader at Lady Elizabeth Hastings’ CE VA Primary School, Thorp Arch. Polly Tucknott has experience teaching History to KS 1-5, but her heart lies in primary teaching.

Primary History 66 Spring 2014 The Historical Association 9 Early years foundation stage Hilary Cooper

The Early Years Foundation Stage Curriculum At this stage children should listen to stories, ask how and why; use the past, present and future tense; talk about the past and present in their own lives and the lives of family members; recognise similarities and differences between families and traditions, objects and materials; and role play and make up stories. There are many opportunities here for children to find out about the past. Don’t underestimate young children’s interest in the past Charlie was nearly three. We planned a visit to Houghton Hall in Norfolk, the eighteenth-century house of Robert Walpole. The general opinion was that ‘Charlie won’t last ten minutes in there.’ But Charlie had studied the catalogue and seen photographs of Robert Walpole’s house, his paintings, and his grandson’s four-poster bed. On arrival, Charlie stood legs apart, hands on hips in the queue and announced, ‘This is Robert Walpole’s The grandson’s four-poster bed. house. When are we going in?’

Role play: Beating rugs (and washing and ironing) was very hard work in the past.

10 Primary History 66 Spring 2014 The Historical Association Figure 1: Activities which help Foundation Stage children to engage with the past Historical enquiry Activities

Time and change in children’s Discuss changes in children’s lives; moving house, new baby. Adults sequence lives and explain changes in their lives. Put family photographs on order.

Time and change in stories Stories in picture books about other children, families. Fictional stories about growth and change; relate to children’s own experiences.

Fairy tales, myths, legends Cause/effect (because; so). Time (similar; different, now ; then). motives (why). Consider feelings and needs of others. Respect cultures.

Sources Sets of old/new; of different materials. How was it made? How does it work? How was it used? Making guesses.

Measuring time Birthdays, seasons, days of week, months of year.

Sequencing Pictures, events in own lives, events in stories.

Language of time Before, after, last week, last year… Language development Viewpoint, argument, (I think, because …) Hypothesis, probability (perhaps) New vocabulary (washerwoman, coach…)

Interpretations Experimental dialogue, explore emotions, relationships, Times and places Play: reconstruct scenes from outside their experiences. stories Compare different illustrations of same story, preferences, reasons; versions Interpretations in oral history of stories, oral accounts (e.g. parents’ / carers’ childhoods. Interpretations in Illustrations Interpretations in stories Creating accounts of the past

On entering the first room, the The activities described below may the people who had to use them. Stone Hall (marble floor, Roman raise awareness of the ways in James replied that ‘People who busts, high stucco ceiling, bronze which teachers and children are used them would have felt very Laocoon), Charlie stood still in already doing this and help with lucky because they would not know the doorway, saying, ‘Wow!’ Like planning for it more specifically. anything different. My children will everyone else he ‘read’ the booklet, have new toys to play with and will picking out W for Walpole and Four-year-olds look at my toys like things from the admiring the bed, but ‘Where are reasoning about past’. his pictures?’ In the study Charlie continuity and recognised a painting. ‘That’s change Hilary Cooper is Emeritus Professor Robert Walpole! Is that him too?’ at the University of Cumbria. The teacher had set up a display ‘No’, I replied ‘that’s his friend the of ‘old things’. She overheard Sam king.…’ and James discussing them, talking Time sources and about changes, the invention of electricity, changes in shops, clothes Resources interpretations and houses. The table in Figure 1 shows many ways in which children at the Sam: I don’t wear clothes like that Foundation Stage already engage because I’m not in the olden days, Cooper, H. (2002) History in the Early with the processes of historical but I’ve seen an old-fashioned car Years, London: Routledge. enquiry and concepts of time. racing uphill and I’ve seen it not in Through stories, play and talk the olden days’. Leading Primary History (2005) London: about families they discuss ‘old’ The Historical Association. and ‘new’, using the language of James said he would like to go back www.history.org.uk//go/ historical enquiry and making and in time and see what it would be LeadingPrimaryHistory comparing interpretations. like. His friend said he felt sorry for

Primary History 66 Spring 2014 The Historical Association 11 Curriculum planning: How to write a new scheme of work for history

Hilary Pegum and Steve Davy

The implementation, from September 2014, of the The three questions that lead to change for the benefit new national curriculum programme of study for of your learners are: history gives you a time-scale for reviewing, refreshing and resourcing your new scheme of work. The ‘to • What are we trying to achieve for our learners do’ list might seem daunting so here we describe and through the curriculum? illustrate a process that will ensure you have enough • How can we best organise learning to enable us to in place for the start of the new school year and a way achieve our aims for our learners? forward for the future. • How will we know when we have achieved our You can access support for each stage of the process aims for our learners? from materials available from the Historical Association A detailed expansion of these questions is available in website including resources from the Nuffield the on-line version of this article. Foundation Primary History project, Primary History, the primary educational journal of the Historical Association and other authoritative organisations You can refresh your overall history scheme of work such as Ofsted and the National College for Teaching using the answers from the school’s whole curriculum and Leadership. If you are responsible for curriculum review. This will ensure that planned learning planning in other subjects you can apply much of opportunities are meeting your school’s aims and this guidance to these subjects. This will ensure a values, your learners’ needs and aspirations and the consistent approach to renewal across the whole national curriculum requirements. curriculum for your school. Where to start? Although much of your work will be focused on It is worth setting aside some time to revisit your history you will want to work with others to contribute school’s vision and core values. You want your new to the school’s review of the whole curriculum in the scheme of work to support everything the school context of the new national curriculum’s aims and wants to do for your children. You want to be sure requirements. The National Curriculum in England that the school’s core values are threaded through the Framework Document (2013) states that: how, why and what of the teaching and learning of history. For example, many schools include ‘Respect’ in The school curriculum comprises all learning and their core values. other experiences that each school plans for its pupils. The national curriculum forms one part of • What behaviours do you expect to see and hear the school curriculum. when teachers and pupils are doing history? • How will your teachers and pupils demonstrate If your school reviewed its whole curriculum in the last respect for themselves, each other and people in the couple of years, then you will find Tim Lomas (p.18) past when finding out about societies and events? Co-ordinator’s dilemma a useful set of next steps. • How will your pupils compare their values with The next few months give you the opportunity to look those held by other people? again at the history curriculum in your school as both a stand-alone subject and as an element in integrated and cross-curricular provision. A way forward is to What is expected of a scheme think carefully about the precise needs of your pupils of work? and how best they can make really good progress in Your overall scheme of work will cover the stages and history. The three key questions below can be used to ages of the children in your school. It will demonstrate guide your review of the history curriculum. Try using how it will deliver, in a coherent way over the period them at all levels of your planning e.g. long term (key of the stages, the requirements of the Early Years stage), medium term (unit of work/topic/enquiry) and Framework, the national curriculum and any other short term (individual lesson). school requirements. Hilary Cooper (p.10) Early years

12 Primary History 66 Spring 2014 The Historical Association Case Study 1

The Wroxham School is an average-sized empowered to reflect on their own working level single-form-entry primary school in Potters Bar, and choose their own level of differentiation, or Hertfordshire. The majority of pupils are White ‘challenge’. Central to the school’s approach is British and the rest are from a wide range of creating a culture of challenge and enquiry in all minority ethnic heritage. The school’s core values aspects of learning. This naturally promotes high- are explicit in teaching and learning behaviours and order questioning and thinking which inspires the whole curriculum: respect, resilience, equality, high-quality historical enquiry, while also allowing diversity, choice, responsibility, creativity. This teachers to adapt their planning to meet learners’ outstanding school is widely known for its ‘Learning interests and developing needs. By providing a Without Limits’ approach to differentiation and thematic and creative curriculum, Wroxham seeks curriculum provision and is the subject of a to ‘make learning irresistible’ and bring history University of Cambridge research publication, to life through experiential learning and cross- ‘Creating Learning Without Limits’. In this culture curricular planning. The history curriculum is of learning, children are not set by ability, but exciting and enriching. foundation stage gives a clear view Figure 1: A scheme of work contains three elements of what learning can look like for our youngest children. Long-term These provide a quick read and clear map of plans or a planned route for pupils’ learning in history. A scheme of work contains three elements overviews They highlight people and periods to be visited see Figure 1. (also called and coverage of school and national curriculum key stage requirements. They can include overarching themes or enquiries that wrap around the Your particular context will inform your plans) choices and decisions about the new scheme of work and make sense of the route scheme of work. Some questions to for pupils and teachers. For example, Is living consider are: here better for children at this time in the past or now/today? What would we like to keep for • How will our teaching groups be us from this time and place? Can one person organised from September 2014? change the world? These can be considered at the end of each enquiry. • Single age groups, mixed age groups, mixed key stage groups Medium- These provide a teacher with the detail of • What do we believe are the best ways term plans core entitlement, time to be taken, teaching of organising learning for our children? (enquiries, strategies and additional opportunities for units, learning. They locate the history learning within • Thematic, single subject, blocks of topics) the school’s whole curriculum by identifying learning, weekly learning, extra- explicit links that must be made. They describe curricular the level of challenge appropriate for most • How much time can we give to history and some pupils in a year or class group. They in each year group? list sources of information to be taught and revisited. They can include suggestions for • How confident are we that we know extended learning at home or homework. They what ‘getting better in history’ looks provide a base for an evaluation of learning at like? completion of the enquiry. • Where will be the best place for each of the two units of choice – earliest Short- These can be part of medium-term plans by civilisations and a non-European term plans showing the time allocation given to each society? (also called enquiry question. Your teachers judge what lesson or can be learned in the time they have with their • How confident are we that our bought- children. They might need help to make this weekly in curriculum will match the future judgement. Your school might agree that the needs of our children and the new plans) medium-term plans becomes the collected short- requirements? term plans for an enquiry to allow teachers to • What can we keep, modify, drop or focus on teaching rather than writing out plans. create?

Primary History 66 Spring 2014 The Historical Association 13 VE Day party with local residents who were children at the time of World War 2

Case Study 2

At The Wroxham School, historical learning is held perspectives from which to investigate an event, in high regard across year groups and has a strong achievement or folly and builds on the skills and presence throughout the school curriculum. Each concepts required for high-quality history learning year group has a half- or whole-term topic which and progression. Additionally, class assemblies is brought to life through cross-curricular learning. are often used to celebrate and share learning Of the topics throughout the year, at least one with the school community. For example, Year 3 is rooted in an historical enquiry into a period or took great pride in sharing their learning and context. This allows for an enriched and in-depth discoveries when researching a local hoard of study of events and peoples that is considered and Victorian glass bottles. There are many planned revisited throughout other subject domains and opportunities to learn outside the classroom and other settings. This approach provides a variety of from the community.

We know what • What local stories link to the and Wessex Archaeology Stone we want for our core values of our school? Age to Iron Age – overview and children. What • If we don’t teach this who else depth (p.20) for useful background in Britain will? information and ideas for teaching. can I do ready Some schools will be working on a for teaching in Most teachers are using checklists replacement for Aztecs in the Key September? to match their current planning Stage 2 long-term plan which could In order to make the most of your with the new requirements and to become an enquiry into Mayan local stories and places it is worth help structure their plans for new civilisation and would recycle their reviewing what the staff and your historical enquiries. For example, resources about chocolate. community consider to be ‘local’. most schools will be creating a unit of work for Year 3 around the new The on-line version of this article • What is important for our period study ‘Changes in Britain has two handy checklists to refer children to know in order to from the Stone Age to the Iron to when developing an enquiry for take pride in their place? Age’. See Francis Prior, Hilary Morris Key Stage 1 and Key Stage 2.

14 Primary History 66 Spring 2014 The Historical Association Re-enacting the Battle of Barnet 1487 for a class film production Case Study 3

At The Wroxham School, national historical themes are often brought to life through local narratives and conceptual ‘hooks’. This promotes a greater understanding of wider historical themes but also allows the children to develop their sense of individual and local identity. For example, when investigating life through the 1940s, a class visited a local golf course where two pillboxes were found in the undergrowth. This provided a context from which to investigate how lives and the local town were affected during the war years. Furthermore, the investigation led to the class collaborating with local historical groups and ‘The Pillbox Study Group’, while also writing an article for a local newsletter. The article invited local residents, who had lived through World War II as local children, When investigating the Tudor In 2014 children will investigate to contact the school and this period and the Wars of the Roses, the rich history of Hatfield House. resulted in a VE-Day themed a class undertook a research project Contexts such as these provide SCAN ME class party with local guests of to investigate the Battle of Barnet a greater clarity and focus when honour. The children were able to which took place three miles away dealing with national historical share their learning and also hear from the school. Further afield, the themes while giving a grounding first-hand historical accounts and cities of London and St Albans are or ‘hook’ for more abstract INTERACTIVE PRINT investigate treasured artefacts. considered as local to the school. themes.

SCAN ME Layar.indd 1 03/09/2013 10:31 How do I build is to plan a route through the teaching to ensure all children progression into my programmes of study that give your make good progress. pupils the best chance of achieving key stage planning what the school wants for them and You have access to a variety for history? the required attainment targets. of support for identifying and When you read through the planning for progress: NC 2014 programmes of study The programmes of study provide for history it is important to clear expectations for end of key • your collections of pupils’ remember that the ‘pupils should’ stage attainment. The Purpose of moderated work in school and ‘I statements, at the beginning of the Study and Aims statements add can’ statements attainment targets for Key Stages more detail about what is expected • Tim Lomas Monitoring, 1 and 2, describe learning at the of teachers and teaching in order recording, assessment and end of the key stage. Using the to ensure that all pupils will ‘know, reporting (PH 57) Level Descriptions in the disapplied apply and understand the matters, • the Level Descriptions in the national curriculum (2000) it is clear skills and processes specified in the national curriculum (2000) that the expectations described for relevant programme of study.’ And the end of Key Stage 1 (2014) are at that’s it. The unstated expectation Jerome Freeman, Progression and Level 3. The expectations described is that teachers will know what coherence in history: how to plan for the end of Key Stage 2 (2014) getting better at history looks across the key stages (PH 57)gives are mostly at Levels 4 and 5 with like, plan appropriate learning helpful guidance for planning hints of Level 6. The challenge opportunities and modify their learning opportunities.

Primary History 66 Spring 2014 The Historical Association 15 Over a Key Stage, it is important to provide will be the incentive to make changes. And remember children with sufficient opportunities to: the new national curriculum framework states:

• ask and answer more complex questions about The national curriculum is just one element in the the past education of every child. There is time and space in • make links and connections between different the school day and in each week, term and year to historical topics range beyond the national curriculum specifications. The national curriculum provides an outline of core • develop their conceptual understanding through knowledge around which teachers can develop studying different historical topics exciting and stimulating lessons to promote the • develop their proficiency and confidence in the development of pupils’ knowledge, understanding use of historical skills and skills as part of the wider school curriculum. • develop an increasing ability to apply skills across different historical topics Steve Davy is a Specialist Leader of Education and • use a greater depth and range of historical Class Teacher in Key Stage 2. knowledge to provide more reasoned Hilary Pegum is an Achievement Adviser with explanations about the past EdisonLearning. Both are members of the HA’s Primary History • become more independent in their learning. Committee. In the example below from The Wroxham School, Steve Davy has based his new long-term-plan for Years 1 to 6 around enquiries that draw on local examples and build understanding, knowledge and skills. The school has chosen to include additional periods and societies. The school’s whole curriculum expects all learning opportunities to include deep thinking and effective communication. Websites

Your process for reviewing, refreshing and resourcing your new scheme of work will be more successful and The Historical Association Primary support enjoyable through working with your children, staff www.history.org.uk/resources/primary.html and community. They will be rich sources of feedback as you teach each enquiry. Their enthusiasm for history The Nuffield Foundation Primary History project www.history.org.uk/resources/primary_ resources_129.html OFSTED Subject professional development materials: History Resources www.ofsted.gov.uk/resources/subject- professional-development-materials-history National College for Teaching and Leadership: Support materials Leading curriculum development You can access support for each stage of http://apps.nationalcollege.org.uk/resources/ the process from materials available from modules/curriculum/Home.html the Historical Association website including QCDA (2010) Your Curriculum Journey Using the resources from the Nuffield Foundation three questions to plan your curriculum path Primary History project, and other authoritative http://webarchive.nationalarchives.gov. organisations such as Ofsted and the National uk/20110223175304/http://orderline.qcda.gov. College for Teaching and Leadership. If you uk/gempdf/1445901471/qcda-10-4786_your_ are responsible for curriculum planning in curriculum_journey.pdf Humanities, Social Studies and other integrated schemes of work including the History NC as The Wroxham School, Potters Bar, Hertfordshire well as in other subjects, you can apply much www.thewroxham.org.uk of this guidance to those subjects. This will The Wroxham School Year 4 pupils’ film of the ensure a consistent approach to renewal across Battle of Bosworth the whole curriculum for your school. http://vimeo.com/74286129

16 Primary History 66 Spring 2014 The Historical Association Figure 5: The Wroxham School scheme of work Year Topic Key concepts giving coherence to the topic and supporting progression. Perspectives

Year 1 A term’s topic will investigate the daily lives of people now, Historical enquiry and use of sources within living memory and in Celtic Britain. In collaboration with Chronology the Year 3 class, the class will be involved in the researching Similarity and difference and planning of a Celtic farm which will be organised and Change planted around an Iron-age Roundhouse, built recently on the Interpretations school field. Economic and social history

Year 2 The ‘Inventors’ topic provides an opportunity to understand Historical enquiry and use of sources how significant individuals and advancements in technology Chronology can influence and change the lives of people and wider society. Change The Great Fire of London is also investigated as a significant Cause and consequence event beyond 1066. Both topics will be utilised to develop Social and technological history concepts such as causality and change within a historical period. In addition, the Year 2 class will investigate the culture and religious changes during the Ancient Egyptian era.

Year 3 The learning will provide both breadth and depth when Historical enquiry and use of sources investigating the significant changes in Britain from Stone Chronology Age through to the Bronze and Iron Age. There will be a Similarity and difference specific focus on changes in settlements, farming and culture Change and continuity through collaboration with the Year 1 class. The local area will Interpretations be explored during the Victorian school which will include an Economic, social, cultural and religious experiential school visit to a Victorian School in Hitchin, Herts. history

Year 4 An enquiry into life in Roman Britain with a focus on the Historical enquiry and use of sources themes of ‘empire’ and ‘civilisation’, through a study of the Chronology conflict between Boudicca and the Romano-British in the local Similarity and difference city of St Albans. In addition, the class will conduct two local Change and continuity historical enquiries as part of a term’s topic. First, How did Interpretations World War II affect our local town? Second, an investigation Social, military, political and cultural of Hatfield House through the ages, with an enquiry into the history similarities and differences of the lives of rich and poor during the Tudor period.

Year 5 Children will study the movement and settlement of people Historical enquiry and use of sources through the fall of the Western Roman Empire and the Chronology settlement of the Anglo-Saxons and Scots. A term’s topic will Similarity and difference compare the culture and lives of people living in Ancient Cause and consequence Greece, Aztec and Mayan culture with British history and their Cultural, religious, social and military influence on the western world. history

Year 6 This enquiry will further investigate the themes of significance Historical enquiry and use of sources and causation within a study of the Viking and Anglo-Saxon Chronology struggle for the Kingdom of England. Another topic will Cause and consequence investigate the life of pioneers and explorers including a focus Cultural, social, economic, political and on the work of Leonardo da Vinci. The class will also investigate military history the Shang Dynasty of China and compare the developments in technology, such as bronze working, with societies in Europe at that time.

Primary History 66 Spring 2014 The Historical Association 17 The co-ordinator’s role and the 2014 national curriculum for history Tim Lomas

Co-ordinator’s dilemma: I have seen the new requirements and know that I have a bit of time before things start, but I don’t want to leave everything to the last minute. Without feeling that I have to get everything done now, are there some things I can be getting on with so that it does not all pile up at the end?

The first thing is not to panic or overact. Subject resources already exist. It may also be the case that leaders like to do a good job, but this can lead to the the foundation stage needs consideration alongside twin dangers of going beyond what needs to be done, Key Stages 1 and 2. and being convinced that history is the most important subject in the curriculum, so alienating others. This 3. Make sure that you are fully aware what is means being realistic; but this is certainly not the same happening throughout the school across all as doing nothing. subjects. It would be pointless having grandiose plans when there is a clear school strategy on how Below are ten activities that are worth doing before to prepare and when. Is there an indication of the teaching of the new curriculum starts in September the time available or how history might expect to 2014. be covered (integrated, in blocks, discrete etc)? What planning is the school expecting? There is 1. The actual curriculum framework is not extensive, guidance elsewhere on planning in this publication, so it is worth jotting down what is different to but school requirements are the first thing to be what is already offered. There are clearly new areas determined. that need covering, particularly with regard to early history and some non-European civilisations, but 4. See if you are able to attend some training there may be other aspects given more emphasis or support groups prior to the start of the than perhaps the school is used to. These include curriculum. Many traditional forms of support the firming up of chronology, or the role of local such as that provided by local authorities and some history, or the new stress on comparison, or the higher educational institutions may have largely need to balance depth and breadth, or the need for disappeared, but there is likely to be something. a study of an aspect or theme in post 1066 British The Historical Association will be heavily involved history. See if there is an opportunity to go through in offering support, not just through the journal some of the highlights of the new curriculum to but also through its website; for example, draft enable you to outline the changes and continuities. schemes of work. The school may require this in any case. 5. Give some early thought to assessment. The school 2. Decide which aspects might be of most interest may already have expectations, but you are likely to cover in the new curriculum, or whether the to have some responsibility for considering ways school is going to cover it at all if your school is in which the progress of history throughout the an academy. If the latter, you are not let off the school can be monitored in the absence of levels. hook, because some alternative to the National If the school is considering its own levels for each Curriculum needs to be planned. There will still subject, early thinking about progression in the be an expectation that some high-quality history is subject would be worthwhile. covered in the school. For others, there are options so decisions are needed. As a guide to what 6. Start to gather some resources. Make sure you options are worth considering, it is worth sounding keep up-to-date with publishers’ catalogues, out teacher preferences and assessing what on-line or on paper. It is unlikely that schools

18 Primary History 66 Spring 2014 The Historical Association will have large quantities of additional resources so one needs to be prudent. Two points are worth remembering; first, it is important to be discriminating. There is much that is poor. Second, as long as there is some variety of types, there is no need for massive amounts. With local history fairly prominent in the new curriculum, it may also be worth seeing if there is a need to extend what is already covered in terms of some interesting local history resources or new sites for visits.

7. Some contact with the receiving secondary school may be useful. Many of them will be introducing new material. It is worth considering whether there is unnecessary overlap, such as with the longitudinal study or with any history coverage beyond 1066 or your local history. It is also worth checking whether there are any resources they can help with/lend. Sharing some resources with other primary schools may also be worth considering in the earlier stages.

8. Although this is likely to be a whole-school issue, some early thinking on opportunities for links with other curriculum subjects and the wider curriculum may be worth thinking about. There should be no need for detailed planning immediately, but the contribution to, and links with, the key subject areas especially of literacy and numeracy might be valuable. Given that history is unlikely to have more than about 40 hours a year, some reinforcement elsewhere might benefit from early thinking. Likewise with subjects such as geography through local studies and art, music and the like 10. Although it might be rather difficult to believe at might be valuable. So often in the past though this stage, this task is something that could be this linking was rather contrived and ended up enjoyed. Despite it seeming quite demanding, with a lowest common denominator. It would much of what is included is exemplar. As long be worth ensuring that such planning avoids this as the bullet points are heeded, there is plenty rather mechanistic approach. of choice and freedom to do interesting and practical things. It may be a bridge too far to 9. Given the limited amount of time to cover what change everything, but opportunities abound to could seem a large content list, there will obviously introduce something novel and interesting. Some be a need to consider not just what topics but early thinking on something innovative might be some general answers to a range of issues. worth doing. There may even be the opportunity Among the questions that need some preliminary to try some things out before the new curriculum answers are: officially starts. Many teachers like teaching history, and many have taught bits before or have an interest in a particular area. Maybe you can tap • Key enquiries; into them as well. Working with others can prove • Key ideas; enjoyable and productive. • Balance of local, British and world; This article has merely highlighted some of the • Key Stage 1 people; activities that might be best considered prior to the • What options; start of the new curriculum. Nearer the day there • Longitudinal study – why not something is likely to be more detailed planning and collecting different such as children or animals through resources. The best advice though is do things time? systematically and there will not be so much panic when the day arrives. • Local history – field work; • How to address a chronological secure Tim Lomas is a vice president of the Historical curriculum. Association and a former principal inspector.

Primary History 66 Spring 2014 The Historical Association 19 8000BC 6000BC 4000BC Mesolithic Britain becomes Neolithic Age begins an island Age begins

9000BC 8000BC 7000BC 6000BC 5000BC 4000BC 3000BC 2000BC 1000BC 0 1000AD

7600BC 8700BC 7000BC Howick Star Carr Cheddar House Man

Timeline – Stone Age to Iron Age Stone Age to Iron Age – overview and depth Francis Pryor, Hilary Morris and Wessex Archaeology

Introduction English prehistory, constructed; how villages operated; Stone Age to Iron Age covers from the Stone Age how inland and maritime transport around 10,000 years, between developed; how people defended to the Iron Age themselves. It would also be good the last Ice Age and the coming of History would have been impossible the Romans. Such a long period to consider why prehistoric people without prehistory. Prehistory is regarded time as cyclical, rather is difficult for children to imagine, far more than a mere preamble but putting the children into a than continuous, as we do today. to the main show. It was during living time-line across the classroom It would be interesting to examine prehistory that Britain acquired its might help. In one sense not a lot pre-Roman farm animals, through languages, landscape and regional happens for a very long time, yet examples that still exist today (Soay identities. In the following few in another sense dramatic changes sheep; Tamworth pigs, Dexter Cattle paragraphs I would like to give occur at irregular periods. Man and Dartmoor ponies). Prehistoric an impression of the subject’s moves from hunter-gatherer to domestic skills are a good way to extraordinary scope and diversity. I farmer, from rural to urban, from link modern children to the sources fighting for survival to sophisticated would have thought that the best of such basic things as their food society. There is plenty to get your way to catch the imaginations and clothes; good examples include teeth into! This feature should help of young children would be spinning (with a spindle whorl), you plan. through discussion of the practical weaving (with and without a loom) side of life: how tools changed and grinding corn with a quern (or through time; how buildings were pestle and mortar) to produce flour.

20 Primary History 66 Spring 2014 The Historical Association Key Stage 2

800BC 43AD Roman invasion 3000BC 2500BC Iron Age of Britain – 1900BC Stonehenge Bronze Age begins start of Roman Mold Cape begins begins Britain

9000BC 8000BC 7000BC 6000BC 5000BC 4000BC 3000BC 2000BC 1000BC 0 1000AD

2500BC 1500BC 3200BC 55BC Beaker End of 100BC Scara Brae Julius people first the use of Lindow Man buried in Caesar appear in Henges, like peat bog invades Britain Stonehenge Britain

3700BC 400BC Horton 2200BC Quern stone House Amesbury introduced Timeline – Stone Age to Iron Age Archer buried

The story begins around a million years ago on what is now the beach of the Norfolk coastal town SCAN ME of Happisburgh. This site has revealed Britain’s earliest flint tools which were used by ancestors of modern humans at a time when INTERACTIVE PRINT the British Isles were still joined to the mainland of Europe. As the Ice Ages progressed people SCAN ME Layar.indd 1 03/09/2013 10:31 came and went, depending on the climate of the time, but during these hundreds of thousands of years it is possible to trace the steady progress and technological Excavated dwellings development of these communities, at Skara Brae which latterly were capable of fine (Orkney, Scotland), Europe’s most complete carving and artwork. Neolithic village

The climate warmed very rapidly such as the lush woodland and This was just a short step away around 9600 BC and this marks grassland surrounding certain low- from farming. It is not surprising, the start of post-glacial prehistory lying shallow lakes were particularly therefore, that when farming and the arrival of a new set of sought-after and were the home arrived, shortly before 4000 BC, it communities labelled Mesolithic, to a large number of different was rapidly adopted. We currently or Middle Stone Age. It used to be settlements. believe that the new farmers, who believed that these communities came from the mainland of Europe, were very small and lived a shifting By the end of the Mesolithic period, amounted to about 20% of the nomadic lifestyle, but over the past in fifth and sixth millennia BC there British population. These new ten years new research has shown is evidence that Mesolithic hunter- farmers brought with them new that small permanent villages were gatherers were manipulating the rites of burial beneath mounds in existence, complete with family- forest tree-cover through the use or barrows, of which the long sized round-houses. Certain areas, of fire, to attract and keep game. barrows are the best known. Many

Primary History 66 Spring 2014 The Historical Association 21 of these tombs contained stone the modern military sense of the left by, say, the Iceni of Norfolk chambers built from massive rocks word, but as centres of regional and the Atrebates of Sussex and and boulders, known as megaliths. communal authority. Thanks to Hampshire. When the Romans aerial photographs and remote arrived in Britain in AD 43 they The roots of Celtic cultures lay in sensing we can now appreciate came across a diverse and rich the Bronze Age (2500-700 BC), that most hill-forts were carefully range of cultures, some of which which probably witnessed the positioned in the landscape to were not openly hostile, nor fastest and most radical changes dominate the surrounding fields were opposed to classical ideas of prehistory. The pioneering and settlements. These would have and civilisation. In parts of south- developments brought about by been the places where people eastern Britain (England had yet to the first farmers of the Neolithic came at regular intervals to meet be created) the upper echelons of (4200-2500 BC) were transformed and exchange goods, livestock and many communities had begun to by a series of major monuments services; doubtless too they were wear Roman-style clothes. Indeed, (Stonehenge is the best-known where many marriages and new the earliest British coins have example) which still cover large family alliances were formed. Latinised Celtic inscriptions which areas of the English landscape. mention the tribal kingdoms that The period saw the construction There is good evidence for sea- minted them. These date to the of thousands of barrows, or burial going vessels by 2000 BC, which first century BC. The first legionaries mounds, not to mention some would have been perfectly capable would also have encountered a 400 henges and other sites. But of crossing the Channel. After fully developed landscape, with all of this came to an abrupt halt about 1500 BC cross-Channel fields, roads, lanes, woods, hedges, around 1500 BC, when barrows voyages would have been routine farms, villages and hamlets. There ceased to be built and sites like and from about 1000 BC there may were centres of regional trade and Stonehenge were abandoned. even have been a regular ferry- a flourishing network of ports and The second half of the Bronze like service, to judge by the close harbours along the south, south- Age sees the proliferation of field similarities of some English and west and east coasts. It is still not systems, the earliest of which continental art styles and objects. fully decided whether any true were in existence by 2000 BC, and The Iron Age (700 BC-AD 43) is towns existed at the end of the Iron the emergence of an elaborate often identified with the Celts. Age (in the sense of self-governing network of villages, roads and These were not an ethnic group, so urban centres, with refuse, sewage major route-ways. Towards the end much as tribal communities who and town-planning services), but of the period (from about 1200 shared many aspects of language there were undoubtedly some BC) we see the construction of the and culture. Indeed, even today it is town-sized settlements, some of first hill-forts which seem to have possible to identify with reasonable which may have been in existence been built, not so much as forts in assurance the archaeological traces as early as 500 BC.

22 Primary History 66 Spring 2014 The Historical Association Teaching the Stone Age

The inclusion of the Stone Age in the proposed 2014 Bronze Age pottery Beaker or Iron Age gold torc can National Curriculum for History in England presents be powerful aids to the young imagination and can primary teachers with the challenge of having to teach provide an excellent focus for storytelling and literacy prehistory. projects. Artefact recording and site planning are some of the activities that can be used to support maths While a period that spans thousands of years may lessons. In addition, a study of prehistoric pottery seem daunting, particularly when combined with could aid a discussion about the physical properties the obvious lack of documentary sources available, of various materials and be the catalyst for scientific this development provides an excellent opportunity experiments or the basis for a range of art-based to experiment with using a different type of primary projects. source – the artefact. Our recent work with local schools in Horton, Archaeology, the study and interpretation of these Berkshire (funded by CEMEX UK) is a good example artefacts – the material remains of past societies – has of using finds as inspiration. Artefacts uncovered at provided us with a great deal of knowledge about Kingsmead Quarry, ahead of gravel extraction, were our prehistoric ancestors and is not so far removed put on display and an exhibition was designed around from history as it can at first appear. Artefacts and them. Local primary schools were invited to attend archaeological evidence can be used in the same interactive workshops at the exhibition and students way as documentary sources to stimulate debate were encouraged to engage with the artefacts which and to teach pupils the skills of evidence-gathering, included a Palaeolithic handaxe, Mesolithic flint tools interpretation and analysis. and early Bronze Age gold and amber beads.

Teachers challenged with exploring the Stone Age can The display explored the shift from a nomadic use objects from the past to inspire students within a hunter-gatherer lifestyle towards that of settled wide variety of curriculum subjects. A Neolithic axe, farming communities during the Neolithic period and

Primary History 66 Spring 2014 The Historical Association 23 Good history work often arises out of developing an enquiry over several lessons, where pupils can explore the topic in more detail and have a definite question to answer. Here are some possible enquiry questions:

• What was new about the New Stone Age? • Which was better to make and use – bronze or iron? • Why bury gold and not come back for it? • When do you think it was better to live – Stone Age, Bronze Age or Iron Age? • If you were Julius Caesar, would you have invaded Britain in 55BC? stimulated discussion among the students as to why been a trader. This evidence can be used to stimulate this might have occurred. This debate was facilitated debate on several themes such as the extent of trade by the use of informative text, 3D reconstructions and networks, migration patterns and modes of transport the artefacts themselves. in prehistoric Britain.

Artefacts can also be used to forge connections with Accessing artefacts is not as much of a challenge as people from the past and bring them to life. An it may seem. For schools that aren’t lucky enough excellent example from Wiltshire is the Amesbury to be able to take their students fieldwalking and Archer; an early Bronze Age man discovered in a very accumulate their own collection, which I suspect to rich burial near the site of a new school and housing be most, many local museums, history centres and development (archaeological work funded by Bloor archaeology units will be able to help. Artefacts can be Homes and Persimmon Homes). visited or brought into the classroom through specialist workshops and the use of loan boxes – toolboxes Some of the artefacts associated with the Archer, containing artefacts and handy teacher’s guides. including 16 barbed and tanged arrowheads and a slate wristguard to protect the arm from the recoil Thus bringing the Stone Age to life in the classroom of an archer’s longbow, suggest that he may have through the use of artefacts can be an exciting been a hunter. Other artefacts are known to have opportunity for teachers, rather than a daunting originated on the Continent, and chemical (isotopic) challenge. analysis of his teeth has shown that he travelled to Britain from the Alps, indicating that he may have Francis Pryor is an archaeologist, author of Britain BC and Director of Flag Fen Bronze Age site. Hilary Morris leads the ITT courses at Brighton University. Laura Joyner is Community and Education Officer, Wessex Archaeology.

. Key ideas

• Not a lot happens • There are big changes • There is no written evidence • New finds often change our ideas about the time • It’s nearly all a load of rubbish! • Archaeologists disagree! • You can’t do it all!

24 Primary History 66 Spring 2014 The Historical Association Some suggested lesson activities

1. The Rubbish Bin Activity

At the end of a morning, or afternoon, get your pupils to empty the classroom rubbish bin on to a table. Get them to identify all the rubbish, and, using only the evidence they have in front of them, write a brief account of the morning/afternoon/day. When they have done that, ask them what they have done today that is not included in their accounts. What is missing? Why?

This is a simple activity that can make pupils realise that in prehistory, when we rely upon artefacts as evidence to tell us what life was like, we are only ever going to have a partial account – almost a random account, depending upon what evidence has survived, just like the litter in your bin.

2. 3,000-year-old shipwreck shows European trade was thriving in Bronze Age

One exciting thing about prehistory is that archaeologists’ ideas are always changing due to new discoveries, like this shipwreck, reported in The Telegraph. Show your pupils the pictures and story, and ask what the discovery has added to our view of the Stone Age. Make a news-wall where you – and pupils – can post stories about archaeological discoveries.

www.telegraph.co.uk/earth/environment/ archaeology/7238663/3000-year-old- shipwreck-shows-European-trade-was- thriving-in-Bronze-Age.html

Primary History 66 Spring 2014 The Historical Association 25 3. Houses from Stone Age to Iron Age

This activity is designed to explore Overview, and look specifically at continuity and change. Use the pictures of houses opposite to fill in the grid below:

Stone Age bronze Age Iron Age

What is the roof made of?

What are the walls made of?

What is the door made of?

What are the windows made of?

Is there a chimney?

What would it be like to live in?

Anything else you can notice?

Houses have changed because:

Houses have stayed the same because:

26 Primary History 66 Spring 2014 The Historical Association Mesolithic

Below Excavations at Kingsmead Quarry, Horton, in 2008 revealed evidence for occupation during the Neolithic period (4000- 2400 BC). The remains of a building, dated to between 3800 and 3650 BC, were found and represent one of England’s oldest houses. A further three structures of the same date have been found on the site so far. Karen Nichols from the Wessex Archaeology Graphics Team has reconstructed one of the buildings in 3D.

Celtic roundhouses at the Museum of Wales

SCAN ME

INTERACTIVE PRINT

Primary History 66 Spring 2014 The Historical Association SCAN27 ME Layar.indd 1 03/09/2013 10:31 Want to find out more?

Resources Podcasts

Iron Age Torcs: www.history.org.uk/resources/ Britain & Ireland 10,000 - 4,200 BC primary_resource_5923_202.html www.history.org.uk//go/StoneAgeBritain1 Neolithic Axehead: www.history.org.uk/ resources/primary_resource_4723_202.html Britain & Ireland 4,200 - 3000 BC www.history.org.uk//go/StoneAgeBritain2 PH51: CASE STUDY 1: Lucy Bradley, Prehistory in the primary curriculum a Britain & Ireland 3000 - 1500 BC Stonehenge experience to remember www.history.org.uk//go/StoneAgeBritain3 PH51: CASE STUDY 4: Julia Dauban with John Crossland, Working with Gifted and The Celts Talented children at an Iron Age hill fort in www.history.org.uk//go/Celts north Somerset Britain & Ireland 1500 - 800 BC www.history.org.uk//go/StoneAgeBritain4

Britain & Ireland 800 - 60 BC www.history.org.uk//go/StoneAgeBritain5

Ancient British and Irish Pagan Religion Places to visit www.history.org.uk//go/AncientPaganBritain

The British Museum has the largest collection of artefacts on display, but many local museums, like The Collection in Lincoln, have innovative and exciting displays on the period. making sense of heritage

Cresswell Crags, in Nottinghamshire, is a Tudors collection of caves and a museum containing remains of Ice Age hunters dating from 55,000 Victorian to 10,000 years ago. Websites Bring the past to life with Wessex Archaeology!

Skara Brae, in the Orkneys, a World Heritage Explore archaeology with one of the UK's leading heritage practices. Site, is probably the best preserved Neolithic Butser Ancient Farm, Hampshire: Anglo-Saxons Village in existence today. www.butserancientfarm.co.uk Local History Our dedicated Community & Education team works closely with schools Horrible History Stone Age Song: to promote understanding and enjoyment of history and archaeology. Grimes Graves, in Norfolk, is a Neolithic flint www.bbc.co.uk/cbbc/clips/p00hzpqg fine in the care of English Heritage 3,000 year old shipwreck shows European Interactive archaeology workshops trade was thriving in Bronze Age. Flag Fen, near Peterborough, is a Bronze Artefact loan boxes Age site, combining original remains and a www.telegraph.co.uk/earth/environment/ reconstructed village. archaeology/7238663/3000-year-old- Resources Online resources shipwreck-shows-European-trade-was-thriving- [email protected] Butser Iron Age Farm, in Hampshire, is a in-Bronze-Age.html Stone Age www.wessexarch.co.uk

Archaeology living Iron Age Farm where you can experience An introduction to Bronze Age finds Workshops everyday life in the Iron Age. http://finds.org.uk/bronzeage salisbury rochester sheffield edinburgh Maiden Castle is a huge, well-preserved Iron Bronze age – make a sword Age hill-fort near Dorchester. www.bbc.co.uk/programmes/b00z597g/clips

28 Primary History 66 Spring 2014 The Historical Association

Artefacts

Egyptians

Romans What the Stone Age to Iron Age This area is one likely to be less familiar than most to co-ordinator teachers, except perhaps for some isolated events and remains such as Stonehenge. There is also the danger of might do: giving the impression that these years were continuous years of savagery and stagnation. The co-ordinator’s role should be to:

• Provide an accessible and manageable overview – this article aims to do this and teachers should be encouraged to read this; • Urge teachers to avoid stereotypes and distortion; � Devise a few central ideas that you hope all teachers will be able to get over to their class around which the content and teaching ideas can be woven, e.g. � this was an extremely long period of time in which many changes occurred; � we use various period labels such as Stone, Bronze and Iron Ages. There is also some specialised vocabulary such as henges, hill-forts. � although many conventional sources such as written documents are not available there are many clues to this time especially through artefacts and surviving field evidence; � this was a time when many developments and improvements occurred such as in farming, buildings, religion, military development and travel; � although a long time ago there is much that people from this period might recognise such as spinning, weaving, grinding corn; � there are still plentiful remains of this time such as important monuments, local remains, place names etc. � these people were not isolated but there were already widespread links when the Romans came. The Romans certainly did not find a primitive or blank country on which to stamp their civilisation. • Try to find out if there are interesting local sources of evidence which could be used to enliven the teaching. Tim Lomas

making sense of heritage

Tudors

Victorian Bring the past to life with Wessex Archaeology!

Explore archaeology with one of the UK's leading heritage practices.

Anglo-Saxons

Local History Our dedicated Community & Education team works closely with schools to promote understanding and enjoyment of history and archaeology.

Interactive archaeology workshops Artefact loan boxes

Resources Online resources [email protected]

Stone Age www.wessexarch.co.uk

Archaeology

Workshops salisbury rochester sheffield edinburgh

Primary History 66 Spring 2014 The Historical Association 29

Artefacts

Egyptians

Romans Annual Conference Friday 16 May – Saturday 17 May Holiday Inn, Stratford upon Avon

For the full list of workshops and to book your ticket for the conference, please visit: www.HAconference2014.com

Prices start from as little as £85

history.org.uk HA Annual Conference – Primary Pathway

Friday – Session 1 Friday – Session 3 which enabled children to Before 1066 and all that: Return of the Writing communicate their opinions and Saturday – Session 3 Improving transition Frame: using writing present their different points of A cross-curricular approach between primary and frames to develop non- view in response to the enquiry to the First World War secondary history for the fiction writing with Key question. Jules Wooding new National Curriculum Stage 2 children Freelance Arts & Heritage Andrew Wrenn Sue Temple Saturday – Session 2 With the centenary fast Cambridgeshire LA Humanities Senior Lecturer in Primary The new history approaching, this is an Adviser History, University of Cumbria curriculum: assessing opportunity for schools to This practical workshop will and HA Primary Committee learning and progression incorporate aspects of the look at how an engaging but Writing frames seem to have Steve Davy Great War into all areas of the rigorous experience of primary fallen out of fashion more Teacher at The Wroxham School curriculum. Find out what history in Year 6 can build secure recently but these are an and HA Primary Committee resources are available to foundations for understanding excellent way of scaffolding This session will investigate support the centenary and the the subject`s concepts and children’s non-fiction writing. the challenge of rigorous potential for local museums to processes in Year 7 and beyond. We’ll be examining some yet inspiring learning and be a useful tool in preparing and It will focus on the teaching basic ones and considering progression under the finalised planning a scheme of work to of British history in the Viking how these can be adapted for history curriculum. It will examine commemorate the First World and late Saxon period up to differentiation. considerations and strategies to War. 1066 (a core requirement of provide a balanced, insightful and the new orders for primary rigorous assessment of individual history) as an example of Saturday – Session 1 learning and progression through Saturday – Session 4 planning. The session will draw Prehistory in the Key innovative enquiries. The session Developing a scheme of on the experience of the HA`s Stage 2 Classroom will demonstrate how The work for your school Key Stage 2-3 Transition Project Dave Weldrake Wroxham School is tackling Hilary Pegum where groups of primary and Archaeologist and Freelance the difficult task of enabling Freelance School Improvement secondary teachers collaborated Heritage Educator progression in history within Professional successfully to create sequences Not feeling confident about the new curriculum, in a way This practical session will give of learning based on historical teaching prehistory for the first which provides children with an you starting points for reviewing, enquiry and the use of rich time? Then this session’s for you. enriched, exciting and engaging renewing and writing a scheme source materials. It offers a toolkit of approaches curriculum. of work that meets the needs to teaching the distant past. and interests of your children Things to be considered will and will inspire your teachers. Friday – Session 2 include sources of information, Saturday – Session 2 The question-driven process It’s not just digging!...how time-lines, the archaeology of Local study: the Blitz in ensures that every advantage to introduce archaeology death and how to interpret Battersea within the new National into the primary history prehistoric sites for children. Karin Doull Curriculum is taken and all curriculum The session will also make Principal Lecturer in Primary requirements are met. You will Beverley Forrest links between the teaching of History and Holocaust Education have your next steps in place Teaching Fellow, Leeds Trinity prehistory and other Key Stage 2 at University of Roehampton and a model that will work for University and HA Primary subjects. A workshop that will consider other subjects in your school. Committee how to reflect national events Feeling anxious about teaching through a local lens. The the new curriculum for history Saturday – Session 1 workshop will demonstrate Saturday – Session 4 with its emphasis on history All those children, babies some of the resources available Making the most of the before 1066? Want to take and wives losing their and model some of the new primary history a fresh look at some of your families strategies for using them. curriculum existing planning? If so this Penelope Harnett Jerome Freeman is the workshop for you as it Sarah Whitehouse Educational Consultant introduces archaeology as a Department of Education, Saturday – Session 3 and Chair of the Historical way of enriching your lessons University of West of England, The Maya: a non-European Association’s Primary Committee and engaging pupils in what Bristol Civilisation Michael Maddison may appear to be less accessible This workshop focuses on an Alf Wilkinson HMI and Ofsted’s National topics. The session will introduce open-ended enquiry question CPD Manager, The Historical Adviser for History practical ways of incorporating which asked Year 6 children Association This workshop will look at archaeology into your teaching to investigate whether anyone Did the most advanced Meso- the requirements of the new including simulated digs and benefited from the Second American civilisation sow the National Curriculum at Key small-scale excavations. We will World War. It illustrates how a seeds of its own destruction? Stages 1 and 2. In it we will also examine how archaeology range of sources of information What do we actually know focus on what you must do can be used to support the including artefacts, newsreels, about the Maya? And how as well as what you might do. development of children’s oral testimony, historical fiction can we challenge our pupils We will offer some practical chronological understanding. and visual images was used to to find out more about them? approaches to key stage develop children’s understanding Come and explore how you planning along with teaching of ways in which the past is can combine history and ideas to help you make the most represented. The workshop development education and of the opportunities offered by describes planned opportunities make the whole enquiry the changes. for discursive writing inspiring. Churches as a local historical source Hilary Cooper

• Find interpretations of the saints � virgin Mary, holding baby Jesus � St Michael with wings, a shield, a dragon � St John, young and beardless with a book � St Peter, beard, book, keys of Heaven • Use a ‘view finder’ to isolate part of an image in glass, stone, wood; observe carefully and draw. Note dates. Discuss differences between periods Key Stage 1 children studying a Medieval, Baroque. War Memorial in church Key Stage 1 children working in church • Images represent stories in oral span from 1083 until about 1200. tradition; retell/write the stories. Why churches? Begin to understand relationship From then onwards almost all between fantasy, reality and National Curriculum communities have a parish church symbolism, between fact and At Key Stage 1 children should dating from the late twelfth century point of view. Were the saints of learn about significant events, (Gothic/Early English), decorated the Gospels white-skinned? (e.g. the Great Fire of London) and Gothic (date from the late about people and places in their thirteenth to the mid-fourteenth locality. At Key Stage 2 they should century) perpendicular Gothic contact the church to arrange for a learn about British settlement (fifteenth and sixteenth centuries). school visit. We have 12,000 parish by Anglo-Saxons and Scots (e.g. Many churches span these periods churches in England. They were Anglo-Saxon art and culture) and as communities added to their (and often still are) central to the do a local history study (e.g. study local church over the years. Some births, lives and deaths of people an aspect of history or a site which communities, mainly in London, over at least 800 years and contain may go beyond 1066 which is may have a Baroque or Palladian evidence of their hopes, fears, significant to the locality). church from the seventeenth or ideas, as well as of events and of eighteenth centurys. significant people in a community, A church study could help children over this long time-span. Bill Bryson to develop a ‘chronologically secure Victorian Gothic churches are (1996) said that when you stand in knowledge of British, local and common in areas built or rebuilt in an ancient church you sense history European history’ (DfE 2013 p. the nineteenth century, and will not in every stone, history which was 189). For periods before the mid– have features dating from earlier not made by kings and bishops but sixteenth century this will work periods. There are also modern by ordinary people. best with what are now Church of purpose-built churches, and others England churches. operating out of buildings such as Conclusion former factories. These are unlikely Changes in the life of the Church Time span to serve your purpose. in England and Wales could form Anglo-Saxon churches date from a big picture, a breadth study or as the seventh century to the Norman Availability and a framework for a variety of depth Conquest in 1066. (For an excellent relevance vignettes as suggested in Tables 1 index, with information about These amazing buildings are and 2. 400 Anglo-Saxon churches, see generally a short distance away www.anglo-saxon-churches.co.uk) from a school and pupils are Hilary Cooper is Emeritus Professor Norman (Romanesque) churches usually welcomed. You’ll need to at the University of Cumbria.

32 Primary History 66 Spring 2014 The Historical Association Key Stage 1

Figure 1: Possible enquiries at Key Stages 1 or 2

Pictures in windows What stories do pictures in the Design your own story-telling or commemorative windows tell? What do the coats window. of arms stand for?

Commemorative Who died in this war? Why? Design your own commemorative plaque or plaques; war memorials; window. commemorative windows

Brasses Who is remembered? Make a rubbing. Discuss clothes/armour. Find Why? similar stories of knights in armour and medieval ladies. Similarities/differences.

Font Discuss pictures on font; Look at images of baptisms, weddings, funerals christenings, weddings, burials over time. over centuries; now/then

Memorial stones Names? Dates? Family Make rubbings. Analyse and make inferences: relationships? length of life, reasons for death, occupations, changes in decorations and inscriptions

Building Is there evidence of additions to Record in photographs and drawings; dates, building in different periods? styles

Time When was church built? Changes Make illustrated and annotated time-line or in building over time. Reasons. human time-line Impact on daily life?

Figure 2: Possible enquiries at Key Stage 2

Interpreting sources KS2 Questions

Reference books = building How was it built?

CDs What was music like in church before/ after the Reformation/later?

Building + reference books What might it have looked like before the Reformation?

Maps/photographs What was our parish like in…? How/ why did it change between x and y?

Reference books What more can we find out about life at this time? How/why did it change between x and y

Parish registers What can we find out about people who lived here? What was happening in our parish at the time of (any national/international event?

Local history library archives What can we find out about our parish in the nineteenth/twentieth centuries?

Trade directories What was it like during WWI, WWII?

War memorials / Oral accounts Does it date from different periods?

Architectural styles Which important people (or events) are commemorated in the church? Why? Can we find out Research more about them?

Reference books Create an exhibition based on research

Interpretations Use old map and parish records, census returns to identify some people who lived at a time in the past; further research to develop roles based on evidence + historical imagination. Produce ‘Talking heads’ programme, or local history programme Make a 3D model of the parish, based on an old map.

Primary History 66 Spring 2014 The Historical Association 33 THEThe GREAT Great FIRE OF LONDON Fire [700 words of - 2London sides] Karin Doull - Karin Doull Introduction The Great Fire of London is a favourite National Curriculum teaching topic. This paper draws on the latest resources and teaching ideas to suggest how you can meet both the NC history requirements and the wider ones of the National Curriculum, particularly in integrated programmes that include teaching about the Great Fire of London. We begin with the historical background that provides an essential reference frame for teaching the subject. This leads in to a detailed account of the teaching of one of its sessions, resources and a scheme of work. The final elements are a teacher’s account of teaching The Great Fire through dance, Dos and Dont’s and What the co-ordinator might do.

The Historical Context All England knew that that this was in this yeare there dyed of the In 1665 a bright comet blazed a portent of evil and great woe to Plague above ninety thousands. through the skies prompting John befall the land and so it proved to http://recordoffice.wordpress. SCAN ME Gadbury (London 1665) to list the be. Plague stalked the land through com/2012/11/23/comets- dire effects of such visitations: 1665 decimating the inhabitants of plague-and-fire-as-seen-from- London and sending those able to pleasley-1665/ ...Threatening the world with leave scurrying to the country. The INTERACTIVE PRINT famine, plague and war. To effects were felt throughout the The Fire Princes, death! To Kingdoms, country as a curate in Derbyshire Despite these disasters, through the noted: SCAN ME Layar.indd 1 03/09/2013 10:31many crosses. To all estates, summer of 1666 things began to inevitable losses. To Herdsmen, improve. The court of King Charles rot. To ploughmen, hapless In this yeare after the blazeing II returned to London and the city seasons. To sailors, storms. To starr is the warr at sea with the once again began to go about Cities, civil treasons. Hollander and the greate Plague its normal business. The summer www.ianridpath.com/halley/ at London and many other had been long and dry. A season halley2.htm places in this nation. In London of drought had covered the city

34 Primary History 66 Spring 2014 The Historical Association Key Stage 2

Time-line of the fire

1600 1610 1620 1630 1640 1650 1660 1670 1680 1690 1700

1620 1603 1642 1660 1666 1685 1689 Pilgrim James I Civil War Charles II Great James II Glorious Fathers sail becomes starts becomes Fire of becomes Revolution to America King King London King – end of the Stuarts 1605 1625 1649 1665 Guy Fawkes Charles I Charles I is beheaded Great Plague tries to becomes – England becomes of London blow up King a republic Parliament

in a blanket of heat until the very Figure 1: Map of the Great Fire of London – its extent air seemed dry. There were other unsettling concerns worrying the citizens of London. Rumours ran through the city whispering of war with the ‘Hollanders’ and ever- present danger from the French. Into this seething caldron of intrigue and suspicion was to come one ‘small mistake … with great consequences’. (Samuel Pepys)

During the night of 2 September 1666 a fire started in the premises of the King’s baker in Pudding Lane. Thomas Farrinor’s bakery was to St Paul’s Cathedral be the first lost to the devastating Pudding Lane, home of Thomas Farrinor conflagration that was to become Seething Lane, home of Samuel Pepys Great Fire of London. The Tower of London London Bridge Farrinor and his family were woken by a journeyman crying that the building was on fire. They retreated Bloodworth, the Lord Mayor, vacillated and smoke from the city could upstairs and all jumped to safety when asked to demolish properties be seen as far away as Oxford from a window except for an around the bakery and water sources and reached up four miles into unnamed maidservant. She became quickly got cut off. As the flames the air. Within the space of the first human casualty of the took hold, fanned by a strong wind, a three days the majority of the fire. Small scale fires were a hazard firestorm ran on to London Bridge and inhabitants of the city were of city life. Heating, lighting and through the city. Foreigners were set turned into refugees, huddling in cooking involved open flames and upon and attacked as rumours spread makeshift tented cities through most houses were timber framed of an enemy plot to fire the city. one of the coldest winters in with plaster and lathe interiors record. While a new city would providing ideal fuel for fires. The fire raged for three days, affecting emerge from the rubble it would Industry nestled next to residences. the homes of more than seven-eighths take time to rebuild for as John Firefighting, although quite well of the city, some 13,200 dwellings. Evelyn said ‘I went againe to the organised, relied on the use of In addition to St Paul’s 87 parish ruines, for it was now no longer water and demolition. Sir Thomas churches were destroyed. The flames a Citty.’ (10 Sept 1666)

Primary History 66 Spring 2014 The Historical Association 35 An example of how this topic Websites might be taught: Key Question: www.pepys.info/fire.html What happened on the night of 2 September 1666? Samuel Pepys website with accounts from his diary and that of John Evelyn. The recipe for small Learning Intention: cakes from the seventeenth century can also be Show understanding that the past has been found here. A good quality copy of the London interpreted in different ways Gazette can also be found on this site Assessment www.bl.uk/learning/histcitizen/timeline/ criteria: accessvers/index.html Can the children British Library time-lines with evidence from recognise that Pepys’ diary and London Gazette – also other there may pieces of literature from the time. be different viewpoints about www.youtube.com/watch?v=NG-wA9U9dwQ what or who Animated version of the fire by Lisle Marsden caused the spread Primary, Grimsby. An excellent example of what of the fire? can be achieved with Lego men, tissue paper and narrators.

www.fireoflondon.org.uk/ Teachers’ resources – image bank – a really useful source of evidence.

www.nationalarchives.gov.uk/education/ lessons/lesson47.htm Fire of London resources including Charles’ proclamation, hearth tax return from Pudding Resources lane with Farrinor’s name on it and Hollar’s map after the fire HA website: The Great Fire of London topic pack: www.youtube.com/user/ www.history.org.uk//go/GreatFireTopicPack ThePlayHouseOnline/videos Series of three videos, before, during and after Fire bucket from the Great Fire of London: the fire. www.history.org.uk//go/FireBucket http://puddinglanedmuga.blogspot.co.uk/ You can find a complete scheme of work for The blog of the group that created the wonderful this topic, and more exemplar lessons, on video of London before the fire – reading down the HA website at: www.history.org.uk/ the blogs allows you to identify which building is the bakery

www.youtube.com/watch?v=Dn6E_4g4UAw 1. Script for role play with various characters Peter Ackroyd’s Fire of London video with Pepys 2. Video “During the Great Fire” and Evelyn (00.00-05.10 mins) ~ aimed at adults online www.youtube.com/user/ and you need to use extracts but creating strong ThePlayHouseOnline/videos images to help children visualise the situation. 3. i>clickers (if available) / voting cards if not (green/red laminated cards) www.fireoflondon.org.uk/game 4. Images for Thomas Farrinor/Samuel Pepys/ This uses original sources to help explain different Thomas Bloodworth/ King Charles II/east aspects of the fire. Two characters lead you wind through events creating problems for children to 5. Sketch map of area solve. I think I would use this after or alongside 6. Figure 3 taught sessions to supplement class activities.

36 Primary History 66 Spring 2014 The Historical Association Activity:

Timings Teaching strategies Children’s responses

3 minutes Whole class watch ‘During the Great Fire’

7-10 minutes What impression does this give you of the fire? No one is trying to fight the fire/ people trying to save themselves Points to listen for: and their goods/ running to the ~ initially not worried as think it is localised river/people don’t think it is very ~ takes hold swiftly serious to start with/ the fire is ~ people are overwhelmed huge and takes over everything/ ~ drastic action needs to be taken King comes to help

Thomas Farrinor/Samuel Pepys/ Who were some of the main characters involved? Thomas Bloodworth King Charles II/ fire and wind And fictional cat!

5 minutes Pose the question to the class Children might refer back to the Why did the fire spread so disastrously? video of London and refer to the physical characteristics of the city: Wooden houses close together/ open fires/ narrow alleyways for Could anything have been done to stop the fire to jump. spread of the fire?

15 -25 minutes Suggest that we need some evidence. Explain that we will listen to accounts from different people and vote to see if we think that they have been responsible for not stopping the fire from spreading.

(Teaching Assistant and Classroom Teacher in role as judge and witness)

Children listen to accounts from different characters and vote at the end of each piece of evidence on the question Did you contribute to the spread of the fire? (either using yes /no on I>clicker or green for no/ red for yes with voting cards)

Characters to be interviewed: ~ Thomas Farrinor ~ Samuel Pepys ~ Thomas Bloodworth ~ King Charles II ~ east wind

After listening to the entire evidence children vote again by placing stickers on images of characters to see who the class think is most to blame. (Or for characters through i>clicker to produce grid to show guilt)

Karin Doull is Principal Lecturer in Primary History and Holocaust Education at University of Roehampton.

Primary History 66 Spring 2014 The Historical Association 37 Enquiry: What happened to London during the fire of 1666?

Learning Key question and Suggested Assessment objectives suggested lesson ideas resources criteria

Children should : What was Stuart London like? Off The Map ~ London in 3D Can the children Show knowledge Whole class ~ City before the Great Fire create a factual and understanding Watch the video of 3D London. http://puddinglanedmuga. description of aspects of Give tick sheets to record blogspot.co.uk/ that identifies the past beyond observations (video and screen shots) characteristic living memory Individual ~ features of Stuart ~ identifying Factual description and image London? characteristic features of a Cross-curricular: period. Art ~ create image of buildings ~ restricted palette of black, white and terracotta (chalks and charcoal)

Children should : Could anyone have stopped what Script for role play with Can the children Show happened on 2 September 1666? various characters recognise that understanding Whole class there may that the past has Watch video Video ‘During the Great Fire’ be different been interpreted Teacher / Teaching Assistant ~ on-line viewpoints about in different ways role-play judge and witnesses. www.youtube.com/user/ what or who Children vote after each scenario ThePlayHouseOnline/videos caused the fire? for who they think is responsible. Class vote at the end of the i>clickers (if available) session. voting cards if not

Children should: What did people do first? http://gfol.webs.com/ Can the children Begin to realise Groups ~ investigate resources londonmap.htm give reasons for that there are (documentary and visual) to clickable map showing how actions within the reasons why consider what people may have the fire spread from speech bubbles? people acted as done and felt. 2 to 5 September they did Individual ~ draw character for www.pepysdiary.com/ class collage with speech bubble indepth/2009/09/02/evelyns- to explain actions or feelings. fire/ John Evelyn’s account of the Cross-curricular: fire Art ~ collage with houses on to www.pepys.info/fire.html flame background ~ add people Samuel Pepys website with to forefront. accounts of fire and plague (also recipe for cakes) www.youtube.com/ watch?v=Dn6E_4g4UAw Peter Ackroyd’s Fire of London video with Pepys and Evelyn (00.00-05.10 mins) www.fireoflondon.org.uk/ image of firefighting and London in flames from teachers’ resources ~ image bank

38 Primary History 66 Spring 2014 The Historical Association Learning Key question and Suggested Assessment objectives suggested lesson ideas resources criteria

Children should: What was it like at the height of Extracts from John Evelyn and Can the children Describe the the fire? Samuel Pepys create an account event studied in Pairs ~ Use extracts to create a of what the fire structured work piece of found poetry. was like?

Children should: What was left of London? www.fireoflondon.org.uk/ Can the children Select and combine Group ~ From a variety of sources images of firefighting select three information from select 3 that are significant in equipment, burnt artefacts, examples to different sources explaining what happened ~ map of city destruction from demonstrate what prepare PowerPoint or Padlet teachers resources ~ image they think might slide and presentation per group bank be significant? www.telegraph.co.uk/ property/propertypicturegall eries/10275938/10-buildings- that-survived-the-Great-Fire- of-London.html 10 buildings that survived the fire and can still be seen today

http://padlet.com/ blank wall format to upload information.

Children should: What did the King do to make www.nationalarchives.gov.uk/ Can the children Gives reasons for London better? education/lessons/lesson47. explain why and results of Whole class ~ discuss how to htm choices were made changes avoid another such fire? Look at Fire of London resources when rebuilding solutions proposed by Charles. including Charles’ London? Groups ~ look at different proclamation proposals for rebuilding city and then create own plan. Plans for the city: Whole class ~ discuss what http://mapco.net/ actually occurred (rebuilt on old london/1666evelynb.htm plan) and why this was John Evelyn’s plan for rebuilding Follow up activity: http://archive. Fieldwork ~ monument and museumoflondon.org.uk/ Pudding Lane with visit to St Londons-Burning/objects/ Olave Hart Church where Pepys is image.htm?rid=62231&size=3 buried. &pid=9&personid=150768 Robert Hooke’s plan for rebuilding http://mapco.net/ london/1666wren.htm Christopher Wren’s plan for rebuilding

Primary History 66 Spring 2014 The Historical Association 39 The Great Fire of London through dance

While this lesson is for year 5 pupils, the ideas and piece of dance was accompanied by the wonderful approaches can be readily adopted for 5 to 7 year old and terribly evocative music of Carmina Burana. It was Key Stage 1 pupils. It is important to tie the dance in interesting trying to get the children to row in time but to the historical context with appropriate reference in the end we got some semblance of synchronisation. to both the history of the fire and the sources upon which the history is based. Historical reconstruction: imaginative, creative teaching Introduction The children enjoyed the blowing up of the houses. I like to try to deliver history through a variety of media We had children being rolled by others as though to keep it fresh and so when I was asked to teach the they were barrels of gunpowder. Once they reached Fire of London through dance I saw it as an exciting the houses (constructed of five children in a pyramid challenge. formation) the children fell dramatically to the ground in an explosive fashion (they felt that they needed a The pupils lot of practice with this part of the dance – I wonder The children (60 Year 5 pupils) were at first a little why?) apprehensive, especially the boys who are often more self-conscious when it comes to expressing themselves The singed feathers of the pigeons were more in this way. However, the mention of the use of ropes difficult to conjure up as a piece of dance, especially to show fleeing citizens caught their attention and I considering the budget available. Consequently we was able to win them over. chose to create origami-type pigeons which flew down into the melée of children who were trying to put out First-hand, original sources the fire by passing water along the line in imaginary To bring the piece together and give it historical buckets. All this was done to the music of Hans credence, I decided to use diary extracts from Fagius’ Suite Gothique pour Grande Orgue, opus 25 both Samuel Pepys and John Evelyn’s writings as an introduction to each section of the dance. We These were just some of the examples; naturally we also wrote some extra verses of the Nursery Rhyme had children being flames and the blowing wind as ‘London’s Burning’ to make it a cross-curricular well as a child being Samuel Pepys digging a hole in experience (dance, music, history and literacy). which to bury his cheese. I wanted however to take it a step further by looking at the aftermath of the Pupils in role fire, in particular the vigilantes who strove to attack Two of the children acted as Samuel Pepys and John foreigners and Catholics, many of these groups being Evelyn, sitting either side of the stage,. The rest of the blamed for the start of the fire. And reconstruct the children worked in groups of four to six. Each group trial of Hubert (the Frenchman who was executed for was allocated various actions to perform. his part in the whole affair). Sensitivity was going to be of utmost importance and had to be handled with Some represented the houses that were pulled down; care. child after child rolled to the floor to show the house’s gradual collapse, while one person pretended to tug at Conclusion its frame. We had four houses being torn down to the The children got a lot out of the exercise and sound of the ‘Dies Irae’ from Mozart’s Requiem, K626. thoroughly enjoyed learning in this way. It is something I would repeat as I believe it lends itself to a creativity Another group of children represented the fleeing that is sometimes missing in our curriculum today. Londoners. While some scaled the ropes, others rowed through the waters of the murky Thames. Six children dodged each other with bundles on their backs while Meryl Goldsmith is leader of history at Sandgate hurrying to the boats with their possessions. This Primary School, Kent

40 Primary History 66 Spring 2014 The Historical Association 3Dos and 7 Don’ts 1. Focus on historical learning Historical understanding is derived from our ability to develop the concepts that underpin subject knowledge. Knowing many pieces of information is of no use (except in a pub quiz) unless we can also make sense of them. The Great Fire of London through dance We need to develop conceptual understanding and apply skills. Concepts a. Chronology – time-lines and sequencing events but understanding how those sequences can be traced back to each other b. Change and continuity – similarities and differences within times as well as across periods c. Characteristic features – how we recognise the defining features of a period or event through physical features, such as dress, architecture, transport, and the ideas that shape the period d. Cause and consequence – why things happened and the effect that these events then provoked. The ripple through time if you like e. Counter-argument or historical interpretation – an awareness that there can be different versions of the same event, that history is about fact, bias and point of view.

Skills a. Enquiry – history is all about investigation – leave time for questions from the children as well as focusing on what you feel is key b. Evidence – we don’t make things up so we rely on sources of evidence. Use as much primary evidence as you can. Layer different sources to extend understanding and allow for different learning styles. Don’t be frightened of using documentary evidence, scaffold if necessary but give children a chance to use the full range of material. c. Evaluation – select and combine information, and investigate for bias. Analysis is all-important here as you encourage children to identify what is significant. d. Organise and communicate – historical understanding can be shown through image, discussion and debate, diagrams and tables, drama and dance as well as written tasks.

2. Widen the scope of the study Think about some of the effects of the fire. Where did the homeless people go? How long where they there? How did they survive without homes and livelihoods? Who was Robert Hubert and why were people so willing to believe ill of him? Could a jury with three Farrinors on it be considered to be objective? Try to investigate some of the more controversial issues as well. 3. Teach history not literacy: don’t fall into the literacy trap It is easy to focus on developing skills in reading and writing, particularly when the outcome is written work. It is important however to remember that the learning intention and any success criteria derived from it need to relate to developing historical understanding. ‘To know what an eyewitness is’ followed by writing an fictional account of the fire, focusing on introducing and sequencing events is easily about developing written language rather than history. 4 Don’t set things on fire just for the effect There are a number of videos on YouTube with teachers enthusiastically setting fire to paper houses as the onlookers squeal with excitement. While I am sure that health and safety was considered (although I am not convinced that pouring on lighter fuel is a responsible act) the purpose of this activity needs to be clear.

• First the houses should look like Stuart buildings and should be grouped together. • Second, you need to think about what would have affected the spread of the fire such as direction of wind, water barriers and space as a barrier. The activity should be a problem-solving situation rather than a show. • Third you need to focus on the consequences considering how devastating it could be to lose your home to fire.

Primary History 66 Spring 2014 The Historical Association 41 What the The Great Fire co-ordinator might do: of London

This is a familiar topic for many Key Stage 1 teachers although the context of Stuart Britain might be less well understood. A basic grasp of some of the key features of this time would be helpful such as who the monarch was, other recent events such as the Great Plague and the importance of London. London was not the only town to be badly affected by a major fire, so it might be useful to see whether the local area was also affected.

When devising a scheme of work it is important to remember, as this article states, that the aim is historical understanding. History processes, content and concepts should therefore be planned for explicitly even if there are plenty of excellent cross-curricular opportunities. The Historical Association website contains a draft scheme of work although there may be benefit in altering it especially if there are local comparisons that can be made.

When teaching this topic, it is always worth considering the key ideas that might be developed here but also reinforced through other history. Teachers might be encouraged to consider ideas such as these which can be picked up again with other historical content in other topics.

• A small event can lead to a major unplanned result; • Times in the past did not have the degree of planning, health and safety we have today; • Disasters can have some benefits in the longer term, e.g. a cleaner, safer London; • Different people react differently when faced with a sudden catastrophe; • Hindsight can give a much clearer picture than that faced by those living through the chaos of the event; • We rely on the sources to give us the best possible picture and this event has the benefit of eyewitnesses.

Such ideas can be revisited elsewhere in the primary years. Tim Lomas

42 Primary History 66 Spring 2014 The Historical Association Key Stage 2 Using the back cover image Windmill Hill: a visual image of a prehistoric scene

Bev Forrest, Jon Nichol and Dave Weldrake

The back cover image is a reconstruction of prehistoric Aerial photo of Windmill Hill © English Heritage Photo Library - Reference N070652 life based on the English Heritage site Windmill Hill. Such images are of great value to the teacher in bringing the distant past to life, and in deepening pupil understanding of its historical significance. Using these sorts of illustrations can help pupils to develop insight into the difficult concepts of representation and interpretation. Below we suggest steps you might take for effective pupil learning from visual reconstructions.

Step 1: Finding out about the picture We need to know what the picture shows, how it relates to the wider context of the period and the Step 3: key questions and pupil situation it depicts, the primary and secondary sources questions it was based on, and the artist’s goals in terms of the intended audience. • What does this source tell us about the people living at the time? • English Heritage gives us a briefing about the illustration, www.english-heritage.org.uk/daysout/ • Which sources has the artist used to help him or properties/windmill-hill/history-and-research/. her create this image? • In terms of its overall context you might like to • How useful are these sources? Google Windmill Hill, Prehistoric Britain to find out • Which sources might be missing? more, or consult a book on the period (the on-line • Is this picture a good source to use to tell us about version of this article has links to more resources). people living at this time?

Step 2: What do I want the children Allow the pupils to create their own questions, even to learn from using the image? using these to influence the form that the teaching We want children to learn about three things: takes. Pupils work in pairs or as teams of three or four. Put the image in the centre of a large sheet of blank • Prehistoric life, society, culture including: dress, paper. As a group, children write any questions they animals, farming, religion, ceremonies, and have about the image. These questions can lead on to buildings a research exercise such as: • The kinds of evidence we use to produce such reconstructions of a past scene. Pupils will learn • Should the rings be white? about the importance of visual sources and the • What features on the picture can you see on the potential problems related to representations and aerial photograph? interpretation • The difficulties related to studying a period in the A full range of teaching ideas to support you in using distant past. this resource can be accessed from the on-line version.

Primary History 66 Spring 2014 The Historical Association 43 © English Heritage. Source: Judith Dobie, English Heritage Graphics Team. This image [reference J860364] is from Heritage Explorer www.heritageexplorer.org.uk where teachers can find this image and other similar images in a searchable database of over 10,000 images that can be used for free in the classroom along with teaching resources including ready made whiteboard lessons.