Whose stories do we tell in primary history? Are we really teaching history?
This new book from Mr T helps supports you to:
*Bring new stories and voices into your history curriculum
*Focus on teaching history
*Support children to develop a knowledge rich understanding of a period, event or person
*Plan properly sequenced lessons for trackable skills development
*Work through four steps to build units of work: Context, Vocabulary, Chronology, Enquiry
*Teach lessons that speak to children′s community and place to better engage them in learning
Table of Content
Why I love history
What is primary history?
Opportunities granted in the National Curriculum 2014 specification
Whose narrative are we teaching?
The importance of locality
Considerations when starting to plan a unit of work
How I structure units of history
Context: world building
Vocabulary
Context – chronology
Why historical enquiry questions are helpful
Teaching a history lesson
Connecting lessons to form a narrative
Answering the enquiry question
My intent was… now you can implement…
The First Flight – Worked Example
The Roman Empire – Worked Example
About the author
Stuart Tiffany is an experienced primary school teacher, history specialist, CPD provider and member of the Historical Association’s primary committee. He has worked at a number of schools across West Yorkshire and now supports schools nationwide to develop their curriculum and upskill staff on history as a subject discipline.
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