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Chronological understanding
1) Pupils should be taught to:
- place events, people and changes into correct periods of time
- use dates and vocabulary relating to the passing of time, including ancient, modern, BC, AD, century and decade.
If children are exposed to the Interactive Map with each unit of study, they will see far more clearly where in time the topic they are studying fits into the overall picture. This will enable them better to meet objective (1) much more easily, and in using the Interactive Map, they will gain practice in using dates and vocabulary in a natural way, so meeting objective (2).
Knowledge and understanding of events, people and changes in the past
2) Pupils should be taught:
- about characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past
- about the social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world
- to identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied
- to describe and make links between the main events, situations and changes within and across the different periods and societies studied.
The Interactive Map is full of information about the characteristic features of the different periods and societies, about their diversity, and about the reasons for and consequences of historical events and changes (objectives 1, 2 and 3). Pupils will be enabled, in an unparalleled way, to make links within and across different periods and societies (objective 4).
These Teachers’ Notes have been prepared – and are being constantly extended – to help you make best use of the Interactive Map in respect to all these objectives. Also, please visit the members-only area of the website (remember, if you have purchased the Interactive Map, you automatically have membership of this), to see the growing bank of additional resources (or Subscribe to our mailing list.). These focus on the characteristic features of different societies and periods.
Historical interpretation
3) Pupils should be taught to recognise that the past is represented and interpreted in different ways, and to give reasons for this.
[Note: People represent and interpret the past in many different ways, including: in pictures, plays, films, reconstructions, museum displays, and fictional and nonfiction accounts. Interpretations reflect the circumstances in which they are made, the available evidence, and the intentions of those who make them (for example, writers, archaeologists, historians, filmmakers).]
This is one of the most difficult areas of history to tackle, and special modules are under preparation to help primary teachers in this task. Please keep your eye on the members-only area for these or Subscribe to our mailing list.
Historical enquiry
4) Pupils should be taught:
- how to find out about the events, people and changes studied from an appropriate range of sources of information, including ICT-based sources [for example, documents, printed sources, CD-ROMS, databases, pictures and photographs, music, artefacts, historic buildings and visits to museums, galleries and sites]
- to ask and answer questions, and to select and record information relevant to the focus of the enquiry.
Using the Interactive Map will in itself develop your pupils’ information skills, since it is an important source of historical information in its own right. These Teachers’ Notes offer many suggestions for investigation tasks search strategies. Additional resources are being prepared in connection with the Interactive Map which will enable pupils to use different methods to investigate key periods. Data files, collections of historical sources and spreadsheets will all be available to help pupils develop their investigative and research skills to an appropriate level. Keep visiting the members-only area of the website (remember, if you have purchased the Interactive Map, you automatically have membership of this), or Subscribe to our mailing list.
Organisation and communication
5) Pupils should be taught to:
- recall, select and organise historical information
- use dates and historical vocabulary to describe the periods studied
- communicate their knowledge and understanding of history in a variety of ways [for example, drawing, writing, by using ICT].
History is about communicating information. These Teachers’ notes are full of suggestions on how to develop your pupils’ communication skills in history.
Breadth of Study
The Interactive Map offers a more comprehensive breadth of study than any other resource, and presents the different societies and periods within the broader chronological and geographical framework, so that the links between them, and their overall significance, becomes much more apparent.
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