Chronology
Knowledge of chronology is about much more than remembering dates and understanding the terms and conventions used to label different periods of time – important as these are. A secure knowledge of the order of events necessarily underpins any attempt to explain cause and consequence or to chart the process of change and continuity. Unfortunately, simply teaching history in order is not enough in itself to equip young people with a basic chronological framework, enabling them to relate different items of knowledge to one another or to construct an overarching ‘big picture’. Establishing such a framework requires deliberate, sustained attention. The resources in this section show how various strategies – including teaching an outline framework at the start of a new period or thematic study and different approaches to reviewing broad sweeps of time at the end of a school year or key stage, as well careful coordination of overview and depth studies – all play a part in building such knowledge.
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Year 7 use oral traditions to make claims about the rise and fall of the Inka empire
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Cunning Plan 179: using TV producers’ techniques to make the most effective use of retrieval practice
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Widening the early modern world to create a more connected KS3 curriculum
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Using narratives and big pictures to address the challenges of a 2-year KS3 curriculum
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Structuring a history curriculum for powerful revelations
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‘Man, people in the past were indeed stupid’
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New, Novice or Nervous? 167: Confidence with substantive knowledge
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Cunning Plan 163.1: GCSE Thematic study
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Transforming Year 11's conceptual understanding of change
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Securing contextual knowledge in year 10
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Using timelines in assessment
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Move Me On 157: Getting knowledge across
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'But why then?' Chronological context and historical interpretations
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Continuity in the treatment of mental health through time
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Time and chronology: conjoined twins or distant cousins?
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Key Concepts at Key Stage 3
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Causation maps: emphasising chronology in causation exercises
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Polychronicon 141: Adolf Eichmann
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The how of history: using old and new textbooks in the classroom to develop disciplinary knowledge
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Time for chronology? Ideas for developing chronological understanding
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