Viking and Anglo-Saxon struggle for the kingdom of England

48 Pages·2015·2.52 MB·English

Issue 69 / Spring 2015
The primary education journal of The Historical Association
Viking and Anglo-Saxon struggle
for the kingdom of England
Using ‘Development Ideas for Assemblies Early Islamic civilisation CEnTrE SprEAd
Matters’ to plan learning doublE SidEd
for history in the From Home to Stories in the Stones:
pull-ouT poSTEr
Foundation stage the Front: World using cemeteries as a
War I (1914-18) in local history resource Helping our pupils to gain
a coherent knowledge and
Assessment and the primary school
understanding of Britain’s past
Progression without classroom The back cover image:
and that of the wider world
levels: where do we go Portchester Saxon
from here? Ancient Sumer settlement Key KS1 and 2
historical terms
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include ‘Teaching
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Justin Champion – Sophia
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Electress of Hanover: ‘the

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Issue 69 Spring 2015
rEgulArS ArTiClES
EdiToriAl 04
HA primAry nEwS 05
Cover image 06 uSing ‘dEVElopmEnT mATTErS’ To plAn
Illustration of the constellation Argo; with text Image
taken from Cicero’s Aratus. Originally published in lEArning for HiSTory in THE foundATion
England, second quarter of 11th century. STAgE
Cotton Tiberius B. v, Part 1, f.40v
© The British Library Board Helen Crawford
e
08 ASSESSmEnT And progrESSion wiTHouT
lEVElS: wHErE do wE go from HErE?
u
Jerome Freeman
s 14 from HomE To THE fronT: world wAr i
(1914-18) in THE primAry SCHool ClASSroom
s
Paul Bracey
i

s idEAS for ASSEmbliES 20
Bev Forrest and Stuart Tiffany
i
h
22 Viking And Anglo-SAxon STrugglE for THE
t kingdom of EnglAnd
CEnTrE SprEAd
doublE SidEd Tim Lomas
pull-ouT poSTEr
n
28 AnCiEnT SumEr
Helping our pupils to gain
a coherent knowledge and Dr Catherine Parker Heath
i understanding of Britain’s past and
that of the wider world
34 EArly iSlAmiC CiViliSATion
Key KS1 and 2 historical
Ayshah Ismail
terms
44 SToriES in THE STonES: uSing CEmETEriES AS A
PEFC Certified
loCAl HiSTory rESourCE
This product is
from sustainably Bev Forrest
managed forests and
controlled sources
PEFC/16-33-254 www.pefc.org
THE bACk CoVEr imAgE 47
Portchester Saxon settlement
The Historical Association
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PRESIDENT Professor Justin Champion EDITORIAL GROUP Letters, articles and other contributions to the Suggestions and comments are very welcome
DEPUTy PRESIDENT Chris Culpin Hilary Pegum, Hilary Morris, Jon Nichol, Bev magazine are welcome. They should be typed, and should be sent to: the Chairholder, Jerome
Forrest, Jerome Freeman, Tim Lomas, Helen double spaced, on one side of the paper. Please Freeman, c/o The Historical Association.
HONORARy TREASURER Richard Walker Maddison, Sue Temple, Polly Tucknott and Alf keep references to a minimum. A direct style
HONORARy SECRETARy Dr Trevor James Wilkinson free from jargon is preferred. Photographs and Primary History is published three times a year and
CHIEF ExECUTIvE Rebecca Sullivan children’s work are welcome. The maximum article is available at substantial discounts to members of
length is 1,500 words. Send to: The Editor, the Historical Association. Membership including
Primary History c/o The Historical Association, Primary History is £37.00 for individuals, £62.00
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ISSN 0040-06109
editorial
when was the last time George S R Stritch MD killed in action Flanders, 7 February 1916.
Left wife and two children living in Dublin. My grandfather.
there was no war anywhere
on Earth?
Estimates are that there have been 230 years of
peace during the last 3,500 years. Of war fatalities
over the past 500 years, it is estimated that three-
quarters occurred during the twentieth century
– including roughly 16 million in World War I and
60 million in World War II. Few families across
the world have escaped the impact of battles and
wars. Our challenge as teachers is to ensure that
our children know of the positive achievements of
ancient and modern civilisations.
The articles on early Islamic civilisation and ancient
Sumer provide rich stories about the achievements
of humankind. So many ideas and technologies
that we take for granted began with these non-
European peoples. A timeline showing what
happened there and then compared with what
was happening here will surprise your children.
More familiar stories of life in the beginnings
of England are told in the detail of the viking
and Anglo-Saxon struggle for the kingdom of
England pp. 22-27 Sitting in your class could be
descendants of viking and Anglo-Saxon tribes.
Take a moment to consider that we are alive And we want to enable our children to progress
because members of our families survived all the in their understanding of people and the past.
events of the past; this makes each of us as a The opportunities given by assessment without
survivor worthy of respect. levels are clearly described in pp. 8-13. you will
want to think about the amount of time given to
The big ideas of history and the tiny details are the history learning and teaching and the pattern of
hooks to pull our children towards questioning focused history learning across each year group.
their own and others’ pasts. How can we begin This will give you the context for planning. It
to develop the enquiring minds of our youngest is hard to show progress if there are long gaps
children? Helen Crawford’s guidance for subject between each learning sequence. And wrapped
leaders on page 7 provides support for planning in around this is your school’s vision for learning for
the Foundation Stage. life underpinned by your core values. How will
your history programme contribute to progress in
An inviting start to any history enquiry is a local these?
story and the people involved. your children can
move to national and international events from By September we have to be clear how
this powerful beginning. The articles on World assessment will be managed and recorded in
War I and remembrance through memorials and school. Making our own principles and practice
cemeteries give sensitive approaches to teaching for assessing learning and tracking progress
about the courage and commitment to freedom are opportunities to focus on the needs and
of members of your community. Children will aspirations of your children. This year is for
wrestle with the question Why were families teachers to try things in school. Please share what
proud to see their men go to war? This question you try with your local schools and with us. you
can also be asked of the people who lived at can be supported to write your case-study or
Portchester. Portchester’s history is that of a contribute your experience to an article in a future
settlement which has passed through the hands Primary History. Seize the day.
of the Romans, Saxons, Normans and onwards.
See the back cover. Hilary Pegum
4 Primary History 69 Spring 2015 The Historical Association
HA Primary
Greetings one and all. It has been We have regional forums coming Our annual conference takes place
a busy time in primary history up this spring. With 2015 being in Bristol this year on May 8/9 and
and we have lots of exciting new a year of anniversaries, our South we have a great line-up of primary
professional development and West Forum homes in on this and workshops for you. We hope to see
resources to update you on. in particular the 50th anniversary many of you there. you can find
of the Bristol Bus Boycott. Our details of the full programme and
First, we are now drawing our pilot London event features a keynote a link to booking by following this
phase of the HA Quality Mark to speech on Magna Carta plus a link: www.history.org.uk/resources/
a close. Congratulations go to the chance for a private view of the events_news_2366.html
following schools who have all new British Library exhibition
been awarded an HA Quality Mark: Magna Carta: Law, Liberty, Legacy, As the new curriculum beds in, we
while our Northern History Forum would like to hear more about your
Knowsley Juniors, Oldham
will hold an eye to the future and experiences and views of the new
Sketchley Hill, Leicestershire look at ringing in those changes. history curriculum. Later this year,
Summercourt Academy, Cornwall We are also hoping to launch a we will be launching a new national
Cumbrian forum in the future. survey to gather information about
Priory School, Dorset
We look forward to welcoming history in primary schools. Look out
Hey with Zion School, Oldham as many of you as possible to our for further details coming soon. We
regional forums. We know how would like to gather the views of as
We would like to thank all schools difficult it can be to access high- many primary schools as possible so
who took part in the pilot process quality professional development as to gain a representative picture
and take this opportunity to remind at reasonable prices and within that can be used to exert influence
members that registration for the a reasonable distance. Please and make a difference.
full roll-out is now open. you can support your nearest forum;
find out more about the process with your support, we can grow Last, a reminder that this year’s
and how to register by going to this existing forums and spread to new Write your Own Historical Fiction
link: www.history.org.uk/resources/ locations. Competition is now in full swing. If
primary_resource_8113_284.html your year 5 or 6 pupils have a great
you may also be interested to historical fiction tale to tell, why not
If you would like to find out what know that this spring/summer, we enter them for the competition?
some of our pilot schools have will also be partnering the Schools Full details can be found at:
had to say you can find out by History Project and the British www.history.org.uk/resources/
clicking on any of our case study Museum on the Inspiring Primary primary_resource_7976_245.html
evaluations: www.history.org.uk/ History Conference. you can find
resources/primary_resources_284. full details by following this link: The standard of entries never ceases
html Several schools have already www.history.org.uk/resources/ to amaze us and we are really
registered for the full-roll out of primary_news_2296.html looking forward to reading what
the award and we look forward to As if that wasn’t enough fantastic this year brings. Our shortlist will
welcoming more over the coming professional development to be made with the help of primary
weeks and months. whet your appetite, we have also and secondary school volunteer
teamed up with the Geographical reviewers.
We have also been working hard Association to offer you two brand
on our online resources. Recently new professional development Until next time…
published are new schemes of days looking at how careful choice
work on the Maya and Islamic of content can complement and
Civilisations and a handy guide extend learning in both history and Mel Jones
to local history. Our schemes of geography. These two new courses HA Education Officer
work are free to HA members. If will take place at three different
you would like to take a look at venues across the country. To find
the latest additions, follow this out more and to book your place/s
link: www.history.org.uk/resources/ follow this link: www.history.org.uk/
primary_news_2122.html resources/primary_news_2353.html
Primary History 69 Spring 2015 The Historical Association 5
using ‘development matters’
to plan learning for history in
the foundation stage
Helen Crawford
you won’t find the term history in the Early years good Early years practice is based upon an integrated,
curriculum framework at all. That being so, it can be child-centred curriculum.
difficult to know how best to support our Nursery
and Reception colleagues when developing historical Figure 1 briefly outlines which of the areas of learning
understanding within the Foundation Stage. are important for developing historical enquiry,
and gives some suggested learning and teaching
Early learning goals approaches for the classroom.
The most typical starting point is the Early Learning
Goal (ELG) for ‘Understanding the World’ which states Helen Crawford is Deputy Headteacher of St Joan of
that by the end of their Reception year: Arc School and an Associate Lecturer at Northampton
University.
...children talk about past and present events in
their own lives and in the lives of family members…
they know about similarities and differences
between themselves and others and among families,
communities and traditions.
In 2014, 80% of children nationally achieved this goal,
which suggests that most pupils in most settings are
well-placed to begin the more formal Key Stage 1
programmes of study for history.
But this fact tells us very little about effective provision
in the classroom, nor, more importantly, about how
children develop an understanding of key historical
concepts and skills. To do this we need to probe
further. We need to look beyond ‘Understanding the
World’ and consider which other areas of learning
contribute towards developing early historical
understanding.
Growing plants helps to develop an
development matters understanding of change over time
The Development Matters document was published in
2012 by Early Education, with support from the DfE.
Resources
It is non-statutory guidance designed to give Early
years practitioners detailed information about how
and when children develop key knowledge, skills and
concepts.
Early Education (2012) Development Matters in
the Early Years Foundation Stage (EYFS), London:
It reinforces our understanding that to develop
Early Education.
learning for history (as distinct from the learning
www.early-education.org.uk/development-matters
of history) you need to look across and beyond the
teaching of discrete subjects. The framework can thus
Scott, W. (2005) ‘When we were young: emerging
be a useful starting point when monitoring provision
historical awareness in the Early years’ in Primary
in Nursery and Reception classes, and can also be used
History, spring 2005.
to frame discussions when meeting with Foundation
Stage teachers. Most importantly, it reminds us that
6 Primary History 69 Spring 2015 The Historical Association
Early Years
Figure 1: Using the Development Matters document to plan learning for history
Area of Summary of Development Classroom activities
Learning Matters statements for
‘Observing what children
are learning’
Number • Know that things exist, even when • Introduce children to simple number tracks and
out of sight lines to build sequencing skills
• Recognise some numerals of • Make books about numbers that have meaning
personal significance (e.g. birthdays)

• Place numbers in order

Shape, Space • Understand some talk about • Share a daily visual timetable with the class, so that
& Measure immediate past and future, (e.g. the children can identify and describe patterns in
before, later, sooner) daily routines.
• Measure short periods of time in • Use sand-timers so that children can observe the
simple ways, order & sequence passing of time.
familiar events

Understanding • Use everyday language related to • Create a class time-line using photographs of key
& Speaking time events (e.g. first day at school, class visits, special
• Begin to talk about people and assemblies etc.) Add to this over the course of the
things that are not present year. If possible, pass it on to the next teacher to
• Retell a past event in the correct continue.
order
• Use talk to organise, sequence and
clarify thinking, ideas, feelings,
events
• Use language to recreate roles and
experiences

Reading • Show interest in illustrations and • Ensure children have access to a range of non-
print in books; listen to stories with fiction texts, as well as a wide range of fiction
increasing attention and recall books which have historical settings (e.g. traditional
• Know that information can be tales)
retrieved from books and computers
Making
• Explain own knowledge and • Use traditional ‘show and tell’ sessions to provide
Growing plants helps to develop an relationships
understanding opportunities for pupils to talk about experiences
understanding of change over time
• Ask appropriate questions of others that are special to them
People & • Learn that they have similarities and • Develop home-school learning journals so that
Communities differences that connect them to, each child has their own recorded narrative of the
and distinguish them from, others year. These can include parent/carer observations,
• Remember and talk about significant photographs and pictures
events in their own experience
The World • Develop an understanding of • Create opportunities to examine changes over time
growth, decay and changes over (e.g. growing plants, hatching eggs, looking at
time baby photos)
• Look closely at similarities,
differences, patterns and change
Primary History 69 Spring 2015 The Historical Association 7
Assessment and
Progression without levels:
where do we go from here?
Jerome Freeman
The new Primary History National Curriculum is finally closely to the key features of progression outlined in
upon us. The first thing you might notice is that Figure 1. The first two aims relate to pupils’ expanding
the level descriptions have gone. These were first knowledge and understanding though with a more
introduced in 1995 and became the mainstay for explicit reference to developing a secure chronological
assessing pupil progression and attainment in Key narrative than in previous versions of the national
Stages 1, 2 and 3 across schools in England. So what curriculum. Aims 4 and 5 refer to the second order
on earth do we do now? In fact the new curriculum concepts such as change, causation and interpretations
does set out the outcomes we should expect from as well as to historical enquiry and evidence, all of
pupils in each key stage; we will come back to this which are key to pupils making progress in history
a little later. To begin with, however, it is worth – as they always have been. Some minor changes
exploring what progression actually looks like in history. are evident here; for example, the second order of
The absence of level descriptions, does not mean that significance is now featured in Key Stages 1 and 2 for
there are any significant changes to the way pupils the first time.
make progress in history .
The final aim about historical perspectives is an entirely
new feature. It is designed to combat the fragmentary
How do pupils make progress in
approach to teaching history that is prevalent in many
history?
schools. In your long-term planning you will need to
Given that our understanding of pupil progress is well provide opportunities for your pupils to make links
established you should have something to build on as and connections across different periods, societies,
you plan for the implementation of the new national events and developments. By the end of Key Stage
curriculum. Figure 1, setting out the key features of 2 pupils will need to have developed a reliably secure
progression in history within Key Stages 1 and 2, is framework of the past.
a useful starting point for your curriculum planning.
The question you should ask yourself is Does the The paragraphs at the beginning of each key stage
history curriculum in my school enable pupils to make in the new national curriculum (see Figure 3 for Key
sufficient progress across all of the features outlined Stages 1 and 2) are extremely useful as they set out
below? what we should expect the majority of our pupils to
achieve. When planning your history curriculum you
should ask yourself whether it will enable your pupils
what does it say in the new
to meet the expectations set out in these paragraphs.
curriculum about progression?
One thing you might notice if you compare these
How is this helpful? statements with the old level descriptions for levels 2
Despite the fact that the level descriptions have been and 4 is that there has been a slight increase in the
removed, the new national curriculum has plenty to say expectations at the end of each key stage. This will
about progression in history both within its overall aims have some implications for your planning.
and at the beginning of each key stage.
How do i plan for progression?
Take a careful look at the new national curriculum aims As suggested in the previous section, unless you
for history in Figure 2. Much of what you will see links plan for progression your pupils are unlikely to make
8 Primary History 69 Spring 2015 The Historical Association
Figure 1: The key features of progression in primary history
Across key Stages 1 and 2 progression in history is
characterised by:
• an increasing knowledge and understanding of local, British and world history
within an increasingly secure chronological framework
• asking and answering more complex questions about the past
• making links and connections within and between different areas of the
content specified in the history curriculum
• an increasing understanding of second-order historical concepts such as
continuity and change, cause and consequence, similarity, difference and
significance
• an understanding of specific historical abstract terms building towards terms
such as ‘empire’, ‘civilisation’, ‘monarchy’, and ‘democracy’
• an increasing proficiency in the effective use of historical enquiry and selection
of sources as evidence
• an increasing awareness of the different ways in which the past is represented
and interpreted
• using a greater depth and range of historical knowledge to provide more
reasoned explanations
• becoming more independent in learning.
systematic progress towards the expectations that procedures. It is interesting to note what Sir Michael
are set out so clearly in the new national curriculum. Wilshaw has set out in terms of what Ofsted expects
Some of your pupils will be capable of exceeding these in relation to assessment and the 2014 national
expectations and you will want to give them every curriculum:
opportunity of doing so. The suggested benchmark
statements in Figure 4 provide a useful starting point Good schools have always tracked their pupils’
for any long-term or key stage planning. As well progress and Ofsted will expect to see this continue.
as providing a way to map out progression, they We will not endorse any particular approach. But
can promote a shared understanding and common we do expect every school to be able to show what
language about progress and attainment in history. their pupils know, understand and can do through
Ofsted has stated recently that where teachers continuous assessment …
use a common language to discuss and agree
pupils’ progress, this has a marked effect on the
This additional freedom is endorsed further by the DfE
consistency of assessment practice within a school.
which argues that schools will now have much more
These statements can be personalised to fit into the
scope to be able to develop their own approaches to
curriculum followed by your school e.g. by adding
formative assessment to support pupil attainment and
references to specific topics you have chosen to teach.
progression.
Having said that, the crucial thing to remember is that
these should not be used for day-to-day assessment,
The aim therefore should be to develop a system for
only to inform planning and help develop a common
assessment which engages pupils with their learning,
understanding of pupil progress over a key stage or
promotes progression and leads to high achievement.
part of a key stage.
Given the DfE’s new stance on formative assessment,
How do i assess pupils’ progress
why not take the opportunity to make this central to
without resorting to levels? your day-to-day assessment of your pupils? Develop
While the removal of the level descriptions presents classroom activities that are designed to enable pupils
schools with a huge challenge it also offers an to improve and express the knowledge, understanding
opportunity to review and improve current assessment and skills set out in Figures 3 and 4. Make sure
Primary History 69 Spring 2015 The Historical Association 9
Figure 2: The aims in the new history national curriculum
The national curriculum for history aims to ensure that all
pupils by the end of key Stage 3:
• know and understand the history of these islands as a coherent, chronological
narrative, from the earliest times to the present day: how people’s lives have
shaped this nation and how Britain has influenced and been influenced by the
wider world
• know and understand significant aspects of the history of the wider world:
the nature of ancient civilisations; the expansion and dissolution of empires;
characteristic features of past non-European societies; achievements and follies of
mankind
• gain and deploy a historically-grounded understanding of abstract terms such as
‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
• understand historical concepts such as continuity and change, cause and
consequence, similarity, difference and significance, and use them to make
connections, draw contrasts, analyse trends, frame historically-valid questions and
create their own structured accounts, including written narratives and analyses
• understand the methods of historical enquiry, including how evidence is used
rigorously to make historical claims, and discern how and why contrasting
arguments and interpretations of the past have been constructed
• gain historical perspective by placing their growing knowledge into different
contexts: understanding the connections between local, regional, national and
international history; between cultural, economic, military, political, religious and
social history; and between short- and long-term time-scales.
that feedback to and from your pupils focuses on Figure 4 or the expectations statements set out in
the qualities of their work and what they can do Figure 3 for your assessment criteria as these are the
to improve. Avoid comparisons with other pupils. closest thing we now have to national ‘standards’ in
Establish a dialogue with your pupils that is thoughtful history.
and involves critical reflection about what is successful
and how to improve. If you have not done so already, The real advantage of periodic assessment is that it can
make use of peer- and self-assessment so that your be used both formatively and summatively. Involving
pupils start to take control of their learning. pupils by making the assessment criteria clear and
accessible, encouraging them to gather some of the
In addition to day-to-day assessment you may want to evidence of their progress and using the judgements
take stock of your pupils’ progress at key points during made to identify strengths and areas for improvement
the school year. This is sometimes known as periodic are all features of effective formative assessment.
assessment and is a form of summative assessment Additionally, the information you gain from making
made against national expectations in history. Rather periodic assessments can be used to inform future
than relying on tests or formal tasks to do this, the curriculum planning. Periodic assessment tends to lead
idea is that you use a wide range of evidence from to more reliable judgements of pupil progress being
all stages of a pupil’s learning and only do it when made over time (e.g. over a term) which fulfils the
you have sufficient evidence to make a worthwhile school’s need systematically to track and record pupil
judgement. you could either use the benchmarks in progress.
10 Primary History 69 Spring 2015 The Historical Association