Chronological Understanding
For some reason the mystery of chronological understanding has always been swirling around in my brain. The very first piece I wrote for Teaching History, back in 1979, (yes, 1979) was partly concerned with developing chronological understanding. I think it’s partly because I like overviews – in the language of the Annales school I’m a historical parachutist rather than a truffle hunter although a microlite is a better as well as more up-to-date image for someone who enjoys taking the long-view and seeking the links and comparisons across long spans of time.
This section contains the two articles below which try to unravel some of the puzzle of chronological understanding. There is also much valuable advice on the QCA Innovating with History site (links below) and hopefully KS3 teachers will look at the guidance on KS1/2 and vice-versa.
Scroll down for articles and activities
Diachronic Dancing
Alan Kelly’s fascinating quickstep through the issues of developing understanding ‘over time’ – that’s what diachronic means!
Time for Chronology?
This article originally appeared in Teaching History in 2004. Look closely and you may pick out some of the ideas that have found their way into the new NC KS3.
Activities that help develop Chronological Understanding
Here is a list of activities:
Turn you pupils into a timeline and accelerate their understanding of vital chronological terms |
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An introductory activity that will get students thinking and asking questions and will reinforce their chronological understanding |
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A group activity for comparing periods of history – good for KS2 and KS3 – good for A level synoptic understanding. |
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The only edible timeline in existence, guaranteed to stretch and develop students’ chronological understanding. |
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An overview activity for the end of KS3. |
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An overview activity for the end of KS3 that asks students to think about significance. |
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Simple techniques for developing a key aspect of chronological understanding |
