“Could You Just Tell Us the Story?” Pedagogical Approaches to Introducing Narrative in History Classes

Abstract

This article looks at the changing status of narrative in classroom history and the ways in which narrative is introduced in history classes at Key Stage 3 (ages 11–14) in England. It includes the views of departmental heads responsible for the history curriculum and other history teachers on the place of narrative in the history curriculum as well as observations of history lessons. The research is set in the context of the English history national curriculum, although the relevance to curricula elsewhere is evident. The discussion is located within a discourse of different models of good practice, both for education generically and for narrative specifically. The research findings suggest that despite a mixed economy of methods and priorities within different history departments, the prevailing trend is towards a dilution of the academic tradition towards one that stresses an accessibility agenda. The impact of this on the place of narrative in history classes is considered and areas for further research are identified.

Notes

Notes

1 The definition of narrative used here is that set out by the Historical Association (2005): “Narrative as a form of historical communication is essentially a literary form, which can by applied to any historical topic, long or short. It means the construction and presentation of a version of historical events which inevitably reflects the author’s own understanding and interpretation of those events” (p. 28).

2 The Qualifications and Curriculum Authority is a non-departmental public body sponsored by the Department for Education and Skills in England. It maintains and develops the national curriculum and associated assessments, tests, examinations, and qualifications.

3 The Key Stage 3 Strategy is a national scheme introduced in 2001 with the purpose of raising standards in the early years of secondary schooling. It focuses on strategies of teaching and learning.

4 Humanities status refers to the specialist status of the school. In England, schools are encouraged to bid for specialist status in those subjects where they can demonstrate excellent practice. Specialist status schools work with neighbouring school to improve practice in those subjects where their expertise lies.