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ABSTRACT
This paper invites the reader to investigate the importance of developing an understanding of the ‘Big Picture’ that puts specific events or periods within an historical context. It argues for the importance of developing wider historical perspectives for children to begin to make relevant connections, locally nationally and globally. It is only in recognising and tracing these links that children will be able to develop an all-important overview. The Ofsted subject report [2011. ‘History for All: History in English Schools 2007–2011’, 4] continued to highlight a lack of ‘coherent, long-term narrative’ resulting in chronological understanding that is ‘often underdeveloped and so they [the children] found it difficult to link developments together’. The findings in ‘History for All’ undoubtedly affected developments within the 2013 National Curriculum for History [DfE (Department for Education). 2013. ‘National Curriculum in England History Programmes of Study: Key Stages 1 and 2’. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239035/PRIMARY_national_curriculum_-_History.pdf], with the emphasis on the sweep of history rather than on a single moment of time. The paper draws largely from a theoretical background but will consider this in conjunction with a range of narratives from student teachers at different stages of their development. They discuss the constraints and opportunities they have encountered in considering this theme. The paper suggests a number of strategies to promote and develop an increased understanding of the relationship across different groups and societies and how these have affected change.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. Core Knowledge Foundation https://www.coreknowledge.org/.