Chronology and the new National Curriculum for history: is it time to refocus the debate?

References

• Arthur, J., and R. Phillips. 2000. Issues in History Teaching. London: Routledge.
   Google Scholar
• Asham, A. F., and R. N. F. Conway. 1993. Using Cognitive Methods in the Classroom. London: Routledge.
   Google Scholar
• Barton, K. C., and L. S. Levstik. 1996. “Back When God was Around and Everything: Elementary Children’s Understanding of Historical Time.” American Research Journal 33 (2): 419–454.
   Web of Science ®Google Scholar
• BBC (British Broadcasting Company). 2013. “Historians Split over Gove’s Curriculum Plans.” http://www.bbc.co.uk/news/education-21600298.
   Google Scholar
• Burn, K. 2015. “The Gove Legacy in the Curriculum: The Case of History.” In The Gove Legacy: Education in Britain after the Coalition, edited by M. Finn, 47–62. Basingstoke: Palgrave Macmillian.
   Google Scholar
• Cannadine, D. 2013. “The Future of History” The Times Literary Supplement, March 13. http://www.the-tls.co.uk/tls/public/article1228938.ece.
   Google Scholar
• Collicott, S. 1990. “Pulling Strings.” The Times Educational Supplement, December 1. 30.
   Google Scholar
• DFEE (Department for Education and Employment) 1999. “The National Curriculum for England.” http:www.nc.uk.net.
   Google Scholar
• Diem, R. A. 1982. “Developing Chronological Skills in a World History Course.” Social Education 46: 191–194.
   Google Scholar
• DoE (Department of Education). 2013. “National Curriculum in England: History Programmes of Study.” https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study/national-curriculum-in-england-history-programmes-of-study.
   Google Scholar
• DoE (Department of Education). 2014. “Reforming Qualifications and the Curriculum to Better Prepare Pupils for Life after School” https://www.gov.uk/government/policies/reforming-qualifications-and-the-curriculum-to-better-prepare-pupils-for-life-after-school/supporting-pages/gcse-reform.
   Google Scholar
• Education Select Committee. 2013. "Secretary of State: School Accountability, Qualifications and Curriculum." Oral Evidence, May 15, 2013. http://dera.ioe.ac.uk/20007/1/9780215071644.pdf.
   Google Scholar
• Forrest, M., and P. Harnett. 1996. Curriculum Bank History, Key Stage Two History. Leamington Spa: Scholastic.
   Google Scholar
• Giles, P., and G. Neal. 1973. “History Teaching Analysed.” Trends in Education 32: 16–25. London: Hamish Hamiliton.
   Google Scholar
• Hallam, R. N. 1975. “A Study of the Effect of Teaching Method on the Growth of Logical Thought, with Special Reference to the Teaching of History using Criteria from Piaget’s Theory of Cognitive Development.” Unpub. Ph.D. Thesis, University of Leeds.
   Google Scholar
• Harris, D. F. 1976. “Some Ways by which to Develop the Adolescent's Sense of Historical Time.” The History and Social Science Teacher 11 (4): 11–21.
   Google Scholar
• Harris, R., and R. Reynolds. 2014. “The History Curriculum and its Personal Connection to Students from Minority Ethnic Backgrounds.” Journal of Curriculum Studies 46 (4): 464–486. doi: 10.1080/00220272.2014.881925
   Web of Science ®Google Scholar
• Hodkinson, A. 2001. “Enhancing Temporal Cognition in the Primary School.” Primary History 59: 11–14.
   Google Scholar
• Hodkinson, A. 2003a. “History Howlers – Amusing Anecdotes or Symptoms of the Difficulties Children have in the Retention and Ordering of Historical Knowledge? Some Observations Based upon Current Research.” International Journal of Research in Education 70: 50–65.
   Google Scholar
• Hodkinson, A. 2003b. “The Usage of Subjective Temporal Phrases Within the National Curriculum for History and its Schemes of Work: Effective Provision or a Missed Opportunity?” Education 3–13 31 (3): 28–34. doi: 10.1080/03004270385200321
   Google Scholar
• Hodkinson, A. 2004. “Does the National Curriculum for History and its Schemes of Work Effectively Promote Primary Aged Children’s Assimilation of the Concepts of Historical Time? Some Observations Based upon Current Research.” Educational Research 46 (2): 99–117. doi: 10.1080/0013188042000222403
   Web of Science ®Google Scholar
• Hodkinson, A. 2009. “To Date or not to Date, That is the Question: A Critical Examination of the Employment of Subjective Long Time in the Teaching and Learning of Primary History.” International Journal of Historical Learning, Teaching and Research 8 (2): 40–50.
   Google Scholar
• Hoodless, P. A. 2002. “An Investigation into Children’s Developing Awareness of Time and Chronology in Story.” Journal of Curriculum Studies 34 (2): 173–200. doi: 10.1080/00220270110080962
   Web of Science ®Google Scholar
• Knight, P. 1996. “Research and the Improvement of School History.” Advances in Research on Teaching 6: 19–50.
   Google Scholar
• Levin, I. 1977. “The Development of Time Concepts in Young Children: Reasoning About Duration.” Child Development 48: 435–444. doi: 10.2307/1128636
   Web of Science ®Google Scholar
• Maddison, M. 2014. “The National Curriculum for History from September 2014: the View from Ofsted.” Primary History 66: 5–7.
   Google Scholar
• Marshall, H. E. 1905. Our Island Story. Cranbrook: Galore park and Civitas.
   Google Scholar
• Ofsted (Office for Standards in Education). 2007. History in the Balance: History in English Schools 2003–07. London: Ofsted.
   Google Scholar
• Partington, G. 1980. “History: Re-Written to Ideological Fashion.” In The Wayward Curriculum: A Cause for Parents’ Concern? edited by D. O’Keefe, 63–81. London: Social Affairs Unit.
   Google Scholar
• Paton, G. 2013. “Michael Gove Criticises ‘Disconnected’ History Lessons.” Them Telegraph. http://www.telegraph.co.uk/education/educationnews/10542727/Michael-Gove-criticises-disconnected-history-lessons.html.
   Google Scholar
• Peel, E. A. 1967. “Some Problems in Psychology of History Teaching: Historical Concepts and Ideas.” In Studies in the Nature and Teaching of History, edited by M. H. Burston, and D. Thompson, 159–172. London: Routledge.
   Google Scholar
• Pluckrose, H. 1991. Children Learning History. Oxford: Blackwel.
   Google Scholar
• QCA (Qualifications and Curriculum Authority). 2005. History 2004/5 Annual Report on Curriculum and Assessment. London: Qualifications and Curriculum Authority.
   Google Scholar
• Sellgren, K. 2013. “Historians Split over Gove’s Curriculums Plans.” http://www.bbc.co.uk/news/education-21600298.
   Google Scholar
• Simchowitz, C. A. 1995. “The Development of Temporal Concepts in Children and its Significance for History Teaching in the Senior Primary School.” Teaching History 79: 15–17n. London: Historical Association.
   Google Scholar
• Stow, W., and T. Haydn. 2000. “Issues in the Teaching of Chronology.” In Issues in History Teaching, edited by J. Arthur and R. Phillips, 83–97. London: Routledge.
   Google Scholar
• Taylor, T. 2013. “Sshh, this New Primary History Curriculum is Really Rather good.” http://www.theguardian.com/teacher-network/2013/jul/16/new-primary-history-curriculum.
   Google Scholar
• Thornton, S. J., and R. Vukelich. 1988. “The Effects of Children’s Understanding of Time Concepts or Historical Understanding.” Theory and Research in Social Education 16 (1): 69–82. doi: 10.1080/00933104.1988.10505556
   Google Scholar
• Vikainen, I. 1961. The Development of Time Concept and Time Scheme. Report from the Institute of Education. London: Institute for Education.
   Google Scholar
• West, J. 1981. “Children’s Awareness of the Past Unpub.” Ph.D. Thesis, University of Keele.
   Google Scholar
• Wood, S. 1995. “Developing an Understanding of Time – Sequencing Issues.” Teaching History 79: 11–14. London: Historical Association.
   Google Scholar