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The Tudors

If you click on archives you will find some of my views on education prior to December 2018. The following are my latest thoughts.

EDUCATION NOW - AUGUST 2020.
TEACHING HISTORY IN A PRIMARY ENVIRONMENT

August 2020
EDUCATION NOW - AUGUST 2020 AND HOW WE CAN HELP



COVID-19 has put teachers, pupils and indeed education into an unknown situation. I refuse to use the word unprecedented because to my orderly brain the whole of the future is unprecedented. As I write this, August 2020, there is still confusion, concern and calculated risk-taking about a full return to school in September, less than a month away. I know heads and teachers will do an amazing job and cope with whatever is thrown at them. Pupils may find it more unsettling or at least be less able to cope with the uncertainty.

Unlike most of my other pieces, this one is totally biased toward the project I run, that is, this website, both now and our future plans. Rather than repeat myself check out the “background” and “how the site is growing” sections.

This piece is to encourage teachers, especially those of primary pupils to take advantage of the resource. It costs nothing, covers much of the current geography curriculum at KS1 and KS2 and is, above all, a fun learning resource. There are so many parts of the site that you can use.

The material lends itself to improving literacy skills, starting discussion topics, helping with maths and science alongside the obvious geography nad history use. I have heard, not necessarily from a reliable source, that the arts, history, geography, may suffer as pupils are helped to catch up on three months of missed learning. Our site can help with keeping them in the learning arena. Furthermore, I know of many pupils who have been involved with our site over the lock-down period when we provided quizzes and some podcasts to take them right through history. They are familiar with us.

But most importantly, in my view built up over 38 years in education, the project is non-prescriptive. The teacher can be creative, in fact it encourages it. We look forward to your company on this site, at least over the next three years while we fulfil our plans.

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December 2019
TEACHING HISTORY IN A PRIMARY ENVIRONMENT



Have you tried getting children to learn their times tables but only do 3, 4, 7 and 9? Have you tried helping kids learn the alphabet but only telling them about a,b,f,j,n,p,s,t,w and z? Have you helped them learn and understand Macbeth but only studied acts two and five? Have you taught French but only the present tense? Unlikely I guess. Therefore, explain why we learn history by only taking four or five swathes of the subject during a child's school life. The Romans, The Tudors, The Victorians and the Second World War are the main ones children seem to learn. Why?

I know I have a non-financial vested interest here but it seems ridiculous to only learn bits of a long and varied past, especially since we only got to where we are by going through all parts of our past. In fact would the Romans have bothered with Britain if no one had known about our riches in tin and copper from the Bronze Age? The Tudors would never have happened without the Wars of the Roses. The Victorians needed Queen Anne to die childless, and the causes of the Second World War could be said to have been influenced both by World War One and the Great Depression.

I am not talking about secondary education here. At that stage it is quite correct that pupils should specialise on certain periods of history. I am talking about primary education; six years when children could, and I believe should, go on a historical journey through our island country from the end of the last ice age to the present day. They could start at age 5 and finish at age 11. History even lends itself to such a journey becoming more complicated and harder to understand as you go on.

How would this look:-

  • year 1 – the Ice Age ending until the end of the Iron Age
  • year 2 – the Romans, the Anglo-Saxons and the Vikings
  • year 3 – the Normans and Plantagenets
  • year 4 – the Wars of the Roses, the Tudors and Stuarts
  • year 5 – the Georgians and Victorians
  • year 6 – the Twentieth century and a bit of this one.

It seems so simple and so obvious. Pupils actually progress from one year to the next. Teachers can specialise in a period if they stay with a year group or progress with their pupils. There is no need for any in-depth study, that comes after year 6 in secondary school.

But, what this idea achieves is to build a complete picture before that in-depth study. The learners have seen how people and events were influenced by things which happened before, In other words, returning to my first paragraph, they know why Macbeth is embarking on his murderous spree and why Banquo's son Fleance is in danger.

You can easily bring in some world history too. The Romans being an obvious example, and the Greeks would be an easy link, or the Asian culture with trade and the silk road. Once England began to explore, world history is forever linked.

The website we have developed over the last few years allows just such a learning programme as I talked about earlier. It doesn't include the world history part but a teacher can build that in with no problem. We take you on a natural journey through English history. It's possibly unfortunate I chose an analogy with “the Scottish play” but even some 55 years on I do remember my set books at “O” level. The information on our website is progressive. It covers both actual events (the timeline), more personal history (the hoots) and gives a chance for children to use their imagination (the stories). It is also incredibly easy to use the material for cross-curricula activity; reading and writing being obvious examples but maths and science can link from our site.

I have always maintained that imagination is the single most important quality in trying to learn history and it is far easier to use imagination progressively than being thrown into some period of history and having to imagine how everyone might have got there. We all got to where we are from somewhere else and we will all progress to somewhere from here. Imagination combined with knowledge and memory can help us on that journey and can, if correctly used, prevent us from making the same mistakes as in the past. After all Einstein was quoted as saying that “The true sign of intelligence is not knowledge but imagination" and that “logic will get you from A to B. Imagination will take you everywhere".

At present our site has simple text and pictures but we intend to enhance the thoughts of Mr Einstein, and our site, by adding some video clips to the site about places and events and then about the more personal histories on the hoots pages. This will come from a journey we make, starting in Autumn 2020. The journey itself will have various weekly uploads beginning in the Autumn of 2020. I am not a newcomer when it comes to taking people on a real learning journey and you can see more about that on our background page.

With all of this our aim is to bring history alive and our learners can build a more visual base on which to construct their imagination, a deeper foundation to build their knowledge. For although the true sign of intelligence may not be knowledge, it is a great place to begin your learning journey.

“Information is not knowledge”, Einstein said, long before we kept boasting about being an information-based society.