ABSTRACT
Recent research (Hodkinson 2003a) suggests that children remember more of what they are taught in history if they have an efficient framework, a chronological framework, within which to place, store and retrieve what they have learned. Hodkinson set out to show that it is the design of the curriculum, focused teaching methods and resources which challenge and progress children's understanding of time, irrespective of such variables as intelligence, reading and mathematical ability. Hodkinson's research (2004) involved 129 Year 4 and Year 5 children. Over three terms a 'treatment group' and a control group studied their locality, the Victorian era and the reasons behind invasions and settlement of Britain. Pupils were encouraged to work co-operatively within activities which enabled open-ended discussion and temporal vocabulary. Activities sought to promote temporal concepts at increasingly complex levels. Historical material was always presented from time present to
time past and time-lines were used consistently in every lesson. Specific skills-based activities were also introduced at the beginning and end of each lesson. Although the 'treatment group' developed greater chronological understanding than the control group, Hodkinson admits that in the 'treatment group' there was less time for developing other aspects of historical thinking.
