ABSTRACT
This chapter examines a number of key issues across primary history education as it stands in 2010. Teachers need to be prepared to think outside the box as far as content is concerned because new units covering hitherto untaught periods or themes in history will inevitably emerge for the youngest to the oldest primary child. What is exciting about the future is the increasing availability of suitable and exciting source material online and access to a wide range of advice about creative and innovative approaches. One necessity is to remain in touch, through dialogue, with the wider academic world of history, despite a sense that historians may not fully appreciate the range of curriculum areas that primary teachers need to accommodate in their professional repertoire. There is a key role here for history teacher educators in higher education who with their knowledge of pedagogy can serve as a bridge between teachers and academics. The Historical Association, also with its growing website and its publication Primary History, is right at the centre of these debates.
