ABSTRACT
This chapter discusses the importance of and reasons why the teaching staff of the whole school should be involved in contributing to a shared understanding of: how their own school philosophy can be implemented as part of the history curriculum. It argues that the whole teaching staffs needs to discuss the sequence of the National Curriculum study units, across Key Stages 1 and 2, and between Key Stages 1 and 2 and Key Stages 2 and 3. The chapter describes the ways in which connections can be made between units studied, through a conceptual framework. The planning and assessment cycle, as a strategy used throughout the school, is explained. The Historical Association Primary Survey found that 20–48 per cent of schools reported that there was inconsistent coverage of progression in planning. The Historical Association Survey found that children's understanding of history was episodic rather than fitting a large narrative.
