Driscoll et al state that ‘pedagogy in primary history has progressed from the transition and regurgitation of secondhand knowledge and understanding, copying information and colouring pictures to history as the acquisition of skills and understanding derived from the personal investigation of evidence’ The children being taught this curriculum, live in this city and will be able to draw on their prior knowledge and recognition of the things around them to form and contribute to discussions...
Driscoll et al state that ‘pedagogy in primary history has progressed from the transition and regurgitation of secondhand knowledge and understanding, copying information and colouring pictures to history as the acquisition of skills and understanding derived from the personal investigation of evidence’ The children being taught this curriculum, live in this city and will be able to draw on their prior knowledge and recognition of the things around them to form and contribute to discussions and debates and in turn enhance their knowledge as the lessons progress. The city of Worcester is steeped in historical significance with many local sites offering an obvious link to cover aspects of the history curriculum including an attainment target within the National Curriculum ‘A local history study’. According to Barton and Levitik ‘effective teaching and learning in history in the primary classroom will produce children whose skills in empathising with the characters and issues from history lessons which have lived from the past, will engender a sense of caring.’
