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www.teachwire.net | 27 Stuart Tiffany is a primary teacher, history CPD provider and consultant. He is also the author of Mr T Does Primary History (£21.99, SAGE). You can also highlight historical figures the same way you might a character in fiction: “ I wonder what will happen to X… ”. Pushing this correlation even further, writing up historical events as an actual story can help sequence material, as well as firmly grounding abstract facts within a wider context. For example, I’ve used the paragraphs below to introduce pupils to the next phase of their learning within a unit on Roman Britain. They act as the prologue for an in-depth study of Roman York, which is the culmination of the unit in Y3/4: Lossio was working diligently in the fields of wheat, just like every day. The warm breeze was a pleasant change and would help the crops grow. Suddenly, he heard a rumble approaching. A sound the likes of which he had never heard. A sea of red advanced along the paved roads, the clang of their hobnailed caligae echoing in unison as they marched past the people working the land. Septimius Severus appreciated the breeze, as he had been promised nothing but brutal rain and bitter cold. His purple cloak would prove very useful! This land was very different from his native Leptis Magna. He had fixed his mind towards the campaign ahead. Severus was accompanied by his loyal legions, his sons and heirs Caracalla and Geta and their mother, the Syrian-born Julia Domna. His journey took him towards Eboracum along the roads that had been built and maintained for many years by the power of Rome. He had great plans for this land: strengthen Hadrian’s Wall, occupy new territory and reclaim lost forts to hold the position. Who, what, where? When you’re planning your next unit, think about all the worlds and ways of life you need to convey in your narrative, and consider : Who is involved (who are your main character and supporting cast?) In what geographic space are they based? (Where do they live and work?) How did people live? (Think societal groups including gender, ethnicity, etc.) How do the cultural practices and political hierarchy of the time influence the above? www.teachwire.net | 27 He would leave his mark on this Northern landscape! Here, I’ve taken key concepts and information, and considered the following: · Which parts of the narrative can I piece together to emphasise and explore as a broader overview of the period? · How can I look beyond isolated events and think about how they sit as part of a wider narrative arc? · Is there a way that I can narrate explicitly to ensure children are guided through abstract worlds, beliefs, cultures and broader ways of life? People and places Every story needs a good setting, and humans, as a species, are very good at manipulating and changing their environment to meet their needs. So, when sequencing your teaching, make sure to highlight the correlation between physical geography and the development of humanity, whether that’s the Neolithic revolution of hunter-gatherer to agricultural production, or the introduction of industry in the 18th and 19th centuries. See the panel above for some ideas for structuring this. However, even when children have a firmer understanding of the geographic world, they still may not have a secure sense of the historical way of life, and it may appear ‘strange’ or ‘wrong’ to their modern eyes. To help contextualise changes over time, when writing out your story, try focusing on details like how toys, transport or homes have changed, and how many social groups are explicitly included or excluded. This is where your role as narrator really becomes pivotal, as pupils may not realise that there was a time, for example, before the fire F EATURE S H I S TOR Y @Mr_S_Tiffany mrtdoeshistory.com brigade existed (relevant when teaching the Great Fire of London), or when social hierarchies officially placed women as lesser than men (ancient Athens, and 19th century Britain). Including these details within your story really helps bring the context to life, and by narrating this hinterland and setting the scene, you will be giving children a more secure sense of the period as a whole. There are many ways to think narratively in history, but I hope these ideas give you a jumping off point, and allow you to have a bit of fun with your curriculum. Good luck! TP