I often wonder what sort of lasting experience of history pupils leaving school in Y6 take with them. Will it be the experiences of a memorable field trip, a hands-on dress-up Roman day, or simply enjoying vivid stories of how people lived in the past? Would you add to that the sort of disciplinary knowledge that would enable them to ask historical questions, weigh up evidence and form a balanced conclusion, know how to evaluate claims being made and appreciate that history is constantly being re-interpreted? One would hope all of the above, but we can never be sure. When it comes to substantive ‘content’ knowledge we can at least getter a better feel for what ’sticky’ knowledge they take with them. By which I don’t mean trivial detail about what people ate for breakfast: I mean the BIG PICTURE stuff. Let me give you just ONE key example of
