Creative approaches to time and chronology

Hugh Moore; Rachel Angus; Caitlin Brady; Caitlin Bates; Caron Murgatroyd

Creative approaches to time and chronology

Hugh Moore
, Rachel Angus
, Caitlin Brady
, Caitlin Bates
, Caron Murgatroyd

University of Cumbria

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

Firstly, this chapter considers innovative and engaging ways of learning about time and sequence, and similarities and differences within and between periods, which encourage us as practitioners to allow the children to build up their own mental maps in active ways. Then it considers, through working with children, how to help them make sense of a timeline and to develop children's historical imagination by linking evidence, understanding and imagination, to chronological questions.

Original language	English
Title of host publication	Teaching history creatively, 2nd edition
Editors	Hilary Cooper
Place of Publication	London, UK
Publisher	Routledge
Pages	105-119
ISBN (Print)	9781138949065
Publication status	Published - 2016

Access to Document

https://www.routledge.com/9781138949065

Cite this

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title = "Creative approaches to time and chronology",

abstract = "Firstly, this chapter considers innovative and engaging ways of learning about time and sequence, and similarities and differences within and between periods, which encourage us as practitioners to allow the children to build up their own mental maps in active ways. Then it considers, through working with children, how to help them make sense of a timeline and to develop children's historical imagination by linking evidence, understanding and imagination, to chronological questions.",

author = "Hugh Moore and Rachel Angus and Caitlin Brady and Caitlin Bates and Caron Murgatroyd",

note = "Chapter 8 within book. Hugh Moore, Senior Lecturer in Primary History at the University of Cumbria, UK.",

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AU - Angus, Rachel

AU - Brady, Caitlin

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AU - Murgatroyd, Caron

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AB - Firstly, this chapter considers innovative and engaging ways of learning about time and sequence, and similarities and differences within and between periods, which encourage us as practitioners to allow the children to build up their own mental maps in active ways. Then it considers, through working with children, how to help them make sense of a timeline and to develop children's historical imagination by linking evidence, understanding and imagination, to chronological questions.

M3 - Chapter

SN - 9781138949065

SP - 105

EP - 119

BT - Teaching history creatively, 2nd edition

A2 - Cooper, Hilary

PB - Routledge

CY - London, UK

ER -