The curriculum as progression model

Clio et cetera

What does it mean to get better at history? One of the problems we have in answering this question is that history is an incredibly diverse discipline: there are thousands of possible things that one might legitimately study at school. In one school pupils might be learning 18th-century French history, but in the next town pupils might never study this, and instead learn about 15th-century Italy. In one school pupils might learn about analysing monastic records from the eleventh century, yet pupils in another school might never encounter this source material, and instead focus on analysing Cromwell’s speeches in Parliament in the 1650s. To get better at history, you have to have learnt a sufficient number of things, but very few of those things can be understood as strictly necessaryin the sense that someone has to have studied them in order to be understood as…

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