The paper will investigate how the definition and status of history has evolved during this century, taking account of different ideological contexts. In particular, the paper will address the influence of political ideologies, progressive theories of education and developing historical methodologies on curriculum development and design.

The content of the national Curriculum history order at both key stage one and two will be contrasted with earlier government advice on teaching history. The paper will assess of the extent to which the national Curriculum draws on earlier traditions of teaching history in primary schools or marks a radical change in approach. Evidence will be drawn from official sources, government documentation, teaching method texts and school text books. In addition the paper will also refer to people’s "lived experience" of the primary history curriculum.

Penelope Harnett
University of the West of England
Bristol.