Is there a right order for sequencing KS2 topics?
Let’s start with a reality check. No research exists to show convincingly that one approach is superior to another. But that doesn’t mean that anything goes. What it does mean is that we all need to develop for ourselves, in lieu of conclusive research data, a clear rationale for our choice of sequence. Simply following chronological order doesn’t solve the problem, even if it was desirable. After all, simply knowing that your Victorian local study comes after your non-western study of the Maya doesn’t really take us very far-mind the 1000 year gap!! It also presupposes that each topic is equally easy (or difficult) for pupils to understand, regardless of their age. I happen not to agree. I cannot see that Ancient Greece for example is really designed for early Y3! when pupils derive so much deeper and more relevant understanding in Y5/6. This aspect is often underplayed. As teachers, you instinctively know which topics are difficult for pupils to understand and which they grasp relatively easily. So, if topics are on the curriculum for a particular reason, it behoves us to make sure pupils are mature enough to make
