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History teaching has been raising many didactic issues recently. First, the concept of the very discipline of history has been undergoing changes, the aim of school education is being shifted from memorizing pre-defined content towards developing historical literacy based on critical thinking and development of historical research skills. Second, admitting the impact of socio-cultural context on pupil achievement, the attitude towards children’s receptive skills and their development has been gaining new perspectives. This is of high importance in primary education, where a heroic story is often still dominant. At present, the discourse of primary education curriculum change emphasizes attractive communication of scientific knowledge and the demand for active research to broaden children’s deep understanding. However, the development of historical literacy in primary classes still remains to be complicated since, on the one hand, it requires new landmarks – what and how to teach, on the other hand, research in this field has been very limited. In Lithuania, there is an intention to re-new the curricula in all the fields. Therefore, it becomes relevant to analyse what skills to understand historical time should be developed in primary classes. This scientific problem is solved by carrying out a qualitative analysis of the content of primary education curriculum. Based on the chosen model of understanding historical time (De Groot-Reuvekamp, Ros, Van Boxtel, Oort, 2015), this article analyses the extent to which curriculum requirements of history teaching correspond to the goals and comprehension levels of the model of understanding historical time (A – Emergent; B – Initial; C – Continued) and what should be improved when updating the curriculum. The research results reveal that the present curriculum requirements for the 4th year pupils are inadequately low. They lead towards the stage of acquiring understanding (A – Emergent) rather than Initial (B) or Continued (C) stages. Therefore, while revisiting the curriculum, it is important to pay more attention to the development of historical research and higher thinking skills, that would be a significant step towards gaining deeper understanding of historical time.

ENHANCING UNDERSTANDING OF HISTORICAL TIME IN PRIMARY CLASSES: HOW TO IMPROVE THE CURRICULUM IN LITHUANIA?