Abstract
Central to contemporary revisions of curriculum are the questions of the relationship between factual and conceptual knowledge. In this paper we describe and compare the national curricular frameworks or content standards for primary history in three countries.
Australia, England and United States of America are chosen as our sample as these countries recently revised their national frameworks, issued the new ones or the revision is under way. Our analysis shows some common trends: the increased centralisation and prescription in curricular policy, growing emphasis on (national) history in schools, return to chronological overviews and narration in primary history.
The analysed documents, however, differ in the way how the factual knowledge is included and in relationship of primary to secondary history teaching (linear vs. cyclic).