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Using artefacts to help children’s historical understanding at Key Stage 1

Since the early 90s, artefacts have become increasingly available either to purchase or to loan.  Many firms offer useful replicas and schools have built up their own small collections on certain themes, such as washday and schools in the past, focusing on the smaller...

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What was life like in Tudor London-a pocket history

If you are unsure of your knowledge of life in Tudor times, you could do a lot worse than to start with the Museum of London's Pocket Histories which contain useful information on all the principal aspects. https://www.museumoflondon.org.uk/application/files/5314/5450/2917/life-in-tudor-london-pocket-history.pdf...
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How many of these 50 KS2 history concepts do your pupils understand?

How many of these KS2 history concepts do your pupils understand? Afterlife Army Blitz Border Christianity City Civil war Civilization Colony Conflict Conquest Coronation Country Democracy Emperor Empire Enemy Fleet Freedom Frontier King Law Legacy Merchant Migration Military Monarch Monastery Monk Nation Navy Pagan Parliament Peace Peasant Power Prince Rebel Reformation Queen Religion Ruler Settlement Slave Society Tax Trade Tribe Voyage War...
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What have the Romans ever done for us? More than we think

It appears that we need to add anti-earthquake engineering to all the other benefits the Romans gave us: sanitation, medicine, education, public order, irrigation- and let's not forget....wine! Recent studies have shown that it is no accident that buildings such as the Colosseum have survived ...
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I absolutely love this website and teach loads of lessons from your fantastic plans and resources in units on world war two, stone age, romans, Benin kingdom and the Tudors. Many thanks, they are by far the best history resources I have found in twenty...
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Outstanding schools found to be wanting on re-inspection

Figures published today show that only 16 per cent of the 305 "outstanding" primary and secondary schools inspected this academic year retained their top Ofsted rating. And almost a third of previously "outstanding" schools were not rated as "good" by inspectors....
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What does greater depth look like in history at KS2 and 3?

What does greater depth mean in history? So, we all know it doesn’t just mean knowing more stuff. We also know its not like mastery in mathematics.  Perhaps these 8 characteristics might help your thinking:  
  1. Independence
Expecting pupils to show initiative, not just in their research but...
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How should Germany be treated at the Paris peace conference? KS3 or KS4 task

This short but engaging task precedes any detailed analysis of the terms of the treaty itself. It has four distinct elements: prediction; analysis of a rarely seen German poster; attaching significance; and refining ideas based on most recent scholarship. Step 1 Firstly, students have to work in...
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Improving your questioning in history to improve learning

We all know that less than 10% of questions we traditionally ask in British classrooms actually caused new learning. Most concern rehearsing what pupils already know or are about classroom management. So its probably time to re-consider why we ask questions at all I they...
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Using scripted dramas in history: reign of Elizabeth I for GCSE

Some talented teachers have the time and imagination to write scripted dramas as a powerful way into a period issue. Here is an example from Jen Thornton on the reign of Queen Elizabeth I which you can fin don Ian Dawson's brilliant website http://thinkinghistory.co.uk/ActivityBase/ReignofElizabeth.html...
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GCSE history wagging KS3 dog says HA survey

Last month the Historical Association published its annual survey of the state of history in its secondary schools. About 300 completed the survey so it is a reasonable sample. Several key issues emerged which are particularly relevant given OFSTED’s new focus on curriculum . Most schools...
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KS1 : Going to the Seaside-the mystery of the pier

One of the more interesting features of the Seaside holidays topic is the fact that it opens up discussion , even for young children , on what these novel features were built for. It is unlikely that many children will have first-hand experience...

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How well do your pupils know the periods of history?

Chronology is difficult for young children. They generally get batter as they get older, as they can relate one period to the next in context. Of course they can learn the order, much as they can remember a rhyle for sequencing the monarchs,...

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How to enage your KS2 boys with the Maya using football

Football is a religion. As early as 1000 year ago the ancient Mayan ball game drew huge crowds, not just for its entertainment value, but also for the religious significance of the sport. By looking into this ancient game we can draw startling parallels with many sports...

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OFSTED’s sensible approach to progression

OFSTED's 2019 draft Framework for Inspection is full of very welcome comments about the central importance of having a high-quality curriculum. It follows this up with some equally welcome strictures about progression, which you would do well to heed:
"Progress should not be...

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So when did the Russian Revolution really end?

This article from Miriam Dobson’s at Sheffield University

http://www.historymatters.group.shef.ac.uk/russian-revolution-end/

give us a variety of answers. Rex Wade writes: ‘The dispersal of the Constituent Assembly effectively marked the end of the Russian Revolution of...

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Don’t over-complicate your teaching

OFSTED recently published this exemplification of successful history teaching in one school using the new EIF 2019 Framework criteria.

Teachers present the historical content clearly, promoting lively discussion and debate because the topic was carefully chosen to have an element...

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Elizabeth I: awful weather

As reported in The Times, yesterday marked the Coronation of Elizabeth I, 460 years ago. It was cold and wet in London on January 15, 1559, with flurries of snow, and yet crowds braved the chill to cheer on the 25-year-old queen as...

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Dos and Don’t of concluding your history lesson

Dos and Don’ts of concluding your  history lessons

When the National Strategies were all the rage over a decade ago now, a lot of attention was paid in the Foundation subjects to lesson starters and what were known as plenaries. As with...

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In many schools primary history curriculum found wanting by OFSTED

Seven of the 33 primaries schools visited by the inspectorate under phase 3 of its curriculum study, published today, had a “complete absence” of curriculum design in humanities. History came in for considerable criticism: “History was also less well organised and implemented in a number of...
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Teaching Toys at KS1- new lessons arriving soon

When the site was launched 10 years ago, our focus was on exemplifiying best practice in the harder-to-teach areas of the National Curriculum. At that stage schools had been teaching the topic of Toys quite successfully and few teachers were asking for new resources or...
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