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...
- Students understand how the Empire was...
Step 1Start by showing the image of Louis Braille on slide 1 of the PowerPoint. Explain that he is a very famous man who lived 200 years ago and that what he invented is still used today, even though he was only 15 years old...
Step 1It is important that you don’t tell pupils directly...
- Pupils are able to go beyond three generations to see people from over 100 years ago, beyond living memory,...
- Pupils are able to make reasoned decisions as to what constitute old and new items
- They can apply criteria to their chosen objects
- They can...
Step 1Ask children to think...
|What the inspectors said||Commentary|
|Pupils in your school thoroughly enjoy learning history.
They like the enquiry-based approach you take to learning in the history curriculum, as they learn to ask and answer questions about history.
Several spoke about the memorable experiences they have had when...
Now that schools have an extra year’s grace from OFSTED to refine their curriculum that is being worked on, it is worth reminding ourselves of the key indicators that inspectors will be exploring.Read more
A great new lesson using objects to draw conclusions about life in Ancient Egypt is soon to be available to subscribers who can request an early draft copy from 1.06.20 The lesson takes images of four small objects each of which is slowly revealed on the...Read more
While so many of you are locked down, it seems a good time to remind you of the key features of what it means to think historically. Much is encapsulated in the title. What do we ask children to learn to do in history. What...Read more
Up til now, what goes on the site has largely been driven bu the need to cover the National Curriculum/GCSE syllabi. The time has now come to move to the next phase where we respond to your requests. So, if there are items you would...Read more
We are about to launch an exciting new KS2 lesson on the poor in Victorian Britain. The lesson is called. What should we do with Martha and revolves around life in a Victorian workhouse. Martha is a difficult child, having lost her mother and being...Read more
An active lesson in which pupils generate adjectives and then use a Diamond-4 ranking activity, followed by hot seating, to ascertain Grace’s motivation. A broader context is achieved by asking pupils to analyse the possible reasons why Grace was seen as particularly famous at the...Read more
So what does effective leadership of primary history look like? A case study When Lara took over as history subject leader 3 years ago this was her first whole-school role. She volunteered to be leader of history as she had enjoyed her A level studies but...Read more
Nearing completion is a KS2 common assessment task on the Vikings aimed at Y4 with the focus on interpretations. Pupils are shown tow markedly contrasting colourful pictures of the Vikings. They have two tasks: to explain HOW the two images differ in their portrayal of...Read more
Historians have praised Florence Nightingale on the 200th anniversary of her birth, and said her legacy has “never been more relevant” amid the coronavirus pandemic. Staff at the Florence Nightingale Museum in Westminster said her key nursing values – which focused on maintaining good hygiene, regularly...Read more
Sometimes the simplest ideas are the best. Faced with an exam question such as How far do you agree with the view that, in the years 1933–39, the New Deal delivered relief but not recovery? students have to collect arguments to support 4 sides of this argument...Read more
Stone Age to Iron Age The British Isles has been populated by humans for 750.000 years but only became an island when the ice sheets melted about 8,000 years ago. It was only with the introduction of farming about 7,000 years ago that we see radical...Read more
Many of you teaching GCSE will be familiar with the issue. Your students answer the question they think the examiner will ask and the one they’ve prepared for., not the one that is set. They get in the exam room and see that the question...Read more