The ‘significant people’ element of the KS1 history curriculum now requires pupils to compare achievements of individuals within a linked theme - in this case communication in a topic called ‘spreading the word’. We have chosen Caxton and Bell, rather than Berners-Lee who, although mentioned...Read more
Teaching Famous People at keystage 1
The current history curriculum at KS1 asks schools to provide a little more coherence in their choice of significant people to study, suggesting that they might be linked by theme. I agree with this improvement. Here we have a possible theme of ‘our senses’ or...Read more
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...
There are two distinct elements to this session. Firstly, pupils develop a sense of period and of evidence by thinking about the sources historians would use to find out about Grace Darling. Secondly, pupils act as history detectives, hunting down the clues which support the...Read more
This session comprises 2 principal activities: matching descriptions of lifeboats to time periods to deepen pupils’ sense of change, continuity and chronology; sequencing and then selecting images for a Museum about most significant changes to sea rescue since Grace Darling's time.Read more
Step 1Ask children to think...
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
Exciting finale to the topic sees pupils analysing different ways in which Scott has been commemorated in the past, coming up with their own 21st century ideas and then completing a diamond-4 prioritising activity before acting as historical advisers to a stone mason renovating a...Read more
Having heard the story of Amy Johnson's life, pupils are now asked to focus their attention on explaining why it was such a difficult feat for Amy to achieve at that time. Can they think of any ideas themselves before working out from clues on...Read more
How did people react to Amy at the time, and how do we know?Children generate adjectives to describe Amy’s arrival in Australia using a photograph and short newspaper extracts and then are given 10 statements which they have to prove using a gallery of evidence. First...
Was Amy really successful for the rest of her life? A Living graph Smart Task KQ5The focus here is on the ups and downs of Amy’s life, in the ten years after her famous flight to Australia.
Step 1Give pupils an envelope containing a set of...
How can we solve the mystery of what happened to Amy Johnson? Smart Task KQ6This enduring mystery has puzzled historians for over 75 years. New evidence has just come to light which makes this an ideal opportunity for pupils to explore reasons for themselves. Clearly...
At the very start of the topic, on the assumption that you haven’t told them what the topic is about!! pupils are shown slide 2 in the form of a slow reveal. 4 coloured boxes obscure a picture of the Wright Brothers’ Flyer. But can...Read more
This enquiry comprises a series of three smart tasks: the first is a sequencing task based on storytelling; the second a ‘living graph the third an optional ‘reconstruction relay drawing task’ . All contribute to helping pupils gain a firm grasp of the key events...Read more
This reconstruction relay - part of KQ3, Why did the Wright Brothers succeed where others had failed - is fantastic fun as well as helping pupils to look carefully at the features of The Flyer, the Wright Brothers 1903 plane. Basically pupils are cast in the...Read more
How do you think we should remember the first man on the moon on July 21st 1969? What symbol could we use?Coming at the end of the topic this smart task encourages pupils to show their understanding of why this was such a significant event....
This lesson focuses on helping pupils to move beyond simple story telling and sequencing to thinking about the effect that each event in her life had on Mary. By encouraging pupils to think in terms of happy and sad events, you will help them build...Read more
This lesson comes at the end of the sequence of lessons which explore Louis Braille's life and achievements. Rather than using a video for information and atmosphere, this lesson uses it to help pupils to evaluate what they have seen. They first consider what they...Read more
Those of you who are thinking that this choice of famous person seems to presage a return to an Our Island Story approach to heroes and derring-do, couldn't be further from the reality in the classroom. The topic goes well beyond discussions of bravery and adventure,...Read more
Louis Braille will feature in many schools' KS1 curriculum whether formally through the history curriculum or as part of one of the supported charities. He may be mentioned in assemblies or he might be part of a broader cross-curricular topic on senses. Either way it...Read more
This study of a significant individual has been designed to form part of a broader topic on a similar theme which is one of the key new requirements of the current National Curriculum for history. It can also be covered as discrete topic in its...Read more
In this lesson children compare the appalling conditions in the hospitals on Florence’s arrival at Scutari. With the help of animated rats!! They list the most significant problems and then compare with a hospital which had been transformed by Florence. They annotate a famous painting...Read more