Lively introductory session which creatively gets pupils to find things out for themselves and check their understanding using bells and…Read More
Using the expert/envoy technique to research and disseminate information from dossiers on a range of different aspects of Shang society,…Read More
Here the focus is on developing enquiry-led learning which is as much about asking valid historical questions as it is…Read More
Shang dynasty – KQ4 – Why has our understanding of the Shang dynasty changed so much in the last 100 years?
Opening up the tricky concept of interpretations of the past, this session enables pupils to grasp that history is always…Read More
Having used a fast-aced Information Run activity to acquire the key points about Shang religion pupils are set the task…Read More
Shang dynasty – KQ6 – If the Shang dynasty was so well organised why did come to an end after just 600 years and what makes it so special for people today?
Pupils compare 5 different simple textbook explanations, which they colour code, before building their own explanation, based on what seems…Read More
Keeping up to-date with teaching of the Maya – Archaeologists uncover scoreboard for ancient Maya ball game
In the Archaeological Zone of Chichén Itzá, archaeologists from the National Institute of Anthropology and History (INAH) have discovered a…Read More
Golden threads or Gordian knot? How to weave first order historical concepts into the fabric of your history curriculum
Talking about ‘first-order’ historical concepts, by which I mean ideas such as empire and invasion, civilization, power and authority has…Read More
Every few years, the Primary wing of the Historical Association carry out a survey of primary schools to see what…Read More
Word lists are all very well but do we carefully plan when words are acquired and then applied in a…Read More
As OFSTED reports have pointed out for many years, assessment in history is not strong in most schools and the…Read More
A definitive paper explaining exactly what I think you should be doing in the realms of progression to help ensure…Read More
One of the most important tasks that a history subject leader carries out is that of helping colleagues to build…Read More
Progression in history at KS2: part of your preparation for an OFSTED history deep dive Planning for progression in history…Read More
Karl is in Y5 and has been taught in a school where standards are high but progress is slightly below…Read More
Taking on subject leadership can be a daunting prospect, especially if it is your first. When there is so much…Read More
An important part of planning your KS2 curriculum is being able to share the rationale with pupils and parents. So…Read More
Bound as we all are,and not just as teachers, by the Equality Act, (not to mention our public sector duty),…Read More
Pupils watch a brief introductory video for just 70 seconds, the point at which the film stops short of identifying…Read More
Black and British – KQ2 – What part did Black people play in British life when they started to settle 500 years ago?
Focusing on four key documents, pupils have to work out what we can say about the role of Black people…Read More
Black and British – KQ3 – What difference did the slave trade make to the experience of the Black people?
Having understood the nature of the transatlantic slave trade, and Britain’s role within it, pupils work in expert groups to…Read More
Black and British – KQ4 – When so many Black people rushed to fight in the two world wars, why then is it only recently that their sacrifice has been properly recognised?
When so many Black people rushed to fight in the two world wars, why then is it only recently that…Read More
Black and British – KQ5 – How did the arrival of the Empire Windrush change the way Black People were treated in Britain?
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Black and British – KQ6 – How far has life improved for Black people living in Britain in the last 60 years?
This active session asks pupils to create a physical fortunes graph to show the effects that changes in the law…Read More
Recently two university education departments carried out a broad-sweep survey of primary pupils’ experience of history at KS1 and 2…Read More
1. Understanding how it is possible to know about the past Pupils show an understanding of how it is possible…Read More
Time is probably the concept most fundamental to understanding history. This presents problems, of course, particularly with the youngest children….Read More