Keystage history

Teaching Mary Anning as a significant person at KS1

Many of you will know that I have been trying to wean schools off teaching JUST Florence Nightingale, and have…

New explanation as to why Mayan civilization collapsed- my KS2 kids can do better

Below is a recent short explanation as to why the Mayan civilization collapsed. I think that KS2 pupils can do…

7 best ways to make sure that your history curriculum is OFSTED 2019-ready

There has been a lot of coverage recently of OFSTED’s intention to focus more on the quality, range and impact…

Commemorating centenary of ending of World War One: Using fiction to teach about remembrance at KS1 and 2

Fiction provides opportunities for children to explore what life might have been like for people living during the war and,…

Why Learn History (When It’s Already on Your Phone)

Why Learn History (When It’s Already on Your Phone). Sam Wineburg’s just-published book in which he makes it clear that the…

Lynching in the US in the 20th century 1919-54

Crammed into this very active lesson are: slow reveal of an arresting image; interesting information about the role of the…

How good is your teaching and learning policy?

So primary schools and secondary history departments are happy to vaunt their teaching and learning policies. I applaud the fact that…

Why did they build so many churches in medieval times?

This simple task starts with pupils exploring and then prioritising a range of accessible ideas in order to arrive at…

Great short video on how Elizabeth I manipulated her image

Great video lasting just 6 mins during which an expert curator decodes the messages behind medals and miniatures. Really interesting….

GCSE History: Guide to planning and teaching Edexcel 9-1 GCSE

Lots of thinking has taken place to decide the best way to structure the new Edexcel 9-1 GCSE history course. The…

Gender issues when selecting your significant person to teach in history at KS1

There has always been a tendency towards gender stereotyping when selecting which ‘famous’ men and women to teach at KS1….

Hitler Youth AS/A2 task

This smart task uses one of the most frequently misunderstood Hitler Youth posters. By taking students through a step-by-step deconstruction…

What were the real reasons why William organised the Domesday survey?

In this active lesson pupils start by speculating possible motives (given a couple of clues) and then work in groups…

Great new read for your incoming Y7 pupils studying Battle of Hastings

You know how keen your Y7 pupils are when they arrive, so why not strike while the iron’s hot and…

AS SMART TASK Vietnam; why was Rolling Thunder ultimately unsuccessful?

When by the end of 1965 US pilots had flown over 24,000 sortie missions and wiped out 355 of North…

Why was Anne Boleyn executed? Which of these seems most plausible?

In this short task students work out for themselves the key inter-related reasons why Anne Boleyn was executed. Using the…

Using living graphs in history at KS4 and 5: don’t let the activity replace the thinking and long-term recall

I have long been a fan of using living graphs, especially to help students appreciate extent and speed of change…

10 commandments for successful source work at A-level

Although it grieves me to say it, these strategies may not have much to do with better teaching or understanding…

Outstanding medium-term planner for Vikings

This KS2 Vikings planner, judged outstanding by an OFSTED history inspector now links to all the fully-resourced outstanding lessons and…

Teaching Anglo-Saxons: Alfred and the Danes at KS2

Many of you have kindly written to say how much your pupils have enjoyed the lesson where they have to…

New resource for teaching evacuation at KS2 using sources critically

If you are teaching about evacuation World War Two, possibly as part of our innovative Thematic unit ‘Beyond Face vale’…

Causes of World War One: problems of evidence. Why is it so difficult to work out who caused the First World War? Smart Task

This is a very short 5 minute warm-up activity to help students get a feel for the partisan sources that…

On the move: teaching the theme of migration at KS3 Smart Task

CONTEXT When looking at movement and settlement as a theme you will clearly want to look at: • the reasons…

International relations overview 1914-2004 using a piece of COAL Smart Task

Starter Start the lesson dramatically by thumping a lump of coal on the desk. Explain that this lump of coal…

The execution of Charles I – advising a film director: a study in source analysis and evaluation

This lesson uses a set of 4 contemporary images and a secondary narrative account to examine how the author seems…

Useful resource on Peterloo massacre KS3

Really useful short video on Peterloo , ‘Manchester’s Tiananmen square’. Presented as a graphic novel, the visuals are really clear…

Teaching Anglo Saxons & Vikings Outstanding lessons for KS2 history

The National Curriculum has afforded separate status for individual units of work on the Anglo-Saxons and Vikings. Whilst this may…

Vikings – KQ1 – What image do we have of the Vikings?

This two part session gives the topic on the Vikings a really active start. Following an introduction to the Vikings…

Vikings – KQ2 – Why have the Vikings gained such a bad reputation?

Having explored the nature of the stereotypical Viking image in the first session, it is now time to examine the…

Vikings – KQ3 – How did the Vikings try to take over the country and how close did they get?

This task encapsulates the struggle between the Anglo-Saxons and the Vikings in an engaging way that really makes pupils think…

Vikings – KQ3 Additional Resource – How did the Vikings try to take over the country and how close did they get?

This article supports KQ3 The first raids early 790s 1. In 789 three ships from Norway landed in Dorset. The…

Just how great was Alfred? Can we beat the BBC website? Anglo-Saxons Key Question 5

In this outstanding lesson, pupils are asked to critique and then improve the BBC children’s website entry for Alfred. But…

Vikings – KQ4 – How have recent excavations changed our view of the Vikings?

Evidence of Viking occupation Using the Mantle of the Expert approach, pupils help a confused museum curator to write high…

Vikings – KQ4 Supporting information – The invisible Vikings?

Key Question 4 address the key issue of evidence to support, or contradict, the idea that the Vikings were simply…

Too many Cooks? Too pale, stale and male to be worth studying?

Australians are currently deep in debate about the enormous cost involved in yet another celebration of Cook’s voyages to Australia….

£2.2. million to be spent on time-saving curriculum materials in hist, geog and science

Sounds great doesn’t it. Even better when you realise that the money is to fund school-based initiatives rather than top-down…

Using History Hits as a starter at KS3 and GCSE

Nearly all of us have asked pupils to jot down 10 things about a topic as a useful starter to…

Early Islamic civilization – KQ1 – Why should we study the early Islamic civilizations in school today? SMART TASK

One of the misfortunes of a long history of stereotyping and conflict between Islam and the West is that it…

Early Islamic civilization – KQ2 – How was the Islamic civilization able to spread so far, so quickly?

In this demanding but important overview session pupils have to work out from clues the key reasons for Islam’s growth…

Early Islamic civilization – KQ3 – What can we learn about early Islamic civilization from the way they set up the capital at Baghdad?

Pupils are first asked to design a picture showing what Baghdad would have looked like 1,000 years ago. It is…

Early Islamic civilization – KQ4 – What was so special about Baghdad in its Golden Age?

In it’s Golden Age, ten times more people lived in Baghdad than in London. So what was so special about…

Early Islamic civilization – KQ5 – Just how amazing was daily life for rich people in Islamic cities such as Baghdad and Cordoba?

Pupils in role as rich Saxon visitors to 10C Islamic cities, have to capture the essence of these amazingly sophisticated…

The best way to plan your history topic at KS1 and 2 for September

It may seem odd that I’m still peddling advice on how to plan a primary history topic when schools have…

Mayan civilisation – KQ1 – Why do we study the Maya in history at KS2?

Following a brief introduction to locate the Mayan civilization in time and place, stress that we knew very little about…

Mayan civilisation – KQ2 – Reasons why the Maya empire grew – When so much of the land they lived in was mountain and jungle, how did the Maya manage to become so important?

This is a contentious area and historians cannot be sure so it is a quick overview type lesson. Learning objectives…

Mayan civilisation – KQ6 – Why did the Mayan empire decline? How can we solve the riddle of why the Mayan empire ended so quickly?

When there are apparently 88 competing theories about the end of the Mayan civilization where do pupils start? Well, having…

Keystage history

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