Keystage history

Ancient Egypt – KQ4 – Additional Smart Task

(NB This is not included on the planner) How can we learn so much about Ancient Egypt from just these…

upils use this website to actually assist Anubis in carrying out a mummification

Ancient Egypt – KQ5 Part 1 – Embalming the dead in Ancient Egypt : Great history and great literacy too

Helping the Hopeless Embalmer This really fun lesson, in the style of ‘mantle of expert’, asks the children to help…

Remembrance Day – When did we start wearing poppies and have we always done so?

More than a century ago, in 1921, paper poppies were first sold to raise money for returned soldiers of the…

Scene from the Book of the Dead. Pupils take on the role of characters in the image and act out the journey of Ani to Osiris and the afterlife

Ancient Egypt – KQ5 Part 2 – After-life lesson KS2

Understanding the Book of the Dead: from page to stage Using simple drama techniques to make a very old document…

Ancient Egypt – KQ5 – After-life lesson additional information – Dealing with sensitive issues

This supports the teaching of KQ5. As you know, pupils get very excited by whole topic of mummification. Whilst we…

Ancient Egypt – KQ6 – What did Ancient Egypt have in common with other civilizations at the time?

The main activity here is called gallery. Pupils are shown images (printed from the KQ6 PowerPoint) which are displayed around…

Ten things your KS2 pupils should know about language and communication in the ancient world.

This article should inform your teaching of the Ancient Civilizations topic Imagine a world without writing-without any writing at all:…

Roman Britain – KQ1 part 3 – The Roman invasion: have the books got it right?

This lesson follows on from the decision-making role play ‘Why did Claudius invade?’ Pupils are now asked to create a…

Roman Britain – Supporting KQ1 – Julius Caesar and the invasions of Britain. Why did he come?

Julius Caesar and the invasions of Britain. Why did he come? Exploring human motivation. When Julius Caesar invaded in successive…

Roman Britain – KQ2 part 1 – Should the Celts take on the Romans? A reconstruction relay.

The Roman Army This highly active, boy friendly activity has proved extremely popular in schools and has led to some…

Beyond Face Value – KQ5 – Were the evacuees as happy as they were shown?

Two great tasks which together make up Key Question 5 of the Britain at War medium term plan, Why is…

Victorian Britain – KQ1 – What were the main changes that took place during this time?

Motivating introductory lessons which , from the outset, challenges pupils to compare two images of the same place from the…

Victorian Britain – KQ2 – Children working in Victorian factories: was it as bad as they tell us?

This lesson is designed for Y5/6 pupils who already have a little knowledge of industrial change but have not yet…

Victorian Britain – KQ3 – If life was so hard for families in the towns why did so many leave the countryside and move to the towns in Victorian times? – a history mystery

Starting a lesson with an apparent contradiction is a good way of engaging pupils interest. This ‘history mystery’ makes excellent…

Is this what Dickens' London looked like?

Victorian Britain – KQ3a – What the Dickens was life like in the Victorian cities?

This lesson makes extremely good use of a technique called creative tension. Pupils listen, with their eyes closed, to a…

How did people feel about the coming of the railway?

Victorian Britain – KQ4 – Victorian railways: winners and losers. A thinking skills activity leading to a role play

This active thinking skills lesson asks pupils to consider the likely effect of the coming of the railways on different…

Victorian Britian – KQ5a – Going to school in Victorian times: can pupils write a paragraph for a KS1 textbook using photographs alone? SMART TASK Y3-5

This activity puts pupils in the role as researchers for a new book on Victorian schools. They have been commissioned…

Victorian Britain – KQ5b – Victorian poor and the workhouse; what does Martha’s story tell us?

NB This is an additional lesson that does not appear on the planner. This topic couldn’t be more relevant to…

Victorian Britain – KQ5c – Climbing boys enquiry – SMART TASK

This enquiry falls into five parts: A selection of four related enquiry tasks which encourage pupils to explore and then…

Victorian Britain – KQ6 – The Victorian Era: Dark Age or Golden Age?

This is the concluding lesson on the Victorians. It starts with a plate and a poster commemorating the achievements of…

What can you do at KS3 to make your history curriculum more representative?

In a recent article for the Historical Association ( HA news- Autumn 2020) Jake Subryan Richards offers his advice: ”…

12 things you need to know about the Mayan civilization before you teach it at KS2

1. The Mayan settlements were among the largest anywhere in the world in year 1000 In the year 1000 settlements…

Full sample recent primary history report January 2020

Pupils in your school thoroughly enjoy learning history. They like the enquiry-based approach you take to learning in the history…

Beyond Face Value – KQ6 – The Blitz. What was photographer Fred’s clever way of beating the censors?

In this fascinating lesson pupils learn how photographers avoided the censors they saw in KQ5 and how the government used…

Plotting your pupils journey in history learning across the school

Just came across this visual depiction of the history curriculum at Springfield School in Hackney and thought I’d bring it…

Terror of the Tramp: Why did vagrancy become such an important issue in Elizabethan England?

GCSE lesson in which students work through a range of differentiated clues to work out 8 reasons which help answer…

How close to World War Three has the world come since 1945. A Year 9 enquiry.

Just as the United Nations is marking its 75th anniversary, so the world peace it was set up to maintain…

OFSTED’s view of deep dives in history

Recently Matthew Purves , the Deputy Director for Schools, set out OFSTED’s latest thinking on deep dives in primary schools….

Report on leadership of primary history 2020

One of the key features underpinning the high quality of history learning was that history has a high status throughout the school, recognised…

Analysis of OFSTED reports November 2019- February 2020, with my commentary

Analysis of OFSTED reports November 2019-February 2020, with my commentary By trawling through the most recent pre-Covid reports from November…

Meeting OFSTED’s criteria for a good history curriculum at KS1 and 2 during extended transition period

Now that schools have an extra year’s grace from OFSTED to refine their curriculum that is being worked on, it…

Deep dive issues: progression and assessment in primary history

One of the features of deep dive subject inspections is that the two hardest areas of a primary history leader’s…

OFSTED’s early EIF (2019) primary history deep dives

What do the first 3 months’ of reports tell us? Although there is even less detail in the new shorter…

What do deep dive OFSTED inspections look like for history?

What does a new deep dive 2019 inspection look like for history? Basically, there are 6 areas that the history…

Intent, Implementation, Impact to be more representative of the BAME in secondary history

Intent What do you want your students in your school to know by the end of KS3? Why is this…

What does INTENT actually mean for primary history in the new OFSTED Framework for 2019? Building blocks and the Big Picture

What does INTENT actually mean for primary history in the new OFSTED Framework for 2019? Building blocks and the Big…

Keystage history

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