Sitemap - Keystage History

Pages

Posts by category

Category: Bulletin
- Category: 2023
  - Bulletin – September 2023
- Category: 2024
  - Keystage history bulletin – September 2024
Category: Comment
- Teaching interpretations – top 10 key messages
Category: Coronation
- The coronation of King Charles III
Category: Free History Teaching Samples
- WW2 – KQ2c – Extending the BBC website on Eric the evacuee
- Going to the seaside – KQ2 – What did people do at the seaside 100 years ago?
- Life in Tudor Times – KQ3 part 2 – Linking history with numeracy; a Tudor enquiry
- Ancient Egypt – KQ3 part 1 – The opening of Tutankhamun’s tomb
- Smart task Florence Nightingale and Mary Seacole: Who said it? / Who am I?
- SMART TASK: A history puzzle – Opening up of the Western frontier by the railroads. A history mystery
- SMART TASK: Medieval medicine. What can we work out from the picture?
- SMART TASK Key Stage 4: GCSE SHP Medicine: 18th century surgery
- Smart Task: How popular was the Vietnam war? What can we learn from just two photographs?
- Hoover’s rubbish: Roosevelt moves in
- Thoroughly Modern Millie: How do we know this song is about Flappers? A quick musical starter
- GCSE SHP Crime and Punishment: The Metropolitan police force in 1830: SMART TASK
- Court of King Cholera: Where am I in the picture?
- Puzzle corner: The strange case of the steel helmet
- The Gunpowder Plot: Prove it using a gallery of images
- Help Tom to fight the Great Fire. Smart Task
- Italian foreign policy-outstanding lesson
- How will your school commemorate the end of World War One in 2018?
- Attitudes of the US government to the native Americans: milking an image for meaning
- SMART TASK Key Stage 4: Working out what the election posters tell us about Who Voted Nazi
- SMART TASK: A Suffragette procession: comparing the evidence
- SMART TASK Key Stage 4 Deciphering a Cold War cartoon, using the slow reveal technique.
- Vesalius’ claim to fame. Using the B.A.D formula to prepare for a BBC interview
- Prehistoric Medicine: Getting your GCSE course off to a great start
- Why was this World War One painting censored?
- How have cartoonists portrayed the Liberals Old Age Pensions reforms?
- What can we learn about the Empire from a Christmas pudding?
- If life was so hard in Victorian cities, why did Wilf move his family there?
- Florence Nightingale Lesson and sample planner
- GCSE Modern World history: Using history of football to interest boys in Inter-war relations 1919-39
- Marking the anniversary of the Wall Street Crash
- What can we learn about medieval churches from the outside and inside?
- Primary History: Teaching Victorian Britain Key Stage 2
- Using a Victorian census to discover what life was like 100 years ago
- Smart Task: Key Stage 1
- Victorian Cities
- Puzzle Corner 2: Analysing Victorian photographs: the puzzle of the Tredegar patch girls.
- History and literacy – Making sense of a letter from Henry VIII to Anne Boleyn
- Assessment of interpretations of Boudicca
- Category: Key stage 1 Free Samples
  - Long term planning for history at Key Stage 1
  - Category: Advice / planning
  - Category: Outstanding Lessons at KS1 - Free samples
  - Category: Smart Tasks
- Category: Key stage 2 Free Samples
  - Teaching Life in Tudor Times for KS2
  - Anglo-Saxons – KQ2 – The mystery of the empty Saxon grave.
  - The mystery of the empty Saxon grave
  - Eric the evacuee
  - Category: Advice / planning
    - KS2 Example Planner – Vikings Medium Term Planner
    - Imaginative learning activities at Key Stage 2
  - Category: Key stage 2 Smart tasks
  - Category: Outstanding lessons - Free samples
- Category: Key stage 3 Free Samples
  - Category: Advice / planning
    - Fit for purpose teaching Strategies at Key Stage 3
  - Category: Free Sample Smart Tasks For KS3
  - Category: Outstanding KS3 History Lessons - free samples
- Category: Key stage 4 Free Samples
  - Category: Advice / planning
  - Category: Keystage 4 outstanding Lessons - free samples
- Category: Key stage 5 Free Samples
Category: Important dates in history
- 2024 – Important anniversaries
- Important dates in history
Category: In the news
- Keeping up to-date with teaching of the Maya – Archaeologists uncover scoreboard for ancient Maya ball game
- OFSTED Webinar on primary and secondary History 2023
- MATs v Council-maintained? What does the evidence tell us about relative performance? May 2022
- KS4 – Migration; Expulsion of the Jews 800 years ago : now a topical issue – May 2022
- Here’s one i made earlier – The DFE’s plans for a new model primary history curriculum – May 2022
- Inclusive history curriculum – March 2022
- Knowledge rich: necessary but surely not sufficient? Or 5 good reasons not to listen to Nick Gibb, the schools minister
- New evidence of Anglo-Saxon mutilations as punishment
- New evidence at Chedworth Roman villa casts new light on Dark Ages
- How close to World War Three has the world come since 1945. A Year 9 enquiry.
- Latest research on Stonehenge- a must for KS2 teachers
Category: Key stage 2 history
- 10 step guide to strengthening your history teaching
- Ancient Egypt – end of unit quiz
- Getting your priorities right at the start of the year – KS2
- Early Islamic civilisation knowledge organiser – KS2
- Keeping your teaching of Stonehenge up-to-date
- 9 highly effective retrieval activities that really help history to stick ..and show real historical understanding too!
- 8 retrieval tasks that really work in history
- Ideas for assemblies on the Olympics: Dorando’s story
- Ancient Egypt – SMART task – Puzzle corner: Mystery of the pyramids in the desert
- Closing the circle: making sure you have an exciting, ‘fit for purpose’ learning product in your KS1 and 2 history topics
- Britain during the Second World War knowledge organiser – KS2
- Shang dynasty knowledge organiser – KS2
- Shang dynasty – KQ1 – Why do YOU think the Shang dynasty MIGHT be important?
- Shang dynasty – KQ2 – How different was the Shang society to other civilizations at the time?
- Shang dynasty – KQ3 – What can we tell about the Shang dynasty from the objects that have survived?
- Shang dynasty – KQ4 – Why has our understanding of the Shang dynasty changed so much in the last 100 years?
- Shang dynasty – KQ5 – What was distinctive about the Shang people’s beliefs?
- 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?
- Ancient Egypt and other ancient civilisations knowledge organiser – KS2
- Crime and punishment knowledge organiser – KS2
- Victorian Britain knowledge organiser – KS2
- Mayan civilisation knowledge organiser – KS2
- Benin knowledge organiser – KS2
- Vikings knowledge organiser – KS2
- Anglo-Saxons knowledge organiser – KS2
- Keeping up-to-date with developments in primary history – February 2023
- Ancient Greece knowledge organiser – KS2
- Roman Britain knowledge organiser – KS2
- Stone Age to Iron Age knowledge organiser – KS2
- 10 places to go to find out about your local area
- Taking on history leadership: doing the right things – 10 key steps
- ′100′ great ideas for teaching history at KS2
- 6 signs to look for to show your pupils are becoming historically literate
- It’s time to think about the teaching of time at KS1 and 2
- 5 key tasks for the history subject leader
- 10 top dos and don’ts of using knowledge organisers in primary history
- Top 10 things your KS2 pupils need to know – Early Islamic civilization
- Top 10 things your pupils need to know – Roman Britain
- What should my Y6 pupils be able to do in history? The Big 5
- Ancient Egypt : a new Pompeii?
- 10 Things to do to make your history teaching better at KS2
- Outstanding medium term planner for Ancient Civilizations: Egypt Y3
- Outstanding Scheme of Work for Stone Age to Iron Age
- Planner for Britain at War: The Home Front 1939-45
- Stone Age to Iron Age – KQ1 – Is it true to say that Stone Age man was just a simple hunter gatherer only interested in food and shelter?
- Ideas for teaching the post-1066 thematic unit at Key Stage 2
- WW2 – KQ1 – Why did Britain have to go to war in 1939?
- Planning for teaching 1000 years of Crime and Punishment (KS2 Thematic Unit)
- Planning for teaching Life in Tudor times at KS2
- Outstanding Scheme of Work for teaching the Anglo Saxons
- Anglo-Saxons – KQ1a – Why did the Saxons invade? Push or pull?
- Stone Age to Iron Age – KQ2 – How much did life change when man learned how to farm?
- Stone Age to Iron Age – KQ2 additional information – Comparing life of hunter gathers with farmers
- Crime and punishment – KQ1 – How do we know what punishment was like 800 years ago.
- WW2 – KQ2a – Why was it necessary for children to be evacuated? Introductory task
- WW2 – KQ2b – Evacuation enquiry – links with numeracy
- Crime and punishment – KQ2 – What does the legend of Robin Hood tell us about medieval justice?
- Life in Tudor Times – KQ1 – Henry VIII a question of interpretations. Could you spot Henry VIII in a police line-up?
- Anglo-Saxons – KQ1b – Where did the early Anglo-Saxons live and how do we know? Bells and whistles
- WW2 – KQ3 – How was Britain able to stand firm against the German threat?
- Stone Age to Iron Age – KQ3 – What can we learn about life in the Stone Age from a study of Skara Brae?
- WW2 – KQ3 additional information – Rationing
- Stone Age to Iron Age – KQ3 Supporting information – What can we learn about life in the Stone Age from a study of Skara Brae
- Life in Tudor Times – KQ1 part 2 – Great starter on interpretations of Henry VIII
- Crime and punishment – KQ3 – More of the same. How did crimes and punishments change between 1500 and 1750?
- Stone Age to Iron Age – KQ4 – Why did they build Stonehenge?
- Stone Age to Iron Age – KQ4b – How should we remember the Bronze Age?
- Crime and punishment – KQ4 – Why did punishments become so bloody in the 18th century?
- Life in Tudor Times – KQ2 – Why did Henry Break with Rome? Love or religion?
- WW2 – KQ4 – Curator’s dilemma. Which 8 objects should we show to explain how Britain coped with the effect of war on the Home Front?
- Stone Age to Iron Age – KQ5 – What was life like in the Iron Age and how do we know?
- Anglo-Saxons – KQ3 – Coming of Christianity – How did people’s lives change when Christianity came to Britain and how can we be sure?
- Crime and punishment – KQ5 – Why did so much change happen in crime and punishment the 19th century?
- Life in Tudor Times – KQ2 part 2 – the highs and lows of Catherine of Aragon
- WW2 – KQ4 – Britain during World War Two – Call My Bluff
- Stone Age to Iron Age – KQ5b – Dragons Den : Which technological development should our Iron Age settlement get next?
- Life in Tudor Times – KQ2 part 3 – History and literacy – Making sense of a letter from Henry VIII to Anne Boleyn
- Stone Age to Iron Age – KQ6 – Iron Age Hill Fort at Maiden Castle
- WW2 – KQ4 – Christmas for children on the Home Front during World War Two
- Life in Tudor Times – KQ3 – Through the Keyhole
- Anglo Saxons – KQ4 – Anglo-Saxons struggle against the Vikings – How did the Vikings try to take over the country and how close did they get?
- Anglo Saxons – KQ4b – Alfred and Guthrum: 878 the year things changed
- Crime and Punishment – KQ6 – Enquiry – Has the way we catch and punish criminals improved in the last 100 years?
- Keeping up to date with your teaching of Alfred the Great
- Anglo-Saxons – KQ6 – How effective was Anglo-Saxon justice?
- Life in Tudor Times – KQ4 – Elizabeth I portraits – things aren’t what they seem
- WW2 – KQ5 – Britain at war. The Home Front – Why is it so difficult to be sure what life was really like on the Home Front?
- Anglo-Saxons – KQ7 – Were Saxon times really ‘Dark’ Ages?
- Life in Tudor Times – KQ4 part 2 – Get ready – the queen is coming!
- How well do you and your pupils understand the Anglo-Saxons? Diagnostic Smart Task
- WW2 – KQ6 – What was VE day really like? Advising the film producer
- Life in Tudor Times – KQ5 – How was the Spanish Armada defeated by the smaller English fleet? Using a technique called Waiting room
- Life in Tudor Times – KQ6 – How did people enjoy themselves in Elizabethan England?
- WW2 – KQ6 Background information – What was VE Day really like?
- Roman Britain – KQ1 part 1 – From Caesar’s invasions to Claudius’ conquest
- Ancient Egypt – KQ1 – Launching the Enquiry. So you think you know about Ancient Egypt?
- Ancient Egypt – KQ2 – How can we discover what Ancient Egypt was like over 5,000 years ago?
- Roman Britain – KQ1 part 2 – Why did the Romans invade Britain?
- Ancient Egypt – KQ3 Part 2 – So who did build the pyramids? Did the Prince of Egypt film get it right?
- Ancient Egypt – KQ4 Part 1 – What can an old clay model and a pair of old sandals tell us about life in Ancient Egypt 5,000 years ago?
- Ancient Egypt – KQ4 Part 2 – Using evidence of Life in Ancient Egypt KS2 – Pupils love playing history detectives
- Ancient Egypt – KQ4 – Additional Smart Task
- Ancient Egypt – KQ5 Part 1 – Embalming the dead in Ancient Egypt : Great history and great literacy too
- Ancient Egypt – KQ5 Part 2 – After-life lesson KS2
- Ancient Egypt – KQ5 – After-life lesson additional information – Dealing with sensitive issues
- Ancient Egypt – KQ6 – What did Ancient Egypt have in common with other civilizations at the time?
- Ten things your KS2 pupils should know about language and communication in the ancient world.
- Roman Britain – KQ1 part 3 – The Roman invasion: have the books got it right?
- Roman Britain – Supporting KQ1 – Julius Caesar and the invasions of Britain. Why did he come?
- Roman Britain – KQ2 part 1 – Should the Celts take on the Romans? A reconstruction relay.
- Victorian Britain – KQ1 – What were the main changes that took place during this time?
- Victorian Britain – KQ2 – Children working in Victorian factories: was it as bad as they tell us?
- 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
- Victorian Britain – KQ3a – What the Dickens was life like in the Victorian cities?
- Victorian Britain – KQ4 – Victorian railways: winners and losers. A thinking skills activity leading to a role play
- 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
- Victorian Britain – KQ5b – Victorian poor and the workhouse; what does Martha’s story tell us?
- Victorian Britain – KQ5c – Climbing boys enquiry – SMART TASK
- Victorian Britain – KQ6 – The Victorian Era: Dark Age or Golden Age?
- 12 things you need to know about the Mayan civilization before you teach it at KS2
- Medium Term Planner for Thematic unit Beyond Face Value Year 6
- Benin – KQ1 – Why do YOU think we should study Benin in KS2 history? SMART TASK
- Benin – KQ2 – What sort of place was Benin 500 to 1,000 years ago? SMART TASK
- Benin – KQ3 – What can we tell about Benin society at this time from the images and artefacts that have survived?
- Benin – KQ4 – What changes took place when the European settlers started trading? Case study of one of the Benin bronzes
- Benin – KQ5 – Why did the Victorians get involved in Benin and what were the effects on the Benin people? SMART TASK
- Benin – KQ6 – Should the Benin Bronzes be returned? SMART TASK
- A six step approach to history lessons
- 10 questions which we should ask when planning historical enquiries at KS2
- Progression in historical interpretations at Key Stage 2 – How the past is represented and interpreted in different ways, and to give reasons for this
- Using timelines in history at Key Stage 2
- Planner for teaching early Islamic civilization at KS2
- Roman Britain – KQ2 part 2 – Boudicca’s rebellion: from sequencing to living graph
- Roman Britain – KQ2 part 2 additional information – Boudica’s rebellion: from sequencing to living graph
- Roman Britain – KQ2 part 2 additional information – Making sure you are teaching Boudica in the right way.
- Roman Britain – KQ2 part 3 – What image do we have of Boudica today?
- Roman Britain – KQ3 – How were the Romans able to keep control over such a vast empire?
- Roman Britain – KQ4 part 1 – Picture this. Creating a group drawing of a Roman town with all key buildings included in the right place
- Roman Britain – KQ4 part 2 – Is this another Roman villa?
- Roman Britain – KQ5 – How can we solve the mystery of why this great 400 year empire suddenly came to an end? Can you make the links?
- Roman Britain – KQ6 – What have the Romans ever done for us? Under the cloth
- Top 10 tasks for effective history subject leaders
- Outstanding medium-term planner for Vikings
- Vikings – KQ1 – What image do we have of the Vikings?
- Vikings – KQ2 – Why have the Vikings gained such a bad reputation?
- Vikings – KQ3 – How did the Vikings try to take over the country and how close did they get?
- Vikings – KQ4 – How have recent excavations changed our view of the Vikings?
- Vikings – KQ4 Supporting information – The invisible Vikings?
- Early Islamic civilization – KQ1 – Why should we study the early Islamic civilizations in school today? SMART TASK
- Early Islamic civilization – KQ2 – How was the Islamic civilization able to spread so far, so quickly?
- Early Islamic civilization – KQ3 – What can we learn about early Islamic civilization from the way they set up the capital at Baghdad?
- Early Islamic civilization – KQ4 – What was so special about Baghdad in its Golden Age?
- Early Islamic civilization – KQ5 – Just how amazing was daily life for rich people in Islamic cities such as Baghdad and Cordoba?
- Mayan civilisation – KQ1 – Why do we study the Maya in history at KS2?
- 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?
- Mayan civilisation – KQ3 – What was everyday life in Mayan civilization? How different was it for rich and poor?
- Mayan civilisation – KQ4 – How can we possibly know what was life like for the Mayan people 1,000 years ago? SMART TASK
- Mayan civilisation – KQ5 – Mayan civilization and human sacrifice
- Mayan civilisation – KQ5 additional information – Ideas to support your teaching of the Maya religious practices
- Mayan civilisation – KQ6 – Why did the Mayan empire decline? How can we solve the riddle of why the Mayan empire ended so quickly?
- Y6 pupils play film detectives to learn about government propaganda SMART TASK
- Mayan civilisation – KQ6 – Additional information – Why did 90% of Maya ‘disappear’ around 900AD?
- Brief 10 question diagnostic assessment task for KS2 Ancient Egypt
- Planning for teaching Ancient Greece KS2
- Ancient Greece – KQ1 Part 1 – How can we possibly know so much about the Ancient Greeks who lived over 2,500 years ago?
- Ancient Greece – KQ1 Part 2 – Theseus and the Minotaur: Is there any evidence for the legend?
- Ancient Greece – KQ1 Part 2 – Background information
- Ancient Greece – KQ2 Part 1 – What can we work out about everyday life in Ancient Athens?
- Ancient Greece – KQ2 Part 2 – Ancient Greek vases: the answer lies on the pot
- Ancient Greece – KQ2 Part 3 – What was life like for women in Ancient Greece?
- Ancient Greece – KQ3 Part 1 – Why was Athens able to be so strong in the 5th and 6th century BC?
- Ancient Greece – KQ3 Part 2 – The Battle of Marathon. A history mystery
- Ancient Greece – KQ3 Part 3 – comparing six contrasting interpretations of the original Marathon run
- Ancient Greece – KQ3 Part 3 – Additional Information – 10 Things Your Pupils Need To Know About Pheidippides ’Marathon’ Run
- Ancient Greece – KQ3 Part 4 – Consequences of the battle of Marathon: Bells and whistles – Smart task
- Ancient Greece – KQ4 Part 1 – role play on building the Parthenon
- What have the Anglo-Saxons ever done for us? Some KS2 answers
- Ancient Greece – KQ4 Part 2 – Making Greek democracy come to life – a ‘smashing’ lesson
- Ancient Greece – KQ4 Part 3 – Would you have preferred to live in Athens or Sparta? Comparing life in Athens and Sparta: a short smart task
- Ancient Greece – KQ4 Part 2 Additional information – Ancient Greek democracy. Or what links Red painted rope, an idiot ,and piloting the ship.
- Ancient Greece – KQ5 Part 1 – What can we tell about the Ancient Greeks from a study of their Olympics?
- Ancient Greece – KQ5 Part 2 – What can we tell about the Ancient Greeks from their interest in the theatre?
- Ancient Greece – KQ6 Part 1 – Under the Cloth: sorting the muddled collection. Is it all Greek to you?
- Keeping up-to-date with your teaching of Victorian Britain at KS2
- Guidance Non Western Civilisations: Teaching Islam/Maya/Benin
- Ancient Greece – KQ6 Part 2 – Short KS2 task on the Ancient Greek legacy: language
- Teaching Primary History: Life in Britain 1930-1945 at Key Stage 2
- Ancient Greece – KQ6 Part 3 – How Great is your Greek?
- Ancient Greece – KQ6 Part 4 – What did the Greeks do for us? Evaluating the video
- Using a Victorian census to discover what life was like 100 years ago SMART TASK
- ICT and Film in history at Key Stage 2
- Strategies for using artefacts in teaching history at KS2
- Teaching Interpretations at Key Stage 2
- Teaching enquiry in history at Key Stage 2
- Fit for purpose history teaching strategies at Key Stage 1 and 2
- What makes an outstanding history lesson at KS2?
- The teaching process in history at KS2
- Views of learners in history at Key Stage 2
- The learning process in history at KS2
- Using Fiction: teaching Stone Age to Bronze Age in history at KS2
- Teaching Local History at Key Stage 2
- 50 imaginative learning activities to use in history at Key Stage 2
- Why did the Romans spend so much time building roads? KS2 short task
- Top ten ingredients of a good KS2 post-1066 thematic unit.
- Roles of learners in history at Key Stage 2
- 20 creative products for history Key Stage 2
- Ancient Greece: Short task on using Greek pots
- Why on earth did the Mary Rose, pride of the Tudor fleet, sink so quickly under the nose of Henry VIII himself? Home study option SMART TASK
- Forward planning in history at Key Stage 2
- Prioritising your work as history leader
- Monitoring in history at Key Stage 2
- Using data to improve history teaching and learning at Key Stage 2
- Raising attainment in history at Key Stage 2
- Self-evaluation in history at Key Stage 2
- Personalised learning in history at KS 2
- Gender issues in history at Key Stage 2
- Gifted and talented pupils in history at Key Stage 2
- Key motivational factors in history teaching at Key Stage 2
- S.E.N. in history at Key Stage 1 and 2
- How to teach Ancient Greece to Key Stage 2
- Henry VIII on the money. The strange case of the one pound coin
- How well do you and your KS2 pupils know the Stone Age to Iron Age topic?
- Developing your staff at key stage 1
- Primary History: Teaching From Stone Age to Iron Age
- Vikings – KQ5 – What can we learn about Viking settlement from a study of place-name endings?
- Vikings – KQ6 – Raiders or settlers: how should we remember the Vikings?
- Primary History: Teaching Benin
- Primary History: Teaching Early Islam/Baghdad c.900
- Early Islamic civilization – KQ6 – Which of the early Islamic achievements has most effect on our lives today?
- Primary History: Teaching the Maya at Key Stage 2
- History Teaching Smart Tasks for Key Stage 2
- KS2 Quick Quiz on the Vikings
- Teaching Life in Britain 1930-1945 at Key Stage 2
- Policy and vision in Key Stage 2 history
- Category: Assessment and Progression
  - What should I be doing?
  - Common assessment tasks in history at Key Stage 2
  - Assessment for learning in Primary history
  - Principles of good assessment in history at Key Stage 2
  - Judging pupils’ work at Key Stage 2
  - Target setting in history at Key Stage 2
  - General advice regarding progression in history at Key Stage 2
  - Progression by strand in history at KS2: a key element of deep dives
  - Everything you wanted to know about progression in history at KS2 but couldn’t find anywhere!
  - A pupil response to KS2 assessment task on women in Ancient Greece
  - I’m a new subject leader. How do I know if pupils are making the progress they should in history?
  - How to assess pupils’ progress in KS2 history. At last the answer that not only works but will work for you too.
  - APP in history: where are we now? Some key questions answered
- Category: Curriculum Planning at key stage 2
  - Sequencing your KS2 history topics: are you doing it right?
  - History as problem solving
  - Golden threads or Gordian knot? How to weave first order historical concepts into the fabric of your history curriculum
  - Building vocabulary to help pupils’ historical understanding. My 100 top KS2 words
  - KS2 – Sharing the history learning journey with your pupils
  - 8 ways of improving the BAME dimension of your primary history curriculum
  - Scales of planning in primary history
  - 7 searching questions for you to ask about your KS2 history curriculum
  - Plotting your pupils journey in history learning across the school
  - What is history? – Key stage 2
  - The top 10 things you need to know about chronology at KS2, but were afraid to ask.
  - 10 things history leaders need to know about the new OFSTED 2019 Framework
  - Medium term planning for history at KS2
  - Long-term planning at Key Stage 2
  - Short-term planning in history at KS2
  - History and literacy at Key Stage 2
  - Thinking words in primary history: my top 10
  - Creativity in History at Key Stages 1 and 2
  - What do we mean by thinking skills in history at Key Stage 2?
  - ICT in the history curriculum at Key Stage 2
  - Numeracy and history at Key Stage 2
  - Opportunities for Citizenship Education in Key Stage 2 History
  - Designing your curriculum for history at Key Stage 2
  - Rationale for how you teach your KS2 curriculum history
  - Category: The Learning journey
- Category: Leading History
  - Category: Prioritising
- Category: Outstanding Lessons and smart tasks
  - Category: Anglo-Saxons & Vikings
    - Anglo-Saxons – KQ5 – Alfred the Great. How great was he?
    - 10 things your pupils MUST know about the Anglo-Saxons
    - How effective was Anglo-Saxon justice: what should we do with Edgar?
    - How have recent excavations changed our view of the Vikings? Key Question 4
    - Teaching Anglo Saxons & Vikings Outstanding lessons for KS2 history
    - Vikings – KQ3 Additional Resource – How did the Vikings try to take over the country and how close did they get?
    - Just how great was Alfred? Can we beat the BBC website? Anglo-Saxons Key Question 5
    - Push or Pull? What were the real reasons why the Saxons invaded? SMART TAKS KS2
    - Are we fair to the Vikings? A question of interpretation. SMART TASK KS2
    - Testing a simple hypothesis about where the early Anglo-Saxons lived and how we know
    - Teaching Anglo-Saxons & Vikings for Key Stage 2
    - Vikings: What were they like?
  - Category: Beyond Face Value
    - Beyond Face Value – KQ1 – Henry VIII a question of interpretations. Could you spot Henry VIII in a police line-up?
    - Beyond Face Value – KQ2 – Elizabeth I portraits – Why do Elizabeth I portraits mysteriously start showing her looking younger towards the end of her reign?
    - Beyond Face Value – KQ3 – So what were Victorian factory conditions really like? A Y6 study in provenance
    - Beyond Face Value – KQ4 – Why did Ford Madox Brown paint this detailed picture of a scene that never existed?
    - Beyond Face Value – KQ5 – Were the evacuees as happy as they were shown?
    - Beyond Face Value – KQ6 – The Blitz. What was photographer Fred’s clever way of beating the censors?
  - Category: Black and British
    - Black and British knowledge organiser – KS2
    - Black and British – KQ1 – How shall we tell the story of the first Black Britons in Britain?
    - Black and British – KQ2 – What part did Black people play in British life when they started to settle 500 years ago?
    - Black and British – KQ3 – What difference did the slave trade make to the experience of the Black people?
    - 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?
    - Black and British – KQ5 – How did the arrival of the Empire Windrush change the way Black People were treated in Britain?
    - Black and British – KQ6 – How far has life improved for Black people living in Britain in the last 60 years?
  - Category: Local
  - Category: Local History
  - Category: Olympics
  - Category: Outstanding lessons early Islamic civilization in KS2 history
    - KS2 Islam -Today is anniversary of start of Building of Baghdad
  - Category: Post-1066 thematic
  - Category: Teaching Ancient Egypt and other ancient civilizations
  - Category: Teaching Ancient Greece at KS2
  - Category: Teaching Anglo Saxons at KS2
  - Category: Teaching Benin at KS2
  - Category: Teaching Crime and punishment at KS2
  - Category: Teaching Life in Tudor Times at KS2
  - Category: Teaching Roman Britain and the Roman Empire at KS2
  - Category: Teaching Stone Age to Iron Age at KS2
  - Category: Teaching the Mayan civilization at KS2
  - Category: Teaching the Shang dynasty at KS2
  - Category: Teaching the Vikings at KS2
  - Category: Teaching Victorian Britain at KS2
  - Category: Teaching World War Two (WW2) at KS2
- Category: Teaching and Learning
  - Category: Chronology at KS2
  - Category: Teaching Inclusion at key stage 2
Category: Key stage 3 History teaching
- 10 most important things a secondary history subject leader should always be doing…yes, always
- What makes a history department outstanding?
- Teaching KS3 History: Medieval Britain
- So how exactly did Becket die: a source-based investigation
- Teaching the British Empire KS3
- Teaching KS3 History: Early Modern History
- Evaluating websites in history at KS3-5: 3 pieces of top advice
- British Empire – How can we infer so much about the empire from a study of just one map and the person who created it?
- Richard I: Lionheart or loser should we keep his statue – SMART TASK
- Why did they build so many churches in medieval times?
- What were the real reasons why William organised the Domesday survey?
- On the move: teaching the theme of migration at KS3 Smart Task
- International relations overview 1914-2004 using a piece of COAL Smart Task
- The execution of Charles I – advising a film director: a study in source analysis and evaluation
- Teaching KS3 History: Significant world society/issue
- So you think your pupils know about Witchcraft in early modern Britain.
- Smart Task: Key Stage 3
- How far did life really change when William the Conqueror became king after the Battle of Hastings? SMART TASK KS3
- Why were so many witches hanged in the 16th and 17th centuries?
- How ‘Bloody’ was Mary Tudor?
- Why did sons kill fathers in the English Civil War? The Verneys enquiry
- Religious change in 16th century: did they do what they were told?
- Parchment in the flames – the World Turned Upside Down
- Did the Great Fire really end the Great Plague of 1665?
- English Civil War enquiry: was the last year of the war more about sieges than pitched battles?
- Why did Peasant unrest boil over into revolt in 1381?
- Did Harold really die with an arrow in his eye? – a reconstruction relay
- Peasant’s Revolt: If life for many medieval peasants improved after the Black Death why did they risk joining the Peasants revolt in 1381?
- Was the Black Death a disaster for everyone?
- If Henry and Becket were such good friends why did Henry have him killed less than 10 years later?
- Daggers, money bags, clay pipes, scrolls, and torn up maps of France: putting King John on trial using a range of exhibits
- Using artefacts in your history teaching at Key Stage 3
- Teaching using ICT and film at Key Stage 3
- Teaching chronology at Key Stage 3
- Teaching interpretations at Key Stage 3. Neglected and misunderstood
- Teaching Enquiry at Key Stage 3
- Fit for purpose teaching strategies in history at KS3
- What to look for in excellent history lessons: Your starter for 12
- The teaching process in history at KS3
- Prioritising at Key Stage 3
- Developing your staff at key stage 3
- Monitoring in history at Key Stage 3
- Raising attainment in history at Key Stage 3
- Self evaluation in history at Key Stage 3
- Policy and vision in history at Key Stage 3
- Starter activity on religious changes in the reign of Edward VI. SMART TASK KS3
- How significant was Magna Carta? SMART TASK KS3
- Learning at Key Stage 3
- Independence History at KS3 and GCSE
- View of learners in history at Key Stage 3
- Roles for Learners: KS3
- 20 Imaginative products in history at Key Stage 3
- The learning process at Key Stage 3
- The Empire strikes back! SMART TASK KS3
- Approach to teaching Significant Societies at Key Stage 3
- Teaching local history at Key Stage 3
- How well do your pupils know Medieval Britain? A short diagnostic smart task called truth detector
- Castle design. Would I lie to you? Fun smart task
- Having lost his parliament, then his throne, why did Charles I have to lose his head?
- Teaching historical significance at Key Stage 3
- Cromwell a reputation deserved. KS3 Smart Task
- Early Modern Britain 1500-1750 Smart Task: Editor’s Pencil
- ’50’ imaginative learning activities for history at Key Stage 3
- Smart Tasks – Minted: Telling the story of changing British rulers by exploring 10 significant coins
- SMART TASK – How did a small country on the edge of North West Europe manage to rule a quarter of the world’s land surface and 400 million people?
- Smart Task: End of Empire: Why did it all end so quickly?
- ‘100’ Great Teaching Ideas for teaching history at Key Stage 3
- Forward planning in history at Key Stage 3
- Using data in history at Key Stage 3
- Teaching Pre-1066 thematic topic
- Were Cromwell’s actions at Drogheda as brutal as we’ve been led to believe? Ketchup on the walls. SMART TASK KS3
- Teaching KS3 History: Local Study
- Teaching Thematic from pre-1066
- Category: Assessment and Progression
  - Getting your KS3 assessment right in history: 12 step guide
  - Assessment for Learning: 5 core strategies that work
  - Progression in history at Key Stage 3
  - APP in history at KS3: where are we now?
  - Pupil Target setting in history at Key Stage 3
  - Judging pupils’ history work at KS3
  - Assessment tasks in Key Stage 3 history
  - Key Stage 3 teacher assessment: the 10 key principles
  - History and citizenship at Key Stage 3
  - Progression in history – looking at specific strands
  - Assessment for learning in history at Key Stage 3
- Category: Curriculum Planning at key stage 3
  - What can you do at KS3 to make your history curriculum more representative?
  - Curriculum models at key stage 3
  - Long-term planning in history at Key Stage 3
  - Medium term planning in history at Key Stage 3
  - Short-term planning in history at Key Stage 3
  - Creativity in History at Key Stage 3
  - Thinking Skills in history at Key Stage 3
  - ICT in the KS3 history curriculum
  - What is history?
  - Literacy and history at Key Stage 3
  - Rationale for your Key Stage 3 history curriculum
  - Numeracy in history at Key Stage 3
- Category: Leading History
- Category: Learning history at key stage 3
- Category: Outstanding Lessons at KS3
  - Category: 20th Century World
  - Category: Black Peoples of America & Slavery
  - Category: French Revolution
  - Category: India
    - Indian Mutiny/rebellion of 1857
    - Why study the Mughal Empire at Key Stage 3?
  - Category: Industrial Britain
  - Category: Local history
  - Category: Medieval Britain
  - Category: Overviews
  - Category: Pre-1066 thematic
  - Category: Significant Societies
  - Category: Teaching Britain 1500-1750
  - Category: The British Empire
- Category: Teaching and Learning at key stage 3
  - Category: Inclusion for key stage 3 history
Category: Key stage 4 history
- Migration – If England was the safest place in Europe for Jews to live in Henry II’s reign, why then did Edward I expel them just 100 years later?
- Teaching GCSE thematically: 10 approaches that really work
- Teaching Crime and Punishment
- Teaching Germany 1919-45
- Terror of the Tramp: Why did vagrancy become such an important issue in Elizabethan England?
- Medieval Britain: The Crusades
- Teaching American West at Key Stage 4
- Teaching the History of Medicine
- ‘100’ great teaching ideas for teaching history at KS4
- Lynching in the US in the 20th century 1919-54
- Bringing GCSE Crime and Punishment right up-to-date
- Transportation; what questions can we raise and answer from the statistics?
- SMART TASK: Why were mining towns such lawless places?
- The likely impact of the Railroad: time for de Bono’s thinking hats and some creative products
- Was the life of a cowboy really so adventurous?
- Who went west and why?
- Teaching GCSE History: Changing Warfare (Edexcel)
- Teaching GCSE History: Media Through Time
- SMART TASK: History of medicine Renaissance physicians; Is the artist taking the piss?
- SMART TASK Revision: name your best squad
- SMART TASK: Why was there so much opposition to Jenner’s ideas on vaccination in the 19th century?
- SMART TASK: Was the Weimar Republic doomed from the start? A glass half empty?
- SMART TASK: How successful was Nazi policy towards women and families?
- Ideas for teaching GCSE history Britain 1890-1918 using ICT
- SMART TASK: Now you see it, now you don’t. A fun starter showing how Lenin and Stalin used the ‘airbrush’
- SMART TASKS: Why did the US get involved in the Vietnam War?
- SMART TASK: How significant was the Montgomery Bus Boycott in the history of Civil Rights?
- SMART TASK: Causes of the Wall Street Crash
- Key Stage 4 Smart Task: Scoop! What on earth was going on in Abyssinia in 1935?
- Prioritising in history at Key Stage 4
- Developing your staff at key stage 4
- Monitoring performance in history at KS4
- Using data in history at Key Stage 4
- Raising attainment at Key Stage 4
- Self-evaluation in history at Key Stage 4
- Policy and vision at Key Stage 4
- Penicillin: From discovery to world-wide use? Who should take the credit?
- Teaching USA 1900-1990 to Key Stage 4
- Did everyone benefit equally from life in the USA in the 1920s? A market place activity. SMART TASK KS4
- Using artefacts to teach history at Key Stage 4
- Using ICT and film at Key Stage 4
- Teaching chronology at Key Stage 4
- Interpretations in GCSE history at Key Stage 4
- Teaching historical enquiry at Key Stage 4
- Fit for purpose teaching strategies at Key Stage 4
- The teaching process in history at Key Stage 4
- ’50’ imaginative learning activities for Key Stage 4
- Why was Hitler able to consolidate his position in power between January 1933 and August 1934? Smart Task KS4
- The learning approach in history at Key Stage 4
- Learning Activities: Key Stage 4
- When Prohibition was so popular when it was introduced, why had it failed within 12 years? SMART TASK
- If the Bloody Code made so many offences punishable by death, why were so few criminals hanged? SMART TASK
- What was the impact of the Californian Gold Rush 1848-9? GCSE SMART TASK
- Migration: Online resources
- Link between Elizabethan theatre and bear-baiting
- Elizabeth and the Catholic threat: Elizabethans GCSE Smart Task
- 20 Imaginative products at Key Stage 4
- Teaching GCSE History: Terrorism and the Iraq war
- Why was the Metropolitan Police Force set up in 1829? Smart Tasks
- Crime and Punishment starter: Smuggling – SMART TASK
- Poaching: Need or Greed? A 3 minute starter SMART TASK KS4
- GCSE SHP Crime and Punishment: How and why did Victorian prisons change in the first half of Victoria’s reign
- Would you have liked to have been a highwayman? Why would you have stopped?
- Posting punishments in periods: an active approach to creating overviews in crime and punishment
- How effective was the Metropolitan police force and how would we find out?
- Why did the Indians lose control of the Great Plains? I want that for my essay SMART TASK KS4
- Mountain Men – Myth and Reality SMART TASK KS4
- Phases of Native American life on the Plains 1840-1890: What patterns can YOU see?
- Manifest destiny: beat the textbook/expert caption
- How can we explain the rise and boom in the cattle industry?
- Changes in surgery; late 19th century: a puzzle. Can students use all the contextual clues to work out when it was painted?
- Who mattered most in medieval medicine? Who would you have on your textbook front cover from 1500?
- How did John Snow make the breakthrough with cholera?
- The impact of the theory of the four humours on medicine: the case of the three tadpoles!
- Who deserves to be remembered as the inventor of vaccination: Jenner or Jesty?
- SMART TASK: Overview of Irish history; a question of perspectives.
- SMART TASK Key Stage 4: How should we remember the Easter Rising?
- SMART TASK Key Stage 4: Why was Rohm murdered?
- Treaty of Versailles: could it possibly be to blame for the Weimar Republic’s defeat nearly 14 years later?
- SMART TASK: Weighing up the evidence for who caused the Reichstag Fire
- SMART TASK Key Stage 4: Germany 1920-23; problems facing Weimar
- Was Leni Riefenstahl’s ‘Triumph of the Will’ a Documentary or Propaganda?
- What were the main threats facing the Weimar Republic?
- How much did the Gestapo really control people’s lives in Hitler’s Germany?
- Did all Germans benefit equally from life under the Nazi regime 1933-45?
- Why did some women get the vote in 1918? How do YOU see it?
- How far did the Liberal government of 1906-14 improve the health of children?
- How serious was the German naval threat before the First World War?
- How have cartoonists portrayed the Liberals Old Age Pensions reforms?
- Reasons for reliability. How reliable a witness would Charles Booth make in an investigation into living conditions at the end of the 19th century ?
- Should the statue to Haig be taken down from Whitehall?
- Downfall of the Tsar
- Lenin the Final Verdict
- Interpreting a political cartoon of Stalin
- Why did the Reds win the Russian Civil War? A history mystery to explain why the reds were able to SLUG it out
- SMART TASK Key Stage 4 – Kennedy and the Cuban Missile Crisis
- New Deal or No Deal? How has the New Deal been criticised?
- Why was there a boom in the US economy in the 1920s?
- Roosevelt and the 1936 election: can you write his manifesto?
- Recommended Resources
- Outstanding Lessons: Key Stage 4
- Forward planning in history at Key Stage 4
- SMART TASK: Germany 1933-34 Revision Quickie
- Views of learners in history at KS4
- Roles for Learners: Key Stage 4
- ’50’ imaginative learning activities for Key Stage 4
- The learning approach in history at Key Stage 4
- SMART TASK: GCSE questions on Renaissance Medicine
- Were medieval crimes and punishments as brutal as people think? Two smart tasks
- What to look for in your excellent history lessons: Your starter for 12
- Category: Assessment and progression at KS4
  - How might history targets be shared with students at Key Stage 4?
  - Progression in history at KS4 – general
  - APP in history: where are we now? Some key questions answered
  - Progression in history at KS 4 – skill specific
  - Assessment for learning at KS4
  - Judging students’ work at KS4
  - Assessment tasks in Key Stage 4 history
  - Principles of assessment in history at KS4
- Category: Curriculum planning for GCSE history
  - GCSE History: Guide to planning and teaching Edexcel 9-1 GCSE
  - Long-term planning at Key Stage 4
  - Medium term planning at Key Stage 4
  - Short-term planning in Key Stage 4 history
  - Thinking skills at Key Stage 4
  - History and numeracy at Key Stage 4
  - History and literacy at Key Stage 4
  - Citizenship at Key Stage 4
  - Curriculum models at KS4
  - Curriculum rationale for history at KS4
  - Creativity in Key Stage 4 history
  - What is history at Key Stage 4?
  - ICT and history at Key Stage 4
- Category: Leading History
- Category: Learning
- Category: Outstanding Lessons
  - Category: Historic Environment
  - Category: International Relations 1890-1945
  - Category: International Relations 1945-1990
  - Category: Medieval England
  - Category: Migration at GCSE level
  - Category: Teaching GCSE History - USA 1900-1990
  - Category: Teaching GCSE History: Britain 1890 - 1975
  - Category: Teaching GCSE History: Crime and Punishment
  - Category: Teaching GCSE History: Germany 1919 - 1945
  - Category: Teaching GCSE History: Northern Ireland 1968-99 (AQA and Edexcel)
  - Category: Teaching GCSE History: Russia 1905 - 1990
  - Category: Teaching GCSE History: The History of Medicine
  - Category: Teaching Terrorism and Iraq War
  - Category: The American West
  - Category: Tudor England
- Category: Smart tasks at key stage 4
- Category: Teaching and learning
Category: Key stage 5 history
- The reasons why Labour won the General Election of 1945.
- Kristallnacht: Did the press allow itself to be taken in by Nazi propaganda?
- LESSON IDEA: Why have there been so many different theories as to why Stalin carried out the Terror?
- Hitler Youth AS/A2 task
- AS SMART TASK Vietnam; why was Rolling Thunder ultimately unsuccessful?
- Why was Anne Boleyn executed? Which of these seems most plausible?
- 10 commandments for successful source work at A-level
- LESSON IDEA: Edward IV was more successful as a king in his second reign than his first’. How far do you agree with this view?’
- Why did Bolshevism survive in Russia between 1917 and 1924? SMART TASK AS-A2
- ‘Gladstone’s conversion to Home Rule was a calculated political act’. Assess the validity of this claim
- Teaching source work imaginatively in AS and A2 history
- Imaginative and effective teaching strategies for A2 and AS history
- Was Hitler totally responsible for the Second World War?
- AS/A2 SMART TASK Threats to Henry VII, a living graph
- AS/A2 SMART TASK Did the ending of the Second World War make the Cold War inevitable?
- The rise of Stalin: 4 smart tasks
- General resources for teaching A level
- Ways of ensuring that students think harder in A-level history lessons.
- Category: Assessment and Progression at A Level
  - Assessing students’ work
  - Using minute papers to monitor student progress in GCSE and A level history lessons.
- Category: Curriculum Planning
  - Curriculum planning for post-16 history
- Category: Independent learning
  - Independent learning in post-16 history
- Category: Outstanding Lessons, Smart Tasks, lesson ideas
- Category: Teaching A Level History
Category: Keystage History Blog - updates from Neil
- Looking for a change of Significant person at KS1 ? The Taylor Swift of her time – April 2024
- Teaching KS1 pupils to question the ‘FACTS’ about Great Fire; focus on number of deaths
- The state of primary history 25 years on
- Post-1066 thematic unit for KS2; Beyond Face Value is now complete- full planner ready . Lessons launched soon
- Using fiction in KS2 history. What can we read with our pupils during our Ancient Egypt topic?
- Banality of OFSTED’s KS1 judgements in history. They don’t know what they are talking about. Stick to your guns.
- Interesting resources on Florence Nightingale and Mary Seacole
- What are deep dive OFSTED reports saying about history within the EIF 2019 Framework
- What inspectors report on in deep dive history inspections: a recent example with my commentary from 2020
- Meeting OFSTED’s criteria for a good history curriculum at KS1 and 2 during extended transition period
- Historical Association survey of secondary history provision 2019- few surprises and some disappointing statistics
- OFSTED using frighteningly slender evidence to judge history at KS1 and 2
- What would OFSTED say about history in your school? What needs to improve? A sample recent report gives an insight
- Don’t led OFSTED’s unrealistic expectations of you grind you down until they’ve given you the detailed training guidance help you need and deserve.
- OFSTED and assessment of primary history in the EIF for 2019
- What does OFSTED really think about 2 year KS3 history courses?
- OFSTED’s report on teaching of Toys-outstanding lesson
- What does INTENT actually mean for history in the new OFSTED Framework for 2019? Building blocks and the Big Picture
- Time to drop insanity of a 3 year GCSE history course
- What do the new 2019 OFSTED Framework reports say about history in primary schools?
- What new OFSTED framework on work scrutiny means for history subject leaders.
- How significant was Bannockburn? What do Y7 pupils think?
- Is chocolate bad for your history lessons at KS2? Warnings about OFSTED and SOME cross-curricular approaches
- What have the Romans ever done for us? More than we think
- GCSE history wagging KS3 dog says HA survey
- Your KS3 history curriculum and OFSTED’s 2019 Framework
- Great new outstanding lesson on Richard the Lionheart and 3rd crusade
- How to engage your KS2 boys with the Maya using football
- OFSTED’s sensible approach to progression
- So when did the Russian Revolution really end?
- GCSE Medicine and World War One. How did a weapon of war ( mustard gas) lead to a blood cancer treatment?
- In many schools primary history curriculum found wanting by OFSTED
- OFSTED rails against gimmicks rather than getting basics right
- New find reveals Roman relationship with the Celts
- Moon Landing story book to use with Year 2
- Making your Y9 key questions harder than those for Y7
- Great class story to use with Ancient Egypt at KS2
- Assessment in history at KS3 revisited-yet again!
- Teaching Early Islam at KS2
- Making sure your KS2 pupils know the real reasons for the Mayan collpase: latest research
- OFSTED looking for clear progression models in history
- How did the Viking fleets keep afloat on their voyages?
- Great blog on narrative v analytical writing at A level
- Teaching Mary Anning as a significant person at KS1
- New explanation as to why Mayan civilization collapsed- my KS2 kids can do better
- Why Learn History (When It’s Already on Your Phone)
- Great short video on how Elizabeth I manipulated her image
- Great new read for your incoming Y7 pupils studying Battle of Hastings
- Teaching Anglo-Saxons: Alfred and the Danes at KS2
- New resource for teaching evacuation at KS2 using sources critically
- Useful resource on Peterloo massacre KS3
- Too many Cooks? Too pale, stale and male to be worth studying?
- Teaching Stone Age to Iron Age at KS2 : Building your confidence
- Ignorant minister Nick Gibb says history teachers don’t use textbooks
- Great new GCSE Crime and Punishment resource
- Only 1 in 50 children can spot fake news-teach them history
- Excellent short video on Hardwick house for your enquiry on Tudor homes
- When outstanding is not outstanding
- At last OFSTED is seeing sense with its lesson observations
- How to get high quality written answers from your KS2 pupils
- Gove’s reply to my letter criticising his inane proposals for NC history,sent via my MP
- Gove’s attacks on ‘infantilised’ history teaching: sign of desperate man
- History teachers take lead in helping pupils spot fake news
- Fun anachronism-spotting activity set in 1796, for GCSE History of Medicine
- Outstanding new KS2 Tudor Britain planner now available
- 2 fun facts for pupils studying Florence Nightingale at KS1 and 2 key learning points
- 5 quick ideas to help you to develop pupils’ genuine historical understanding at KS1 and 2
- OFSTED and primary history-latest
- Time for sweeping change in history assessment at KS3, GCSE and A level is NOW.
- Famous people at KS1- new resources from BBC
- Expert advice on local history at KS1 and KS2 by OFSTED lead inspector
- Gove admits need to U-turn on history proposals
- Is this really the end of the Tudors, Victorians and WW2 at Key Stage 2?
- Rationale for teaching Benin (West Africa) c. AD 900-1300 as your non-Western society in the KS2 history National Curriculum for 2014
- Great short 5 minute video on Vikings guaranteed fun!
- KS1 : Going to the Seaside-the mystery of the pier
- New brilliantly differentiated lesson on Tudor theatre for KS2: 5 great differentiation strategies that don’t need masses of prep.
- Really effective strategy : Dear Producer (video critique) features in new KQ6 lesson on Ancient Greeks
- What can the Ancient Greeks tell us about leading history at KS2?
- How much Irish history do your pupils learn?
- Photo of Scott’s disconsolate team at South Pole up for sale
- French Revolution-what do the 1793 playing cards tell us?
- Excellent animation of how Stonehenge was built
- As a history subject leader, do you hold your colleagues to account?
- GCSE History of medicine: What was the most important medical advance in the last 200 years
- Flipping the GCSE history question: stopping students answering the questions that wasn’t set! An example from Crime and Punishment using zones of significance
- KS1 Wright brothers topic KQ5 explores change using spectrum activity
- 10 most significant battles of World War One
- Why Teach Students to “Think Like Historians?”
- Using simple ‘how plausible’ strategy for high-intensity thinking from KS2 to A level
- Grades 1-9 flightpath in history; or so you thought
- What OFSTED says about primary history: 3 things you need to know
- Learning in primary and secondary history : The 4 Ps, Gingerbread men and other thoughts on active learning
- GCSE history : Medicine and World War One resource
- New A level resources for teaching Thatcherism
- Relevance in A level history
- Defenders of the new history curriculum have their say: a dozen dons can’t be wrong?
- Holocaust teaching and need for training for history teachers
- Stop using ‘can-do’ statements to assess KS3 history
- Launch of new website www.keystagehistory.co.uk
- Category: Exam boards and DoE
  - Changes for the 2021 GCSE History examination announced by AQA today
  - Using quadrants to answers exam questions at GCSE and A level
  - GCSE history: Answering the question set , not the one they would prefer to answer.
  - DfE criticises types of history teaching. Are you their target?
- Category: History teaching tips
  - Take a new look at assessment in history in your school.
  - What is primary history? Have a look at this ‘at a glance’ diagram which encapsulates the essence of the subject
  - Linking your early civilizations at KS2
  - Thinking about evidence at KS2. How do we know what happened in Saxons times?
  - The importance of getting your key questions right in your KS2 history planning
  - How much do you need to talk about chronology when studying Ancient Egypt?
  - Improving diversity in your KS2 history curriculum
  - Getting your enquiry questions right for your history topics at KS1
  - Thinking historically: ‘learning to’..as well as ‘learning about’
  - Improving history in your primary school: a short cameo of a success story
  - Key ideas in primary history
  - Great learning activity: Prove it! See examples for Scott of the Antarctic, Man on the Moon, Tudor theatre, Grace Darling, Louis Braille
  - Creating your own timelines at KS2: one school’s recent find.
  - At last a way forward with KS2 assessment for history that will work for my school
  - We learn by being excited not by being told; abiding principle of Keystage history
  - Did you know there were over 1000 Roman sites in England and Wales?
  - Teaching the Iron Age at KS2: are you teaching the right things?
  - 5 things primary history subject leaders should be doing next term
  - KS2 update on Saxon conversion to Christianity-the first stone churches
  - Making the Saxons relevant for BAME pupils
  - Making links in history at KS3: 5 simple questions to ask your pupils
  - How many of these 50 KS2 history concepts do your pupils understand?
  - What does greater depth look like in history at KS2 and 3?
  - Writing frames in KS2 and 3 history: Uncomfortable Procrustean bed or essential tool for explanatory writing.
  - How to implement successful curriculum change in history: using the EAST model
  - Using small stories to reveal big pictures in our history teaching: a practical example
  - Improving your questioning in history to improve learning
  - Don’t bark up the wrong tree with progression-its all about the history curriculum not content-free skills
  - Do all revolutions in history end badly? Historians compare Russian, French and Chinese revolutions.
  - Using place-name evidence to find out about the Vikings at KS2: 3 things you MUST know
  - Using colourful highlighter pens to mark text. Is there a better alternative to promote deeper thinking in history?
  - How well do your pupils know the periods of history?
  - Are you up-to-date with your teaching of the trial and execution of Charles I?
  - How to close the attainment gap in history at KS3 and 4
  - Don’t over-complicate your teaching
  - Dos and Don’t of concluding your history lesson
  - What does good leadership of history look like at KS 1 and 2?
  - Keeping up-to-date with your teaching of the Anglo-Saxons and Vikings at KS2- dealing with fake news
  - Top 10 Command words when your primary history activities
  - How can I raise standards in learning in history in my primary school? Doing the right things.
  - 7 ways to ensure that your history curriculm is 2019-ready
  - So, are we getting the emphasis right in our teaching of the Peterloo massacre at KS3?
  - Getting the level of difficulty of your history work just right.
  - 9 ways to ensure that your local history topic is successful at KS1 and 2
  - 10 things you must know about King Alfred before you teach about Saxons and Vikings at KS2
  - Using stories in history at KS3 and 4 as well as primary classes
  - Top 10 Command words for primary history activities
  - How good is your teaching and learning policy?
  - Gender issues when selecting your significant person to teach in history at KS1
  - Using living graphs in history at KS4 and 5: don’t let the activity replace the thinking and long-term recall
  - Using History Hits as a starter at KS3 and GCSE
  - The best way to plan your history topic at KS1 and 2 for September
  - What history skills should we be developing?
  - Top Tips for teaching….Stone Age to Iron Age
  - Top 5 features of expert history teaching at KS1
- Category: History topics in the news
  - The mystery of why the pyramids were built in the desert is finally solved
  - Teaching Olympic games in 2024
  - The Blitz 80 years on
  - Spectacular Bronze Age finds
  - Wizards and scientists:changing views of Stonehenge. History as interpretations and a constant conversation between past and present
  - Is this another find to help us understand Stonehenge?
  - Florence Nightingale and her legacy – 200 years since her birth, on 12 May 1820
  - Remembering VE Day
  - Teaching about Roman villas at KS2- some new finds in Gloucestershire. Should the housing development now go ahead – arguments for and against?
  - 80th anniversary of the outbreak of World War Two
  - Anniversary of the start of the Great Fire.
  - Widespread ignorance of the Holocaust still shocks
  - Elizabeth I: awful weather
  - Powerful personal memories of Remembrance Day
  - Has Mary Beard got it right about TV history?
  - Commemorating centenary of ending of World War One: Using fiction to teach about remembrance at KS1 and 2
  - £2.2. million to be spent on time-saving curriculum materials in hist, geog and science
  - Spanish Armada: 430th anniversary- great lessons to enjoy for KS2 and 3
  - Trump’s woeful ignorance of own country’s Cold War history
- Category: Latest developments in history education
- Category: New on Keystage history
- Category: Opinion
- Category: Recommended online resources
- Category: Recommended reading
Category: Knowledge organisers
- Amy Johnson knowledge organiser – KS1
- Amelia Earhart knowledge organiser – KS1
- When three queens ruled knowledge organiser – KS1
- Columbus knowledge organiser – KS1
- Scott of the Antarctic knowledge organiser – KS1
- Mary Seacole knowledge organiser – KS1
- Wright brothers knowledge organiser – KS1
- Moon landing knowledge organiser – KS1
- Sinking of the Titainic knowledge organiser – KS1
- Florence Nightingale Knowledge Organiser – KS1
- Great Fire of London knowledge organiser – KS1
- Category: KS1 History Knowledge Organisers
- Category: KS2 History Knowledge Organisers
Category: KS2
- Teaching Roman Britain for Key Stage 2
Category: KS3
Category: National curriculum
- Statutory Guidance: National curriculum in England: history programmes of study
- National curriculum in England – History programmes of study: key stages 1 and 2
- National curriculum in England – History programmes of study: key stage 3
Category: OFSTED
- What are OFSTED saying about history in their 2024 reports?
- 10 things you need to show OFSTED that you are doing your best to give children a high quality history education
- OFSTED’s latest findings on primary history 2023
- Moving on to the next stage in learning
- Some key findings from OFSTED’s English curriculum report that affect history – May 2022
- OFSTED’s judgements about historical concepts needs challenging
- 10 things OFSTED tend to comment on in primary history reports
- Excerpt from recent OFSTED report from 2021
- 10 vital things primary history subject leaders should draw from OFSTED’s review July 2021
- History in outstanding primary schools – OFSTED’s view of strengths and weaknesses April 2021
- Recent ‘remote’ OFSTED report Spring 2021; systems for testing pupils’ subject knowledge July 2021
- The place of vocabulary building in your history lessons
- March 2020 inspection
- Report on leadership of primary history 2020
- Analysis of OFSTED reports November 2019- February 2020, with my commentary
- Meeting OFSTED’s criteria for a good history curriculum at KS1 and 2 during extended transition period
- Intent, Implementation, Impact to be more representative of the BAME in secondary history
- What does INTENT actually mean for primary history in the new OFSTED Framework for 2019? Building blocks and the Big Picture
- 10 things history leaders need to know about the OFSTED 2019 Framework
- What does good leadership of history look like at KS 1 and 2 according to recent OFSTED deep dive reports
- 7 best ways to make sure that your history curriculum is OFSTED 2019-ready
- Assessment in history at KS2- What OFSTED is looking for
- Category: Deep dives
  - OFSTED’s focus on history deep dives 2024
  - 7 don’ts when it comes to OFSTED deep dives in primary history
  - EYFS and History in OFSTED deep dives
  - Key points from OFSTED’s briefing on 2nd February 2022
  - OFSTED’s view of deep dives in history
  - Deep dive issues: progression and assessment in primary history
  - OFSTED’s early EIF (2019) primary history deep dives
  - What do deep dive OFSTED inspections look like for history?
  - More thoughts on primary history OFSTED deep dives
- Category: OFSTED lesson criteria
- Category: Recent reports
  - Full sample recent primary history report January 2020
- Category: The new OFSTED Framework 2019 (EIF)
- Category: What OFSTED is looking for
Category: Outstanding history lessons
- Adapting Keystage history lessons – FAQs
Category: Primary history teaching
- Going to the seaside – KQ5a – How have seaside holidays changed over time?
Category: Primary WW2
Category: Quiz
- Category: KS2 Quizzes
Category: Smart Tasks
- Category: Key stage 1 Smart Tasks
- Category: Key stage 2 Smart Tasks
- Category: Key stage 3 Smart Tasks
- Category: Key Stage 4 Smart Tasks
Category: Subject Leader Toolkit
- The Place of Knowledge In Primary History
- Seeing The Big Picture
- How Helpful Is The Theory Of Powerful Knowledge?
Category: Teaching history at Key stage 1
- When three queens ruled – KQ2 – How different was life in England when the 3 queens were ruling?
- Toys – KQ1 – What are our toys like today?
- Personal & Family: Ourselves Key Stage 1
- Category: Assessment and Progression
- Category: Curriculum Planning at KS1
- Category: Highly Rated History Teaching
- Category: Leading History
- Category: Outstanding Lessons at KS1
- Category: Teaching and Learning
- Category: Teaching Famous People at KS1
Category: Teaching Year 1 History
Category: Teaching Year 2 History
Category: Teaching Year 3 History
Category: Teaching Year 4 history
Category: Teaching Year 5 History
Category: Teaching Year 6 History
Category: Teaching Year 7 History
Category: Teaching Year 8 History
Category: Teaching Year 9 History
Category: The Queen's Platinum Jubilee - 2022
- Queen Elizabeth II’s Platinum Jubilee – KQ6 – How do we see the importance of Queen Elizabeth all around us in our lives today?
- Queen Elizabeth II’s Platinum Jubilee – KQ1 – Why are we celebrating Queen Elizabeth’s platinum jubilee this year?
- Queen Elizabeth II’s Platinum Jubilee – KQ2 – How do we know when and how Princess Elizabeth became Queen?
- Queen Elizabeth II’s Platinum Jubilee – KQ3 – How has life changed for the queen since her coronation?
- Queen Elizabeth II’s Platinum Jubilee – KQ4 – What important events have happened during the queen’s long reign? More suitable for older pupils
- Queen Elizabeth II’s Platinum Jubilee – KQ5 – What were other jubilees like in the past? Most suitable for older pupils
Category: Womens history month
- Thinking about Women’s History Month at KS1? – March 2024
Category: Year 10