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Activities in history
I’m often asked about learning activities for various history topics and it’s something I always respond to in a similar manner, “What do you want them to learn?” Without that clear purpose as to where the activity leads the learning to, selecting the right one is somewhat harder… ok, much harder. This blog is an […]
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Starting to think about your next history topic?
There have been a number of teachers asking on social media about what to do for their next history topic. I thought I’d collate some ideas I tend to suggest and some choices I tend to avoid. In no way shape or form is this an attempt to denigrate those that approach history differently so […]
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An Introductory Guide to Leading History
This probably won’t surprise you but history is my favourite subject! I love it for so many reasons which is why I do this for a living. It’s why I love(d) leading it across a number of schools; why I’ll always be a passionate advocate for it being so much more than just an agreed […]
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Teaching Chronology
As you may or may not know, I’m quite nerdy about timelines! This is the third piece on chronology that I’ve produced so do take a look at the others because they cover different ground to this one. Displaying a timeline in your classroom would seem to have some obvious benefits such as exposing children […]
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A Purposeful Timeline in Key Stage 1
Key Stage 1 Chronology Display Blog This blog should ideally be read in conjunction with the Key Stage 2 post which can be found here. The purpose of this post is to ensure that children reach the end of Key Stage 1 ready to build on their chronological understanding in Year 3. EYFS The new […]
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A purposeful timeline display in and across Key Stage 2
Setting the scene: Chronology is a dominant feature of the primary National Curriculum for history (NC2014). There is a clear link from Ofsted’s report ‘History for All’ in 2011 to the NC2014 (let’s ignore the monstrosity that was draft 1 shall we!). A couple of key phrases stand out: “Although pupils in primary schools generally […]
