Login
-
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…
-
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…
-
Key Knowledge and Concepts – The Romans
Context: This topic is taught to my Year 3 class and is the second history topic of the year, which follows on from the Stone Age to Iron Age topic that I wrote a blog about before Christmas. In English, we used the Leopard in the Golden Cage by Julia Edwards as it is set…
-
The Stone Age to Iron Age – My teaching approach
Before the topic begins: It’s really important to consider what the children’s experience of history is from their previous topics in school and what they may have seen beyond. Once I have that in mind, I can adapt my plans to suit. For my own work (year 3), I know they’ve learned about: – remembrance…
-
Historical Writing Without Text Types! Part 2
This is an update on the previous blog on this subject, which can be seen at this link, and aims to work alongside it. Someone said to me a few years ago my child doesn’t like writing but loves history – making them write will turn them away from history as well. My approach is…
-
Historical Writing Without Text Types! Part 1
Where did this start? The original idea for this came when I was teaching in Year 6 in 2016-17. We were reviewing the KS2 TAF for writing and really wanted to push writing across the curriculum and I focused on how this could be applied into history effectively, independently and (more importantly) not sucking the…
