Classroom Resources

These resources can take many forms but will be aimed at helping younger children explore historical concepts through their senses and developing their language and communication. For example, artefacts, visual images of various kinds, stories and people themselves all help younger children to explore ideas and work out problems for themselves and with support from informed adults.

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  • Local People and Places in the Early Years

    Article

    Learning in the Early Years through Local People and Places: developing historical concepts in the Early Years Foundation Stage Using the local environment as a starting point for historical learning in EYFS not only helps young children engage and make learning meaningful and relevant, but also helps them develop a strong sense of identity. Working...

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  • From Home to the Front: World War I

    Article

    Events which encapsulate family, community, national and global history provide rich opportunities for engaging children. Some of these draw on positive memories associated with past events: the coronation of Queen Elizabeth II, how people responded to the first flight to the moon, the Millennium celebrations. Yet it is perhaps gruelling...

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  • Using 'Development Matters' in the Foundation stage

    Article

    Using ‘Development Matters' to plan learning for history in the Foundation stage You won't find the term history in the Early Years curriculum framework at all. That being so, it can be difficult to know how best to support our Nursery and Reception colleagues when developing historical understanding within the...

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  • Pull-out Posters: Primary History 69

    Article

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  • Chronology: Developing a coherent knowledge

    Article

    Chronology: Developing a coherent knowledge and understanding of Britain's past and of the wider worldFirst, this article considers the reasons why it is essential for children to develop a chronological framework. Next it considers ways in which this framework is necessary for the development of the time concepts set out...

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  • Why stories?

    Article

    During the Early Years and Foundation Stage children should listen to stories, ask how and why and talk about the past (DfE 2012). Young children are comfortable with stories. Through stories children extend their knowledge. They create new worlds through the powers of imagination. Stories allow children to move from...

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  • War memorials as a local history resource

    Article

    War Memorials Trust (WMT) is the charity that works for the protection and conservation of war memorials in the UK. It defines a war memorial as ‘any physical object created, erected or installed to commemorate those involved in or affected by a conflict or war' (WMT 2009, ‘Definition of a...

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  • The Great Fire of London and the National Curriculum

    Article

    The Great Fire of London is a favourite National Curriculum teaching topic. This paper draws on the latest resources and teaching ideas to suggest how you can meet both the NC history requirements and the wider ones of the National Curriculum, particularly in integrated programmes that include teaching about the Great...

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  • Teaching and learning about Grace O'Malley as a significant woman at Key Stage 1

    Article

    "Why are you so angry Grace?" Teaching and learning about Grace O'Malley as a significant woman at Key Stage 1IntroductionGrace O'Malley was an Irish queen in the Tudor period and her story provides insights about life in Ireland at the time of the Elizabethan conquests. Grace, also known as Granuaile,...

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  • A History of the World: 100 objects that tell a story

    Article

    ‘A History of the World in 100 Objects' was the most creative, imaginative and dynamic development in primary History Education for thirty years. It ties in perfectly with and supports the government's draft NC for History.

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  • Helping pupils to view historical film critically

    Article

    Pointing the view: Helping pupils to view historical film criticallyIntroduction The teaching potential of film Films about historical events seem like the nearest thing we can give our pupils to a time machine. In commercial film, the physical appearance of the past has often been carefully researched, thus a snippet...

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  • A creative Egyptian project

    Article

    IntroductionIdeally when teaching history, teachers will look to deliver projects that will engage and motivate, hopefully making the hard work of being creative stimulating and rewarding, based upon questioning, enquiry, investigation of sources and reaching conclusions grounded in the evidence.Ancient Egypt is one of those history topics which, because it...

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  • In My View: Creativity & History

    Article

    Introduction A great deal has been written recently defining what is meant by creativity in primary education. And much has been written urging us to ‘teach creatively'. Yet there had been no exploration of what teaching creatively means in terms of teaching history until a group of colleagues and I...

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  • The Interactive Whiteboard or Smart Board

    Article

    History and the digital age: The Interactive Whiteboard or Smart BoardThe interactive whiteboard [smartboard] has opened a pathway to explore sources and develop historical interest for children of all ages. It can be used in varied ways that allow a teacher to customise activities to match their intended outcomes. Support for...

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  • The digital revolution

    Article

    Developments in information technology continue at an extraordinary pace. Many young children will have little or no idea of what it was like to live in a world without mobile phones, computers and the Internet.Most children will regularly make use of devices such as smart phones, digital cameras and tablets...

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  • Chronology through ICT

    Article

    Developing chronological understanding through the use of ICTIntroduction: Research into chronological understandingChronological understandingThis is both one of history's most important disciplinary organising concepts (Lee and Shemilt: 2004) required for developing a full understanding of history, and certainly one of the most researched, though often with a broader remit that just...

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  • Bring on the iPad revolution

    Article

    IntroductionThe opening ceremony of the London 2012 Olympic games celebrated change whilst demonstrating the challenges revolutions have on the world. From green pastures to belching chimneystacks, from post-war Britain to the World Wide Internet and text messaging, the way society interacts is changing at an incomprehensible rate.

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  • History, ICT and the digital age

    Article

    Three things are important1.Don't fall for the hypeYou are not a bad teacher if you are not using a lot of technology in history or any other area! Research evidence does not support many of the claims made about technology." Most of the evidence we have is anecdotal or in...

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  • Case Study 4: Hit the net!

    Article

    IntroductionPrimary History's editorial team set me the challenge of seeing how useful ICT would be in my teaching. The challenge was timely, as I recently inherited a Year Six History class with its unit of work "Life in Britain since the 1930s".Having taught predominantly KS1, this invoked both feelings of excitement...

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  • Case Study 1: Historical information and the local community

    Article

    Introduction - The ICT revolutionA paper register, a pink-lined A4 mark book and a written school log book are surely historical artefacts? The transition from paper to digital technology continues, changing the world of the classroom teacher whose working life like mine, began in the print age when digital-based education...

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