Primary History resources
The National Curriculum for history from Key Stages 1-3 requires pupils to know and understand the diverse stories of the British Isles from prehistory to present, as well as studying aspects of local, national and international history. History should equip pupils to ask questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. In Key Stages 1 and 2, pupils are required to study British history from the Stone Age through to 1066, as well as a local study, ancient Greece, another ancient civilisation, a wider world study and a chronological unit that extends pupils knowledge beyond 1066. The National Curriculum does not have to be followed by academies.
The Stone Age to the Iron Age
- Film: Teaching Prehistory
- Historical fiction: it’s all made up, isn’t it?
- Turning technology: making life better in Iron Age Britain
- The Bronze Age: what was so special about copper and tin?
- Rethinking the Stone Age to Bronze Age
- The Standing Stone
Ancient Civilisations
- Historical fiction: it’s all made up, isn’t it?
- Scheme of Work: Comparing Ancient Civilisations
- The potty timeline: an effective way of using timelines
- Making the children work for the information!
- Did all Ancient Greek women stay at home and weave?
- Pull-out Posters: Primary History 73
Roman Britain
- Teaching the Romans in Britain: a study focusing on Hadrian’s Wall
- Using apps in the history curriculum
- Lecture: Life at the edge of the Roman Empire
- One of my favourite history places: Chichester's Roman walls
- Ordinary Roman life
- One of my favourite history places: Hadrian's Wall
The Anglo-Saxons, Vikings & the Normans
- Film: Making sense of the Vikings
- What can you tell about the Vikings from a chess piece?
- The Anglo-Saxons and the Vikings: push, pull, cause and consequence
- Pull-out Posters: Primary History 82
- One of my favourite history places: Durham Cathedral
- Pull-out Posters: Primary History 76
Local Study
- One of my favourite history places: Conwy
- Insights from a year of leading the development of a ‘knowledge-rich curriculum’
- Using a house for your local history study
- One of my favourite history places: Glastonbury
- Teaching local history through a family
- Using the back cover image: Lest We Forget
World Study
- Ankhu and Nebu of Deir el Medina
- Trade and pilgrimage in the Abbasid Caliphate
- The potty timeline: an effective way of using timelines
- Muslim soldiers in World War I
- World War I: widening relevance in the modern world
- Why stop at the Tudors?
Individuals & Events
- Using different sources to bring a topic to life: The Rebecca Riots
- One of my favourite history places: Conwy
- Teaching about the Kindertransport without the Kinder
- Happy 200th birthday Florence Nightingale!
- Scheme of Work: Grace O'Malley
- Teaching sensitive subjects: slavery and Britain’s role in the trade
Living Memory
- ‘Come all ye fisher lassies’
- VE Day 75: free home learning resource
- Teaching about the Kindertransport without the Kinder
- Using the back cover image: Communications
- The Phoney War: teaching WWII
- The Blitz: All we need to know about World War II?
Beyond 1066
- One of my favourite history places: Conwy
- Migration to Britain through time
- Teaching sensitive subjects: slavery and Britain’s role in the trade
- Making the most of a census
- One of my favourite history places: Glastonbury
- Teaching local history through a family
Connecting Classrooms through Global Learning
- Connecting Classrooms through Global Learning
- Teaching about the climate emergency
- Global Learning November 2016
- Global Learning July 2016
- Teaching history and geography together in a meaningful way
- Using Folktales, Myths and Legends
Primary classroom posters
- Pull-out Posters: Primary History 81
- Pull-out Posters: Primary History 78
- Pull-out Posters: Primary History 76
- Pull-out Posters: Primary History 77
- Pull-out Posters: Primary History 75
- Pull-out Posters: Primary History 73
Assessment
- Assessment and feedback in history
- It worked for me: investing in dialogue as a tool for assessment
- Assessment and Progression without levels
- Progression from EYFS to Key Stage 3
- Assessment in Primary History - Guidance
- Progression & Assessment without Levels - Guide
Lessons & Exemplars
- Resources for courses: ideas for your history curriculum
- Three first-class ladies – teaching significant individuals in Key Stage 1
- ‘So why did they go into hiding?’ Anne Frank in her historical and social context
- Leading Primary History
- Primary Teaching Methods
- Background information for teachers