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
- The Standing Stone
- Teaching pre-history outside the classroom
- Our Iron Age challenge
- From the Iron Age to Robin Hood
- Who's afraid of the Big Bad Bronze Age?
- TREE-mendous history!
Ancient Civilisations
- Making the children work for the information!
- Did all Ancient Greek women stay at home and weave?
- Making global connections through history
- Pull-out Posters: Primary History 73
- Scheme of Work: Thematic study - Education
- Teaching the Ancient Greeks
Roman Britain
- One of my favourite history places: Hadrian's Wall
- What confuses primary children in history...
- From the Iron Age to Robin Hood
- Pull-out Posters: Primary History 70
- Developing enjoyable historical investigations
- The Roman Empire and its impact on Britain
The Anglo-Saxons, Vikings & the Normans
- The Vikings: ruthless killers or peaceful settlers?
- Pull-out Posters: Primary History 76
- The gall nuts and lapis trail
- A trail of garnet and gold: Sri Lanka to Anglo-Saxon England
- Where were the women in Anglo-Saxon England?
- Anglo-Saxon Women
Local Study
- Dora Thewlis: Mill girl activist
- Using role-play to develop young children’s understanding of the past
- How significant is the tragic story of the SS Mendi?
- What can you do with an old postcard?
- M&S brings over 130 years of archives into your classroom
- ‘Not again!’ - an additional viewpoint on using railways
World Study
- World War I: widening relevance in the modern world
- Why stop at the Tudors?
- Muslim soldiers in World War I
- Making sense of the Maya - an enquiry planned with skills and concepts in mind
- An Outline History of Benin for KS2
- Scheme of Work: Benin
Individuals & Events
- ‘So why did they go into hiding?’ Anne Frank in her historical and social context
- For whose God, King and country? Seeing the First World War through South Asian eyes
- How significant is the tragic story of the SS Mendi?
- Ideas for Assemblies 78
- How can we use significant anniversaries in our teaching?
- What can you tell about the Maya... ?
Living Memory
- World War I: widening relevance in the modern world
- ‘So why did they go into hiding?’ Anne Frank in her historical and social context
- Primary History Summer Resource 2018
- Here comes the ‘60s
- What can you do with an old postcard?
- Food – a theme for learning about the past
Beyond 1066
- Using the back cover: The moustache cup
- Dora Thewlis: Mill girl activist
- It worked for me: Knights and castles
- Using museum and heritage sites to promote higher-level learning at KS2
- Writing books for young children about the First World War
- For whose God, King and country? Seeing the First World War through South Asian eyes
Global Learning Programme
- The Global Learning Project
- The Global Learning Project
- Global Learning November 2016
- Global Goals
- GLP Expert Centre Newsletter
- Global Learning July 2016
Primary classroom posters
- 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
- Pull-out Posters: Primary History 70
Assessment
- Assessment and Progression without levels
- Progression from EYFS to Key Stage 3
- Progression & Assessment without Levels - Guide
- Assessment in Primary History - Guidance
- The new history curriculum: assessing learning and progression
- Teaching History Curriculum Supplement 2014
Lessons & Exemplars
- ‘So why did they go into hiding?’ Anne Frank in her historical and social context
- ‘So why did they go into hiding?’ Anne Frank in her historical and social context
- Teaching the Ancient Greeks
- Outline plan using key questions: Vikings example
- Teaching Romans, Anglo-Saxons, and Vikings in Britain
- Primary Teaching Methods