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Key Stage Three

Teaching the Industrial Revolution

Two items by Ian Dawson on Teaching about the Industrial Revolution: • What would we like students to remember about it? More … • What kinds of stories should we tell about it? More … This guidance and the accompanying outline activities are on Thinking History, Ian’s free website.

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‘King’ Cromwell? – Biography Writing Frames

The big task in ‘King’ Cromwell? is for pupils to research, plan and write their own biography of Oliver Cromwell. These worksheets are designed to support their work by providing a structured writing frame for each chapter. You can download them onto your school intranet and, if appropriate, customise them to suit the needs and abilities of your pupils. The Certificate is a colour version of Work...

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Britain’s Commonwealth Migrants

Unit 12 in the SHP publication ‘The Impact of Empire’ (2nd edition), by Jamie Byrom, Chris Culpin and Michael Riley, explores the experiences of Britain’s Commonwealth migrants in the period after the Second World War. Students are helped to understand the development of ethnic and cultural diversity in post-war Britain by engaging with the general narrative of migration and with the stories of in...

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The Holocaust Website – Build Your Own

In ‘The Holocaust’, by Ann Moore and Christopher Culpin, (in the SHP series for KS3: “This Is History”), pupils are invited to create their own Holocaust website. Putting it together not only keeps the pupils driving through their enquiry, it encourages them to evaluate the material provided in the book. This “Big Task” is outlined on page 7 of the Pupil’s Book. The idea is that pupils collect evi...

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Would a centegenarian recognise Norwich in the new millennium?

An enquiry for the end of KS3 This enquiry from Jo Philpott, AST at Dereham Neatherd High School, Norfolk, was specifically designed as a last experience of taught history for a group of Year 9 pupils with Special Educational Needs. At the time of teaching these pupils were disapplied from the KS4 history curriculum. The aim was for the pupils to apply their KS3 history curriculum to their own loc...

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What does Ukawsaw’s story reveal?

The enquiry by Richard Harris helps pupils to deepen their understanding of the Britain’s transatlantic slave trade by focussing on the life history of an individual. Once pupils have grasped the general features of the triangular trade, they investigate the life history of Ukawsaw Gronniosaw, an eighteenth-century slave, through extracts from his autobiography. Pupils consider how far his story f...

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The Richard Whiting Enquiry

Why did Richard Whiting die a terrible death in 1539? This enquiry resulted from Michael Riley’s work with the history department atPreston School in Yeovil. The focus was on helping students to write causal explanations, and the particular context was the English Reformation. The enquiry uses a local case study – the murder of the Abbot of Glastonbury – in order to develop a broader understanding...

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Investigate Some Medieval Deaths

This activity focuses on some fourteenth-century deaths in order to spark pupils’ curiosity about people’s lives in medieval England. It makes excellent initial stimulus material to kick off an enquiry about the lives, beliefs, ideas and attitudes of people in the fourteenth century. To download: The introduction and activity in WORD [ click here ] Resource 1 – the PowerPoint [ click here ] Resour...

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A Thematic Approach to KS3

This plan for Key Stage 3 was developed by Michael Riley for the 2008 National Curriculum. It incorporates many of the core principles of SHP including a strong focus on enquiry and diversity. The plan breaks away from a ‘Norman Conquest to the Cold War’ approach to Key Stage 3, by structuring the course thematically. In Year 7 students find out about the ways in which people’s d...

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Independent Enquiry

This guidance is based on Martyn Ellis’s workshop at the 2009 SHP Conference: “Sir, can we teach Year 12 again?” – Getting Year 7 to focus on independent enquiry. Martyn’s workshop was based on his own reflective practice in helping Year 7 students to pursue an independent enquiry on an aspect women’s suffrage in Britain. The workshop featured a sequence of lessons through which he thought very ca...

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