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Some fun lesson ideas with cross-curricular links to Geography and Science

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As part of the The Great British Space Dinner competition, celebrity chef, Heston Blumenthal, asks us the question, "Can you get fat in space?". He explains that, due to being in a weightless environment, astronauts' muscles do not need to work as hard as on Earth, and so the fat on their bodies could increase....

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As part of the The Great British Space Dinner competition, celebrity chef, Heston Blumenthal, asks us the question, "Can you get fat in space?". He explains that, due to being in a weightless environment, astronauts' muscles do not need to work as hard as on Earth, and so the fat on their bodies could increase....

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Lesson ideas to encourage innovation and problems solving for 5-11 year olds.

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The Brief

Nancy & the Meerkats present a range of themed activities, together with lesson plans to support and develop your pupils understanding of copyright, trade marks and importance of respecting intellectual property.

Click below to view contents and download

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The Brief Nancy & the Meerkats present a range of themed activities, together with lesson plans to support and develop your pupils understanding of copyright, trade marks and importance of respecting intellectual property. Click below to view contents and download

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Lesson ideas to encourage creativity, problem solving and innovation for 8-11 year olds.

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Curriculum-linked lesson plans and activities designed to encourage innovation, creativity and problem-solving skills in KS2 students. They also use popular characters to introduce issues around protecting ideas.

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A range of different resources for teachers.

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Free teacher classroom resources suitable for use in design and technology lessons with primary school children at Key Stage 2 in England, Wales and Northern Ireland, and at 1st and 2nd Level in Scotland.

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Free primary resources for teaching design and technology school lessons to seven to 11-year-olds.

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You can request the loan of resources for 6 weeks from the company - perfect for your ECT years.

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We provide resources for primary school students who study maths, science or technology and want to learn about design engineering, the Dyson way.

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D& T Association Planning with live links

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D& T Association Planning with live links

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A great resources with an overview of possible topics from Years 1-6.

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A host of linked websites and resources looking at Physical Education, School Sport and Physical Activity have been collated withn our Active 30 Durham Hub. Take a look at both the school and the home sections for a range of activity ideas for PESSPA (as shown in our sessions).

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The Government Childhood Obesity Plan has set out the ambition for all children to achieve 60 minutes of physical activity every day, with schools being responsible for delivering 30 of these active minutes and parents also being responsible for 30 active minutes.

As a county, we want our children to have the best start in life and physical activity plays a key part in physical, mental and emotional wellbeing and academic learning! The Active 30 Durham Hub provides a centralised bank of resources which will provide schools and parents with inspiration on how to embed physical activity into young people's lives.
Active 30 Partnership
The Active 30 Durham Campaign aims to help schools and parents / carers in County Durham to support young people to participate in 30 minutes of moderate to vigorous intensity activity everyday at school and 30 minutes everyday at home - as recommended by the Chief Medical Officer (CMO).

Now more than ever is an important time to support all young people to be active for their physical & mental health and wellbeing.
[County Durham Sport, Active Durham, Active 30 Durham and its partners, assume no responsibility for errors or omissions in the content of the linked material within. In no event shall, County Durham Sport, Active Durham or Active 30 Durham be liable for any special, direct or indirect, consequential, or incidental damages or any damage whatsoever, whether in an action of contract, negligence or other tort, arising out of or in conjunction with the use of these resources. Active 30 reserves the right to make additions, deletions or modifications to the Hub content at any time and without prior notice. Active 30 does not warrant that the resources are free from any errors, inaccuracies or omissions. It should be noted that the links to external websites have been reviewed and evaluated by Active 30 Durham BUT that they are not provided or maintained by Active Durham 30.]
Active 30 Durham is supported by County Durham Sport, Education Durham (Durham County Council), School Games Organisers, School Sport Partnerships, Public Health (Durham County Council), Culture, Sport & Tourism (Durham County Council), Youth Sport Trust, Area Action Partnerships (Durham County Council) and Durham University the material has been collated or created within this central Hub to support school staff and parents / carers with ideas to help children be active.

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The Government Childhood Obesity Plan has set out the ambition for all children to achieve 60 minutes of physical activity every day, with schools being responsible for delivering 30 of these active minutes and parents also being responsible for 30 active minutes. As a county, we want our children to have the best [...]

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The first point of call for influential updates

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PE and School Sport Premium information from DfE

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PE and School Sport Premium information from DfE

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Within your course PHYSICAL EDUCATION COURSE HANDBOOK you have links to the above websites and further information and possible reading.

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About the PE and sport premium

All children and young people should live healthy active lives. The UK Chief Medical Officers recommend that all children and young people should take part in moderate to vigorous intensity physical activity for at least 60 minutes every day. Children with special educational needs and disabilities should take part in 20 minutes of daily activity.

The Childhood Obesity Plan says that at least 30 minutes of daily activity should take place in schools.

Schools have a key role to play in achieving this aim. This is particularly true of primary schools where the foundations of positive and enjoyable participation in regular physical activity are embedded. All children should have equal access to high-quality PE provision and opportunities to experience and participate in a wide range of sports and physical activities. Academic achievement can improve in school because of the benefits children can gain.

Schools should use the PE and sport premium funding to help achieve these aims. It must not be used for core-type school activities. They should use it to make additional and sustainable improvements to the PE, sport and physical activity they provide, such as:

funding high-quality PE and sport for at least 2 hours a week, complemented by a wide range of extracurricular sport and competitive opportunities

providing or improving equal access to sport for boys and girls

Schools should prioritise PE and sport premium spending to improve in the following 5 key areas:

increasing all staff's confidence, knowledge and skills in teaching PE and sport

increasing engagement of all pupils in regular physical activity and sport

raising the profile of PE and sport across the school, to support whole school improvement

offer a broader and more equal experience of a range of sports and physical activities to all pupils

increase participation in competitive sport

Eligibility

Most schools with primary-age pupils receive the PE and sport premium. The exceptions are:

nursery schools

studio schools

university technical colleges

independent schools, except for non-maintained special schools

How funding is calculated and the amounts payable for 2023 to 2024

Schools receive PE and sport premium funding based on the number of pupils they have in years 1 to 6. In cases where schools may not have set year groups (for example, in some special schools), pupils aged 5 to 10 attract the funding.

In most cases, we determine funding by using data from the January 2023 school census. For a new school, or a school teaching eligible pupils for the first time in the academic year 2023 to 2024, funding is based on data from the autumn 2023 school census.

For the year 2023 to 2024, the amounts payable will be:

schools with 16 or fewer eligible pupils will receive £1,000 per pupil

schools with 17 or more eligible pupils will receive £16,000 and an additional payment of £10 per pupil

Maintained schools, including PRUs and general hospitals

Maintained schools, including pupil referral units ( PRUs) and general hospitals, do not receive funding directly from the Department for Education ( DfE). We give the funding to the local authority and they pass it on to the school.

We give local authorities PE and sport premium funding for maintained schools in 2 separate payments. They will receive:

7/12 of the funding allocation on 31 October 2023

5/12 of the funding allocation on 30 April 2024

For a new maintained school or for a school that is teaching eligible pupils for the first time in the 2023 to 2024 academic year, local authorities will receive:

7/12 of the school's funding allocation on 29 February 2024

5/12 of the school's funding allocation on 30 April 2024

Academies and free schools

We send academies (including free schools) the PE and sport premium funding in 2 separate payments. They will receive:

7/12 of the funding allocation on 8 November 2023

5/12 of the funding allocation on 8 May 2024

An academy (including a free school) which is new, or teaching eligible pupils for the first time in the 2023 to 2024 academic year, will receive:

7/12 of the funding allocation on 8 March 2024

5/12 of the funding allocation on 8 May 2024

Non-maintained special schools

We send non-maintained special schools the PE and sport premium funding in 2 separate payments. They will receive:

7/12 of the funding allocation on 18 December 2023

5/12 of the funding allocation ion 18 April 2024

Using the PE and sport premium

Any use of the PE and sport premium must be in accordance with the terms outlined in the conditions of grant document. This means schools must use the PE and sport premium to:

build capacity and capability in the school and make sure that improvements made to the quality of PE, sport and physical activity provision now are sustainable and will benefit pupils joining the school in future

develop or add to the PE, sport and physical activity that the school provides

Continued professional development

Schools should see the continued professional development (CPD) of teachers as a key priority to make sure that the future quality of the teaching of PE, sport and physical activity is sustainable. This includes providing staff with:

professional development

mentoring

appropriate training

access to external resources

We recommend that schools use established quality assured local, regional and national subject-specific and suitably qualified CPD providers.

Schools should monitor and assess the effectiveness of the CPD being provided to make sure that it is up to standard.

Other effective ways to spend the premium

Schools can also:

embed physical activity into the school day by encouraging active travel to and from school and having active break times

provide targeted activities or support to involve and encourage the least active children

help to provide equal access for all pupils to the range of sports and physical activities that the school offers

Schools can also use the PE and sport premium to raise attainment in primary school swimming and water safety by funding top-up swimming sessions for those pupils that do not meet national curriculum requirements after they've completed core swimming lessons.

Sustainability

Achieving sustainable outcomes is key to any spending of the PE and sport premium.

Before making any decision on what the funding should be used for, schools (in particular, governors and trustees) should consider how the spending will benefit future pupils and what the lasting legacy of this spending will be.

Schools should focus their efforts on upskilling the whole staff workforce so that they feel confident and able to lead a PE lesson independently.

Use of external coaches

Schools may wish to engage the expertise of external coaches to offer their pupils a wider variety of sports. Governing bodies, trustees or proprietors should seek assurance that providers have appropriate safeguarding and child protection policies and procedures in place, including inspecting these as needed.

We do not expect:

these coaches to replace the need for the primary teaching staff

schools to use the grant to fund annually repeated coach-led initiatives

Spending in an academic year

Schools must spend the PE and sport premium funding in full within the academic year it has been allocated for. Funding should not be allocated to only benefit a certain year group.

Schools cannot roll over any unused funding into the following academic year. They must spend the funding before 31 July 2024 so it can be accounted for in:

What the PE and sport premium should not be used for

Funding must not be used for:

capital expenditure (except for goods within the de minimis value for purchases set by the school)

employing coaches or specialist teachers to cover planning preparation and assessment arrangements (this should be funded from the school's core staffing budgets)

teaching the minimum requirements of the national curriculum or, for academies, the existing PE curriculum - apart from top-up swimming lessons after pupils have completed core lessons. Teaching the curriculum should be funded through the school's core funding

buying services that will be delivered or used in following academic years (this includes paying for invoices and subscriptions in advance)

buying staff PE kit

Examples of what comes under capital expenditure include:

multi-use games areas and Daily Mile tracks

Forest School environments and Trim Trails

buying vehicles

fixed playground equipment, such as climbing frames

trophy cabinets or similar

Examples of what schools should pay for from their staffing budget include:

subsidising core staffing, such as PE subject leaders or external coaches who are engaged in repeated annual initiatives

funding the cost of a teaching assistant or apprentice to deliver PE lessons instead of primary teaching staff

Schools receive separate funding for the national PE curriculum. An example that falls under this is swimming and water safety lessons and any associated costs, other than additional top-up lessons for pupils who have not been able to meet the national curriculum requirements.

Defining capital expenditure

Schools can only use PE and sport premium funding for revenue expenditure. If you're not sure whether a particular cost can be classified as revenue expenditure, ask for local professional advice. We cannot provide individual advice on this.

Capital expenditure for the purposes of this grant funding is defined as: 'The purchase of an asset (tangible or intangible), or expenditure which adds to/enhances and not merely maintains the value of an existing asset.'

For expenditure to be treated as capital, the asset must:

be used for more than one year

be above the school's (local authority's or trust's) de minimis threshold for recognition of assets to its balance sheet - this can include:

individual assets worth over the de minimis threshold

grouped assets, that is assets of a similar nature that the school buys at the same time, which cost more than the de minimis threshold

bulked assets, for example a bulk purchase of equipment where the value of the individual item is below the set value, which cost more overall than the de minimis threshold

increase the useful life, performance or value of the asset

If the spending would trigger asset recognition for the school or local authority, under your own local accounting policy, the spending would not be eligible to be funded through this grant.

Schools can use grant funds to maintain existing assets because the funding can be used towards maintenance costs. For example, repainting lines on the playground is allowable as the playground should already be recognised as an asset, and the cost of repainting lines on it is a revenue maintenance cost.

Accountability and reporting

Schools are accountable for how they use the PE and sport premium funding allocated to them. The school's senior leadership team should make sure that the funding is spent for the purpose it has been provided - that is to make additional and sustainable improvements to the PE, sport and physical activity offered.

As part of their role, governors and academy trustees should monitor how the funding is being spent and determine how it fits into school improvement plans and assess the impact it is having on pupils.

Schools, local authorities and academy proprietors must follow the terms set out in the conditions of grant document. If a school, local authority or academy proprietor fails to comply with these terms, the Secretary of State may require the school to repay all or any part of the premium paid.

As part of the conditions of grant, schools must publish a report detailing how they have spent their PE and sport premium funding allocation on their school website by 31 July 2024.

Reports must include:

the amount of PE and sport premium received

a full breakdown of how it has been spent, including justifying any additional costs incurred and describing:

the measurable impact that the school has seen on pupils' PE attainment, physical activity and sport participation due to the spending

how the spend will be sustainable in the future

Schools must also publish the percentage of pupils within its year 6 cohort in the 2023 to 2024 academic year who met the national curriculum swimming and water safety requirements. We collect this as part of a school's PE and sport premium reporting requirements even though the funding can only be used to provide additional support for pupils failing to meet the curriculum standards.

Schools should provide attainment data for year 6 pupils from their most recent swimming lessons. This may be data from previous years, depending on the swimming programme at the school. Schools must keep attainment data from swimming lessons in years 3 to 5 to be able to report this accurately in year 6.

To help schools plan, monitor and report on the impact of their spending, partners in the PE and school sport sector have developed a planning tool and a recording template. These are on the Association for PE and Youth Sport Trust websites. We recommend that schools use these to plan and record how they use the PE and sport premium throughout the year, to be ready to publish the report at the end of the school year.

Review of online reports

We'll continue to monitor published reports. We'll look at a selection of reports to confirm that the use of the PE and sport premium described in the report meets the requirements outlined within this guidance and the conditions of grant document.

If we identify concerns or discrepancies, we'll contact the school to address and investigate these fully. If any concerns are confirmed, we'll take appropriate and proportionate action against the school, which may include action to recover funding.

Digital tool

We'll be introducing a new digital PE and sport premium reporting tool for schools. This digital tool will capture details on how a school has used its PE and sport premium and the impact it has had on achieving the aims and objectives of the funding.

The information gathered will include:

figures on the overall spend

what the funding has been spent on

whether there is any unspent funding

swimming and water safety attainment

We'll pilot the digital tool for the academic year 2023 to 2024. It will be a mandatory requirement for schools to complete it from the 2024 to 2025 academic year.

The digital tool will provide a further measure of accountability and will help identify any non-compliant spending of the PE and sport premium. We intend to launch the tool in May or June 2024. We'll send information to schools closer to this date, including details of training sessions on how to complete the digital form.

Further guidance

You can get further guidance at:

Other helpful guidance documents are:

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PE and sport premium for primary schools

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How much PE and sport premium funding schools will receive for the academic year 2023 to 2024 and advice on how to spend it.

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Used in many Durham schools and a 30 day trial available

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A complete K-5 curriculum

MusicFirst Elementary is the perfect music education tool for young students, providing a complete K-5 curriculum with more than 1000 interactive resources that are tailored to engage and entertain them while they learn. Whether your an experienced music teacher or are new to the profession, MusicFirst Elementary has everything you need to cultivate a lifelong love of music.

Get your free trial

User-friendly & customizable

MusicFirst Elementary has a meticulously crafted curriculum, which includes Key Documents for teachers. Your students will enjoy exporing the exciting world of music with MusicFirst Elementary's interactive tools and resources, which are aligned with the National Core Arts Standards. Additionally, our platform features ready-made and fun lessons, as well as lesson plans with sheet music for a wide variety of instruments.

Find out more

Contact

For more information, contact Paul Fletcher, paulfletcher@charanga.com, +44 (0)1273 823 900.

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MusicFirst Elementary is the perfect music education tool for young students, providing a complete K-5 curriculum with more than 1000 interactive resources that are tailored to engage and entertain them while they learn. Whether your an experienced music teacher or are new to the profession, MusicFirst Elementary has everything you need to cultivate a lifelong love of music.

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Free resources and progression maps (as shown in masterclass)

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Creative and engaging resources, music and CPD for primary history.

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Scratch Maths Quiz Selection

Age:

7-11 years

Concepts / Approaches:

Debugging, Collaborating, Selection, Programming

Curriculum Links:

Maths

Pupils create a maths quiz in Scratch and learn about selection which, in this activity, allows the flow of the program to be altered depending on the player's answers to questions. Initially pupils will use an 'If... then...' selection command, before moving on to using an 'If...then... else...' command.

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Supporting primary school teaching | Barefoot Computing

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DISCOVER how Barefoot Computing equips teachers with the confidence, knowledge, skills and resources to teach computer science in primary schools.

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code-it supported by HIAS, Hampshire Inspection and Advisory Service – Junior Computer Science

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Welcome to code-it.co.uk, computing resources produced by Phil Bagge Computing Inspector / Advisor working for HIAS, Hampshire Inspection and Advisory Service.

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Digimap delivers maps and geospatial data from the Ordnance Survey (OS), the British Geological Survey (BGS), Landmark Historic maps, OceanWise marine mapping, the Centre for Ecology and Hydrology (CEH), and Getmapping aerial imagery

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GA Publishers' AwardsThe GA Publishers' Awards recognise resources that make a significant contribution to geography education. All entries must be received by 8 December 2023.GA Publishers' AwardsGeography Quality MarksEngage in the Geography Quality Marks and benefit from an impactful process of development.Find out about Quality Marks hereWorldWise local quizAre you interested in arranging a WorldWise [...]

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Royal Geographical Society - Geography resources for teachers

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The Royal Geographical Society (with IBG) supports teaching in the classroom and field by providing award-winning geographical teaching and learning resources.

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History in Outstanding Primary Schools

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Tim Jenner HMI, Ofsted's subject lead for history, talks about the findings from our history subject inspections.
History is vital to a rich and broad primary education. It helps pupils to make sense of the present as well as the past , and to appreciate the complexity and diversity of human societies and development.

Between January and March 2020, we inspected the quality of history education in 24 primary schools with an outstanding judg e ment. We spoke to leaders and teachers about the history curriculum , visited lessons, looked at pupils' work and spoke to pupils.

Building blocks of progress

Support for pupils with special educational needs and/or disabilities ( SEND ) was a strength in all of the schools we visited. All of these schools balanced their ambition for all pupils to access the full history curriculum with a clear understanding of the needs of their pupils. Pupils were given careful individual and/or group support to secure the knowledge they needed to continue to access content in history.

Areas for improvement

Teacher subject knowledge seemed to be an important factor in the quality of education in this area , but also across history in general . S chools that had support from subject-specialists - whether from school staff, a multi-academy trust or local authority, or through subject associations - often had higher-quality plans in place.

Background

These inspections were carried out under section 8 of the Education Act 2005 and in accordance with Ofsted's published procedures for a no formal designation inspection of schools. The inspections were carried out to enable Her Majesty's Chief Inspector to better understand the quality of education in specific subjects provided by outstanding primary schools. Twenty-four history inspections were carried out between November 2019 and March 2020.

As these inspections only looked into one subject, inspectors were not expected to evaluate or infer the quality of education in the school. This is because the e ducation i nspection f ramework methodology requires a minimum of three subjects to be reviewed in order to draw out systemic features. This was not the purpose of these inspections.

Schools inspected

The full detail of the findings of each inspection are published on Ofsted's reports website.

Balksbury Infant School, Andover

Barnfield Primary School, Edgware

Callis Grange Nursery and Infant School, Broadstairs

Coit Primary School, Sheffield

Gillespie Primary School, London

Greenfield CofE VC Lower School, Greenfield

Hampton Hargate Primary School, Peterborough

Horndean Infant School, Horndean

Kempston Rural Primary School, Kempston

Mayflower Academy, Plymouth

Milford-on-Sea Church of England Primary School, Lymington

Rodmersham School, Sittingbourne

Seaton Primary School, Seaton

Shoreditch Park Primary School, London

St Aidan's Voluntary Controlled Primary School, London

St Clement Danes CofE Primary School, London

St Francis Church of England Primary School, Eastleigh

St John's Church of England Primary School, Maidstone

St Joseph's Catholic Primary and Nursery School, Burnham-on-Sea

St Joseph's Roman Catholic Primary School, London

St Thomas' Church of England Infant School, Newberry

Wigton Moor Primary School, Leeds

William Ford CofE Junior School, Dagenham

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Tim Jenner HMI, Subject Lead for History

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Tim Jenner HMI, Ofsted's subject lead for history, talks about the findings from our history subject inspections.

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Abrahamson, L. (Academic). (2015). Diversity [Video]. SAGE Knowledge. https://www.doi.org/10.4135/9781473930919

Abrahamson, Leonie. "Diversity." In SAGE Video. London: SAGE Publications Ltd., 2015. Video, 00:11:56. https://www.doi.org/10.4135/9781473930919.

Abrahamson, L., 2015. Diversity, SAGE Video. [Streaming Video] London: SAGE Publications Ltd. Available at: <http://www.doi.org/10.4135/9781473930919> [Accessed 27 Apr 2021].

Abrahamson, Leonie. Diversity. Online video clip. SAGE Video. London: SAGE Publications, Ltd., 16 Apr 2015. doi: https://www.doi.org/10.4135/9781473930919. 27 Apr 2021.

copy to clipboard

Export to your reference manager

# data[].attributes.attachment_link.description
Abrahamson, L. (Academic). (2015). Diversity [Video]. SAGE Knowledge. https://www.doi.org/10.4135/9781473930919 Abrahamson, Leonie. "Diversity." In SAGE Video. London: SAGE Publications Ltd., 2015. Video, 00:11:56. https://www.doi.org/10.4135/9781473930919. Abrahamson, L., 2015. Diversity, SAGE Video. [Streaming Video] London: SAGE Publications Ltd. Available at: [Accessed 27 Apr 2021]. Abrahamson, Leonie. Diversity. Online video clip. SAGE Video.

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8 Ofsted Findings

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Ofsted has set out what it believes to be the best and least effective approaches to teaching primary school history, following a series of targeted inspections of "outstanding" schools.

The watchdog has produced findings from a series of subject inspections focused on the quality of history teaching in primary schools.

These were carried out over three months before the Covid pandemic at 24 primaries rated as "outstanding".

Exclusive: Ofsted hiring subject experts to improve inspections

Revealed: Inspectors' favourite subjects for a 'deep dive'

Analysis: How will Ofsted treat primary subject leaders

The findings are set out in a blog by Tim Jenner, the watchdog's subject lead for history.

Ofsted guidance for teaching history in primary schools

According to Ofsted, schools should:

1. Build up pupils' subject knowledge

The watchdog said it found "excellent examples of schools that had carefully considered the building blocks of progress in history".

It said these schools had identified knowledge that was essential to pupils' understanding of new material in the subject.

It gives the examples of schools that built up pupils' knowledge of key concepts, such as empire, tax, trade and invasion.

Mr Jenner adds: "They are crucial components of pupils' comprehension of new material because they are abstract ideas, and therefore difficult to grasp, but are also used very commonly in history."

2. Use challenging vocabulary and test what pupils know

Inspectors were impressed by the range and security of pupils' knowledge of some of these concepts in some of the primary schools they visited.

Mr Jenner's blog says schools secured this knowledge by using appropriately challenging vocabulary in lessons, and by explicitly teaching these concepts.

3. Equip pupils with a 'mental timeline' of the past

Ofsted said that in some schools it was also impressed by pupils' chronological knowledge.

Mr Jenner's blog adds: "This is pupils' knowledge of broad developments and historical periods, and their 'mental timeline' of the past. This knowledge supports pupils to place their learning in context both in history and across other subjects.

"In a number of schools, this knowledge was regularly revisited and assessed, and pupils were securing historical knowledge as coherent narratives."

He says inspectors were pleased to hear pupils confidently discussing broader developments across the periods they had studied.

4. Ensure that pupils with SEND are supported

The new findings from the inspectorate show that, across the 24 schools that were inspected, supporting pupils with special educational needs or disabilities was a strength.

Mr Jenner says: "All of these schools balanced their ambition for all pupils to access the full history curriculum with a clear understanding of the needs of their pupils.

"Pupils were given careful individual and/or group support to secure the knowledge they needed to continue to access content in history."

However, Ofsted also criticised the way that some schools approached history teaching.

There were four main ways in which schools fell down in the eyes of inspectors:

1. Failing to identify the knowledge that is most important for pupils to learn

The watchdog found that pupil knowledge was less secure in those schools where leaders and teachers "had not identified the knowledge that was most important for pupils to learn and remember".

The blog adds: "Often, these schools did not assess pupils' knowledge of the history content they had learned and therefore were not able to ensure that all pupils were making progress in their knowledge of history."

2. Pupils did not know enough about how historians study the past

The inspectorate said it found "generally weaker practice" in the teaching of disciplinary knowledge.

It added: "This is knowledge of how historians study the past and construct accounts. In most schools, pupils' knowledge in this area was not secure. We saw a lot of teaching that encouraged misconceptions about the discipline of history."

3. Children were asked to interpret historical events without the knowledge to do so

The Ofsted blog says it also found examples where pupils were encouraged to "come up with their own interpretations about the past without enough knowledge to do so successfully".

The inspectorate said this was happening rather than pupils learning about how and why historians construct different interpretations of the past.

4. Pupils were set tasks that did not help them to secure knowledge

Ofsted said that inspectors saw some lesson activities that were not well-designed to secure pupils' knowledge.

The blog adds: "These included anachronistic writing tasks, such as writing a newspaper report on the Viking invasions of England, and activities that distracted from the history content pupils needed to learn."

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How to teach primary history: 8 Ofsted findings

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Ofsted has set out what it believes to be the best and least effective approaches to teaching primary school history, following a series of targeted inspections of "outstanding" schools. The watchdog has produced findings from a series of subject inspections focused on the quality of history teaching in primary schools.

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Free KS1 AND KS2 History resources

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School Radio offers a range of primary History resources for KS1 and KS2 pupils arranged in clip libraries that include a mix of both audio and video clips and supported by Teacher Notes.

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Primary History - KS1 & KS2 / Age 5 - 11

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School Radio offers a range of primary History resources for KS1 and KS2 pupils, arranged in clip libraries that include a mix of both audio and video clips. There is an emphasis on narrative, exploring history through stories.

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Comprehensive website breaking down different areas of the Art NC.

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Find out about past and current initiatives to promote the Arts in schools

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Keep up to date with the developments of IntoOpera's work in schools and their research project with Durham University

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Into Opera | Opera and Creative Education | United Kingdom

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Into Opera is on a mission to get more people into opera across the UK. Artistic Director, Genevieve Raghu.

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A membership organisation, website contains various links to useful websites with resources

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Music Mark | Leaders in High Quality Music Education

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The first round-up of the new year finds us on a snowy day for much of the UK, as the Music Mark office is comparing ways to keep warm (electric blanket here!). Let's get right to...

Assistive music technology may seem daunting to some when first introduced. Tim Swingler, co-director of Soundbeam, shares how Soundbeam has addressed potential obstacles through training, product improvements, and encouraging innovation. Happily, it is now a given...

The National Youth Choir is more than just a choir. Since the organisation was founded 40 years ago it has grown from a single choir of 100 young singers to become a nationwide community aiming to...

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Music Mark | Leaders in High Quality Music Education

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A UK Association for Music Education. Music Mark leads, represents and supports the highest quality music education for all children and young people.

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Wide variety of free singing resources

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We're glad we've been able to support schools with our singing resources during this difficult and unusual time. It's hard to believe we first launched @HOME over a year ago!

As we return to schools and enter into a new normal, we want to continue to inspire and enable you to sing this summer and harness the undoubtable benefits singing brings.

As such, Out of the Ark, Sing Up, the Voices Foundation and Young Voices have joined together to do what we can to support you over the summer months. Our Summer of Singing campaign includes lots of free resources to support you during this period of recovery. For even more recovery ideas take a look at our#candomusic Recovery Curriculum which has plenty of tips and activities suitable for schools whether you are able to sing or not. Thank you again for your support.

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We're glad we've been able to support schools with our singing resources during this difficult and unusual time. It's hard to believe we first launched @HOME over a year ago! As we return to schools and enter into a new normal, we want to continue to inspire and enable you to sing this summer and harness the undoubtable benefits singing brings.

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PSHE Association | Charity and membership body for PSHE education

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A membership association and charity, we support over 60,000 teachers and schools with PSHE resources, training, guidance and advice.

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Supporting educators on issues of gender identity and sexual orientation

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"I'm 19 now and after five years of finding myself and becoming comfortable in my own skin, I can see the massive influence that Educate & Celebrate has had on my school, a school which five years ago never once uttered the words: lesbian, gay, bisexual or transgender."

MJ, PRIDE Youth Network Leader

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We provide LGBT+ inclusion training for all schools. LGBT+ inclusion training is for all staff, support staff, leadership teams, governors and trainee teachers. We offer student workshops, youth networks, CPD days and an Award Programme.

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Free resources and ideas uploaded by educators.

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This site houses resources which have been generously donated by practising teachers who are members of 2 Yahoo groups called 'mflresources'& 'primarymflresources' [mfl=modern foreign languages] and who want to 'share the workload'. As the file sharing area becomes 'used up' on the Yahoo site, files are moved across to this site. Please do not expect perfection in the resources or the web set up. The group is run entirely by volunteers.

This site is in the process of re-organisation. At the moment you can find links to resources:

(1) on the yahoo site (2) on this home page (3) via the navigation buttons on the sidebar.

If you have found us here without first joining us in Yahoo then please sign up to benefit fully from this site by 'giving' as well as 'receiving'! Thank you.

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This site houses resources which have been generously donated by practising teachers who are members of 2 Yahoo groups called 'mflresources'& 'primarymflresources' [mfl=modern foreign languages] and who want to 'share the workload'. As the file sharing area becomes 'used up' on the Yahoo site, files are moved across to this site.

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Always good for teachers to connect with the British Journal of Religious Education and to consider an REToday membership with it's mailing/resources – very practical.

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RE Today supporting Religious Education in schools

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Supporting teachers of religious education with training, reosources and subject knowledge

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National Association of Teachers of Religious Education - providers of the Anti-Racist RE resources that were uploaded onto DUO, many more useful ideas and resources on their website.

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National Association of Teachers of Religious Education

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Subject teacher association for religious education professionals. Made by teachers for teachers to support those who teach and lead in all schools!

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Excellent websites, opportunities to sing up to CPD events, further links on Mr T's Facebook page.

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Meet Mr. T Stuart (Mr T) is an experienced teacher and history specialist. He is an honorary fellow of the Historical Association, regularly featured writer in a number of publications and delivers training on various aspects of primary history teaching. He is a passionate believer in using children’s natural curiosity to engage them in lessons […]

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Links and general information to a range of DU Museums which can be useful for History and other NC subjects.

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There are three museums at Durham University: the Oriental Museum, the Museum of Archaeology and the Castle Museum.

The Oriental Museum boasts a huge range of artworks and archaeological artefacts from the great cultures of northern Africa and Asia; there are more than 32,000 objects, ranging in date from prehistory to the present day. The Ancient Egyptian and Chinese collections hold 'Designated Status' in recognition of their national and international importance.

The Museum of Archaeology is largely focused on the archaeology of North East England but the collection also includes national and international artefacts. Much of the collection was excavated by members of Durham University's Department of Archaeology and is accompanied by detailed archival material .

The Castle Museum is part of the Durham UNESCO World Heritage Site and holds collections relating to the history of Durham Castle, the Prince Bishops, and University College as well as oil paintings, tapestries, arms and armour, silver, crockery and furniture.

Access

Museum staff are happy to provide information on the collections, supply publication quality images, and arrange for research visits. If you are interested in using the collections for your research, please refer to the Durham University Museums Guidance for Researchers.

Opening times

The Oriental Museum

Monday - Friday, 10.00 - 17.00
Saturday - Sunday, 12.00 - 17.00

The Museum of Archaeology

'Living on the Hills', our new archaeology gallery, is now open within Palace Green Library.

Monday 12:00 - 17:00

Tuesday - Sunday 10:00 - 17:00

The Castle Museum

Access by guided tour. To book a tour go to: www.durham.ac.uk/durham.castle/whatson/tour.

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There are three museums at Durham University: the Oriental Museum, the Museum of Archaeology and the Castle Museum. The Oriental Museum boasts a huge range of artworks and archaeological artefacts from the great cultures of northern Africa and Asia; there are more than 32,000 objects, ranging in date from prehistory to the present day.

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School Trip Ideas | Visit a Nature Reserve - The RSPB

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Visit one of our stunning nature reserves and let us provide your students with unique and memorable learning experiences. Find out more

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Free teacher classroom resources suitable for use in geography lessons with primary school children at Key Stage 2 in England, Wales and Northern Ireland, and at 1st and 2nd Level in Scotland.

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Free primary resources for teaching geography school lessons to 7 to 11-year-olds.

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https://www.britishlegion.org.uk/get-involved/remembrance/teaching-remembrance?utm_source=facebook&utm_medium=paidsocial&utm_campaign=TeachingRemembrance&fbclid=IwAR1Sm6Pqq_bks-d7wBbQc7K21dtZ9rXLsIrIjrkmF6bsjIaDWHGB_kcU5zU

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https://m.youtube.com/watch?v=dIqpwioWv1Y

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A new website with resources on Sikhism

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HOME LEARNING CENTER GURMUKHI RESOURCES SIKHISM AWARENESS SIKHI CAMP IDEAS SIKH BABY NAMES GURBANI QUOTES CHILDREN'S HEALTH BACK TO SCHOOL KHALSA SCHOOL RESOURCES COUNTING LEARN BASIC SIKHI TERMS LEARN NUMBERS IN PUNJABI LEARN SHABAD GURBANI DID YOU KNOW?

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Impactful Strategies for children with SEND

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Impactful Strategies for children with SEND