England · 7–8 yearsDates and periodsRead dated timelines, keep uncertainty and separate an event from its discoveryOne screen. The whole class.
Thinking like a historian
Thinking like a historian: Dates and periods → Archaeology and written sources → Support a claim → Compare two accounts.
Learning goals
- Read BCE/CE on a supplied timeline and distinguish period labels from precise dates.
- Identify what different evidence can and cannot establish.
- Select a conclusion supported by supplied evidence and qualify uncertainty.
- Identify agreement/difference and ask a useful follow-up question.
A suggested order, with freedom to open or replay any available activity. Played activities help teachers continue a sequence; they do not measure mastery.
Open this path in the classroomBefore you begin
- KS1 timelines, source questions and simple change/continuity.
One computer and a whiteboard or shared display. Pupils participate without accounts. The teacher sets the pace and can repeat or skip each activity.
Dates and periods · Free
Read BCE/CE on a supplied timeline and distinguish period labels from precise dates.
Archaeology and written sources · Free
Identify what different evidence can and cannot establish.
Support a claim · Free
Select a conclusion supported by supplied evidence and qualify uncertainty.
Compare two accounts · Free
Identify agreement/difference and ask a useful follow-up question.
England · 7–8 yearsDates and periodsRead dated timelines, keep uncertainty and separate an event from its discovery
England · 7–8 yearsArchaeology and written sourcesChoose evidence for a question, and keep track of what it cannot tell us
England · 7–8 yearsSupport a claimUse a clue, qualify the conclusion and ask what could change it
England · 7–8 yearsCompare two accountsKeep shared details, notice differences and ask the next useful question