What a lot of freebies to take away! (virtual Primary Humanities Network meeting – Term 6)

Well, it was time for our final meeting of this academic year; once again, we gathered virtually from all areas of the UK.

The foci for today’s session were determined by recent requests from many teachers, as well as discussions in the media and among those at the leading subject associations; ‘What makes outstanding geography and history in the eyes of Ofsted and how can this be achieved?’.

As usual, I began by outlining the aims and structure of the session:

Next, I provided an ‘educational round-up‘ and pointed individuals in the direction of plenty of new resources and useful web-links. These included:

Ofsted on the web and social media;
‘New EYFS Development Matters 2021 – Are you ready for the change?‘ (https://www.teachwire.net/news/eyfs-development-matters-2021-are-you-ready-for-the-change);
‘Early years reading – Take story time on screen‘ (https://www.teachearlyyears.com/learning-and-development/view/early-years-reading-take-story-time-on-screen);
‘ICT in Early Years – How to make online learning fun‘ with particular attention given to the section entitled ‘Understanding the world‘ (https://www.teachearlyyears.com/learning-and-development/view/ict-activities-for-eyfs-how-to-make-make-online-learning-fun);
‘Outdoor learning in Early Years – Encourage families to take their children outside‘ (https://www.teachearlyyears.com/enabling-environments/view/outdoor-learning-in-early-years-encourage-families-to-take-their-children-outside);
‘Children’s wellbeing – Improve children’s mental health in early years by reconnecting with nature‘ (https://www.teachearlyyears.com/learning-and-development/view/childrens-wellbeing-improve-mental-health-in-early-years-by-reconnecting-with-nature);
‘Zooming to the rainforest‘, an article written by myself for the Geographical Association’s summer edition of their Primary Geography journal (https://www.geography.org.uk/Journals/Primary-Geography);
A short movie clip and details about our next virtual multi-schools event to the Amazon (https://create2inspire.co.uk/2021/06/14/fancy-joining-us-on-our-next-virtual-trip-to-the-amazon/);
‘Nature, noticing and naming: pausing to reflect‘, an article written by Simon Collis, Katy Elsom and Rebecca Smithson for the Geographical Association’s summer edition of their Primary Geography journal (https://www.geography.org.uk/Journal-Issue/69525df0-ab07-4d5e-b301-ffaa39e445de);
Teachit’s ‘Closing the word gap: activities for the classroom‘ primary resource (https://www.teachitprimary.co.uk/wordgap-activities) and its ‘Closing the word gap: KS2 -3 transition support‘ (https://fdslive.oup.com/www.oup.com/oxed/wordgap/Closing-the-Word-Gap_KS2-3-Transition-Support.pdf);
Resources produced by Teachit promoting the development of speaking and listening skills, e.g. ‘Seaside and seasons conversation cards‘ for use with EYFS (https://www.teachitprimary.co.uk/resources/f/spoken-language/seaside-holiday-conversation-cards/20117https://www.teachitprimary.co.uk/resources/f/spoken-language/seasons-conversation-cards/24324); their ‘Story boxes – creating stories‘ resource aimed at Key Stage 1 (https://www.teachitprimary.co.uk/resources/y1/structuring-plots-and-planning/spoken-language/story-boxes-creating-stories/27338); ‘Persuasive presentation ideas‘ for Lower Key Stage 2 (https://www.teachitprimary.co.uk/resources/y3/presentations/spoken-language/persuasive-presentation-ideas/21935); ‘Who was to blame for the sinking of the Titanic?‘ material for Upper Key Stage 2 (https://www.teachitprimary.co.uk/resources/y5/debate/spoken-language/who-was-to-blame-for-the-sinking-of-the-titanic/28949) and ‘Eight tips for No Pens Wednesday‘, which can be used with all children and at any time of the year (https://www.teachitprimary.co.uk/resources/f/debate/spoken-language/eight-tips-for-no-pens-wednesday/29011);
Centre for Literacy in Primary Education (CLPE)’s ‘Back to School support for September 2021‘ (https://clpe.org.uk/aboutus/news/clpes-2021-back-school-campaign-growing-our-future);
Details about Centre for Literacy in Primary Education (CLPE)’s FREE copy of Happy Here for all primary schools and FREE teaching resources and CPD in partnership with the BookTrust (https://clpe.org.uk/aboutus/news/free-copy-happy-here-all-primary-schools-and-free-teaching-resources-and-cpd);
Just Imagine’s relaunched online bookstore, providing inspiration for ‘reading across the curriculum’ (https://www.bestbooksforschools.com/?mc_cid=ca3b70e26a&mc_eid=80680c8648);
An article from Teachwire’s latest magazine entitled ‘13 ideas for a more diverse library‘;
‘Empathy Day – 5 diverse books for kids plus classroom resources‘, three of which have strong historical or geographical links (https://www.teachwire.net/news/empathy-day-5-diverse-books-for-kids-classroom-activities);
Articles from Teachwire’s latest magazine relating to podcasts, e.g. ‘Finding Your Voice, with Benjamin Zephaniah‘, ‘Telling Stories from the Past with Bali Rai‘ and ‘Making Objects Magical‘ with Joan Haig’;
‘Evacuee‘ from the same edition of Teachwire’s magazine, which illustrates how mixing history with fiction can inspire powerful writing and Pie Corbett’s model text shows exactly how it can be done;
A couple of book recommendations – Skin Taker by Michelle Paver for those studying the Stone Age and The Mystery of the Golden Pyramid for anyone exploring Ancient Egypt;
‘Leap through time and celebrate diversity with the Time Thief‘ (https://www.teachwire.net/products/leap-through-time-and-celebrate-diversity-with-the-time-thief);
‘The Stories of Arctic Science II‘ e-book and associated resources (https://interactsciencestories.org/);
Wicked Weather Watch (WWW)’s new ‘Schools Climate Action’ programme and CPD workshop focusing on ‘Climate change in the classroom’ (https://www.eventbrite.co.uk/e/wicked-weather-watch-cpd-workshop-climate-change-in-the-classroom-tickets-156867439735);
Further climate change resources (https://www.geographysouthwest.co.uk/news/free-climate-change-education-conference-tuesday-20-april and https://www.geographysouthwest.co.uk/) and details about CCERN’s next climate change conference in July 2021 (https://www.eventbrite.co.uk/e/climate-change-education-research-conference-tickets-158890795647);
‘Let’s Go Zero 2030’ campaign (https://letsgozero.org/);
Votes for Schools’ link to COP26 (https://mailchi.mp/votesforschools/cop26-100-000-childrens-voices);
‘Sea Stories – Live from 2050’ recently launched by the National Maritime Museum (https://www.thegreatimagining.org/seastories);
The National Schools Partnership’s ‘Message in a Bottle’ cross-curricular initiative and competition (https://nationalschoolspartnership.com/initiatives/message-in-a-bottle-top/);
‘Stay Home Stories’ geographical research project (https://www.stayhomestories.co.uk/ and https://www.rgs.org/about/the-society/what-we-do/teachers/stay-home-rethinking-the-domestic-during-the-co/) and its overlap with the RGS-IBG’s ‘Young Geographer of the Year 2021’ competition (https://www.rgs.org/schools/competitions/young-geographer-of-the-year/2021-competition/);
‘Headlines‘ resources from The Economist Education Foundation, part of their wider programme known as ‘Topical Talk‘ (https://economistfoundation.org/resources/);
Hodder Education’s new Year 3 ‘Trailblazers’ theme, focusing on key inventions and explorers and covering Geography, History, Art, Music and D&T (https://www.hoddereducation.co.uk/eduu-school/eduu-school-sample-resources);
Pearson’s support for educators, considering ‘Historians and Geographers of the Future‘ and ‘What is compassionate fieldwork?‘ although aimed at Key Stages 3, 4 and 5, has relevance when implementing fieldwork activities at EYFS and Key Stages 1 and 2 (https://www.pearson.com/uk/educators/schools/subject-area/humanities/historians-and-geographers-of-the-future.html);
Digimap for School’s (http://digimapforschools.edina.ac.uk/), with its ‘Learning resources’, especially those classified under ‘Primary ideas’ and ‘Locational knowledge’ (https://digimapforschools.edina.ac.uk/learning-resources/), Darren Bailey’s ‘Ideas for primary teaching’, which focuses on transition between Key Stages 2 and 3 (https://www.youtube.com/watch?v=LEn8_2eg9BQ) and additional support material available to peruse (https://www.youtube.com/user/digimapforschools, https://digimapforschools.edina.ac.uk/help and https://www.rgs.org/schools/teaching-resources/?categories=GIS,Keystage1,Keystage2). Moreover, they have a FREE Teach Meet event taking place on Wednesday 23rd June, in which both Darren Bailey and myself shall be having some input (https://twitter.com/Digimap4Schools and https://ed-ac-uk.zoom.us/meeting/register/tZAuce2gqT0rGNOWe7lT0nwW2K1SKp4KsTXz);
geography southwest’s every growing ‘Primary’ section (https://www.geographysouthwest.co.uk/ and https://www.geographysouthwest.co.uk/primary/).

I spent some time looking at the offerings from the leading subject associations too, starting with the Geographical Association (GA). GeogPod, the GA’s podcast , particularly Episode 37, where Stephen Scoffham discusses ‘Quality geography, atlases, capital cities and making geography fun!‘ is worth a listen (https://www.geography.org.uk/GeogPod-The-GAs-Podcast). They have also launched new web materials to support geography ECTs, plus geography-specific guidance for the DfE-approved programmes for primary and secondary ECTs that geography mentors should find helpful when supporting their ECTs (https://www.geography.org.uk/Early-Career-Teachers and https://www.geography.org.uk/The-Early-Career-Framework). I projected a number of items that had appeared in their latest edition of the GA’s quarterly magazine, e.g. Policy matters; WorldWise Week 2021; Save our planet – pledges for COP26; subject updates, especially those relating to climate change; a link to the updated Early Years and Primary curriculum pages; Webwatch and Meanderings (https://www.geography.org.uk/Journals/GA-Magazine). Furthermore, I shared some of their recent content from the sections of ‘Everyday geography’, ‘Member’s Magic’, ‘Recommended resource’ and ‘In the News’. A great, FREE teaching resource on climate change and sea level rise can be found here: https://www.geography.org.uk/teaching-resources/investigating-climate-zones-and-climate-change. It is also worth exploring ‘Using the front cover in the classroom‘ and the ‘Web resources’ related to the Spring 2021 edition of Primary Geography (https://www.geography.org.uk/Journals/Primary-Geography). ‘The extraordinariness of the ordinary‘ written by Stephen Pickering for ‘The Start Gallery’ in the Summer 2021 edition of the same journal is worth dipping into as well (https://www.geography.org.uk/Journals/Primary-Geography).

The HA flagged up a few resources in their latest newsletter too. If you are studying the Stone Age, then do delve into the new The DNA Detectives book (https://insightandperspective.co.uk/primary-science-the-dna-detectives and https://insightandperspective.co.uk/publications/2020/8/14/dna-detectives-the-stone-age-mystery?rq=stone%20age%20mystery). For anyone exploring Roman Britain, St. Alban’s Museums have created some great materials here: https://mylearning.org/stories/exploring-roman-objects/1412. Furthermore, Leeds Museums and Galleries have three short films to introduce and describe common objects found in Victorian homes (https://mylearning.org/stories/victorian-curious-conundrums/1411). Tying in strongly with Ofsted’s emphasis on ‘cultural capital’ within its Education Inspection Framework (EIF) is the Teacher Art Pass; find out if you are eligible to take part in a research project and gain FREE Art Pass membership here: (https://www.teacherartpass.org/).

Anne Pillar from Key Stage 2 Gems (https://ks2gems.com/) joined us today too and gave us a whistle-stop tour of her website and some of the resources available to purchase or download for FREE.

I set aside ten minutes for teachers to peruse some of the afore-mentioned websites and resources. They also had an opportunity to ask Anne or myself any questions that they had. In addition, I addressed some of the points raised in the chat feed. It was lovely to see that participants had responded to each other as well; an effective means of sharing best practice more widely in these rather turbulent times.

Immediately afterwards, we contemplated the below independently before venturing into ‘break out rooms‘ to discuss this further. Participants were very willing to share what they had written on their sheets and lively conversations ensued in each ‘break out room’ that I visited.

We reconvened after about twenty minutes to dissect two posts that have recently been added to Ofsted‘s blog. The first related to geography in 23 outstanding primary schools, identifying strengths and areas for development (https://educationinspection.blog.gov.uk/2021/05/11/geography-in-outstanding-primary-schools). I also linked to a Geog Live! discussion centred upon this (https://www.youtube.com/watch?v=hFHhWI-s2Kk) and the GA’s thoughts about the best way to deliver primary geography. Julia Tanner wrote a fantastic article in the Spring 2021 edition of Primary Geography about ‘Progression in geographical fieldwork experiences‘ (https://www.geography.org.uk/Journals/Primary-Geography). Chris Ive’s ‘Taking a fresher look at the curriculum‘ in the Summer 2021 Primary Geography‘s journal offers advice on how good curriculum design builds links between the core and foundation subjects and allows for exciting geography lessons (https://www.geography.org.uk/Journals/Primary-Geography).

Tim Jenner investigates history in 24 outstanding primary schools (https://educationinspection.blog.gov.uk/2021/04/27/history-in-outstanding-primary-schools). He outlines the building blocks of progress and areas for improvement. The HA’s film, ‘Ask the Committee‘, contemplates what we can learn from lockdown in terms of history teaching and ideas for what we could/should do now to help children going forward (https://www.history.org.uk/primary/resource/10086/film-ask-the-primary-committee). Tim Lomas’ article on knowledge organisers in the Summer 2021 edition of Primary History is hugely thought-provoking (https://www.history.org.uk/publications/categories/299/resource/10090/primary-history-88), as is Kate Rigby’s on ‘Supporting colleagues to develop their subject knowledge‘ and Kerry Somers’ about ‘History teaching and learning when you can’t have the children in the classroom‘.

We paused for ten minutes to allow delegates time to digest all that had been discussed.

Next, we embarked upon a degree of reflection by means of the two activities below:

Individuals were able to note down three areas for development and consider how they might work towards achieving these objectives.

Some of their ‘concluding comments‘ can be viewed below:

Sum up today’s online meeting in five words/a sentence or two:

‘Thank you for the session today. It was so helpful as always. … Many thanks for your support.’
‘Always a well-structured, engaging, constructive, insightful and collaborative session. Excellent resources signposted with friendly and professional help given. Thank you.’
‘Very informative and helpful!’
‘Lots of useful resources.’
‘It was helpful being shown a variety of different resources to support planning, teaching and leadership of the subjects.’
‘Clear structure, informative and inspiring.’
‘I’m clearer about Ofsted’s expectations.’
‘Refreshing to have humanities given such importance; very informative.’
‘Clear advice and helper pointers.’
‘Super resources for me to research and very informative.’
‘Very informative.’
‘Great guidance on curriculum excellence.’
‘Supportive in identifying the development. Thank you for giving me a starting point. It can feel overwhelming.’
‘Thank you for allowing me to join you.’
‘Just managed to watch the recording of the meeting. Thank you very much, it was very helpful and will save me a great deal of time looking for resources.’

Possible themes for future Primary Humanities Network meetings:

Assessment/assessment methods/assessing geography.
Knowledge organisers.
Fieldwork planning/fieldwork progression.
Organising content to ensure progression.
Advice on minimising gaps for transitions between schemes so that topics are not lost in the reordering.

A productive way to spend a Friday afternoon it seems. Our next Primary Humanities Network meeting in September 2021 will, hopefully, take place in situ in Gloucestershire, with a repeat of the session being held virtually for those located further afield. More details will be distributed and posted within this blog in the next couple of weeks, so keep your eyes peeled!

Enjoy the remainder of Term 6!

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