Diversity in Primary History: resources

There has been much emphasis on ensuring that we teach a balanced history curriculum which reflects diversity. Teachers often ask the Historical Association where they can get their ideas and find examples of good practice. From the start, the journal Primary History has addressed the many strands of a diverse primary history curriculum. This page allows teachers to see in one place the various articles on the broad theme of diversity that have appeared in Primary History arranged under a number of different categories: 

1. Diversity: General
2. Ethnicity/Race – supporting European teaching in FS/KS1 and KS2
3. Non-European Teaching Areas
4. Globalisation/Exploration
5. Refugees/Migration
6. Minorities/Persecution/Inequality/Controversial Issues
7. Gender; Women's history
8. Religion
9. Disability
10. Class
11. LGBTQI+
12. Age
13. Values/Citizenship
 

1. Diversity: General

• Primary History Summer Resource 2019. Focus on Diversity by Karin Doull and Paul Bracey - covering issues such as what is diversity? National identity, coverage, criteria, examples, transition to KS3. Separate sections on Key Stage 1 (examples such as shopping, hospitals, holidays, significant individuals, local history, suffragettes) and Key Stage 2 covering issues such as migration, trade, female power and achievement, black soldiers and local history). Extensive bibliography.
• Alison Gove Humphries, Paul Bracey and Darius Jackson, ‘Why is diversity so important? How can we approach it?’ PH 75, spring 2017.

Also:

• Ilona Aronovsky, ‘History belongs to us all: Diversity and the History Curriculum’ PH 65, autumn 2013. Detailed and useful analysis with many examples.
• Tim Lomas, ‘Inclusion, diversity and the national curriculum: are things better than they were?’ PH 65, autumn 2013.
• Kay Traille, ‘Whose History is it anyway? Class, Culture, Ethnicity, Gender, Religion’ PH 57, spring 2011.
• Lance Lewis and Helen Coxall, ‘Ways of Making Key Stage 2 History Culturally Inclusive: A Study of Practice developed in Kirklees’, PH, 29, October 2001.
• Hilary Claire, ‘Planning for Diversity in the Key Stage 2 History Curriculum’, PH 28, May 2001. Although designed for an earlier version of the curriculum contains useful ideas.

2. Ethnicity/Race: Supporting European Areas:

FS/KS1

• Ailsa Fidler, ‘Wangari Maathai as a significant individual: positive representation within a broad and balanced curriculum’ PH 91, summer 2022.
• Matthew Sossick, ‘Significant Individuals: Arthur Wharton: The world’s first professional black footballer’, PH 88, summer 2021

Also:

• Lisa MacGregor and Sue Temple, ‘Cross-curricular project on a famous (or not so famous!) person’, PH 53, autumn 2009.  Noor Inayat Khan

KS2

• Helen Crawford, ‘Significant anniversaries: Windrush 75: How can we teach this valuable topic?’ PH 94, summer 2023
• Steven Kenyon, ‘Teaching black British history through local archives’, PH 94, summer 2023
• Andrew Wrenn, ‘Teaching the British Empire in primary history: very important but tricky!’ PH 92
• Paul Bracey, ‘George Floyd protest in Bristol: Colston statue toppled (History in the News)" PH 86, Autumn 2020
• Paul Bracey, ‘The Blitz: All we need to know about World War II? Relating an event to a bigger picture of the past’ PH 81, spring 2019
• Paul Bracey, ‘Elizabethan times: Just banquets and fun? Developing a sense of period and chronology by exploring an aspect of the past since 1066’ PH 80, autumn 2018
• Andrew Wrenn, ‘For whose God, King and country? Seeing the First World War through South Asian eyes’ PH 79, summer 2018.
• Hayyan Bhabba, ‘World War I: widening relevance in the modern world’ PH 79, summer 2018
• Bev Forrest and Stuart Tiffany, ‘The contribution of the Commonwealth/Empire to the war effort’ Ideas for Assemblies, PH 69, spring 2015
• Ilona Aronovsky, ‘Refugee stories’ Ideas for Assemblies. PH 76, summer 2017. Includes Mo Farrah
• Ilona Aronovsky, ‘A trail of garnet and gold: Sri Lanka to Anglo-Saxon England: what can weapons and jewellery tell us about Anglo Saxons and the wider world?’ PH 76, summer 2017

Also:

• Barbara Bailey and Lynne Minett, ‘The world on the Wall: exploring diversity on Hadrian's Wall’, PH 65, autumn 2013
• Nina Sprigee and Kirsty Sullivan, ‘Teaching diversity through drama at the Museum of London: Stories of London people’ PH 65, autumn 2013.
• Dianne Excell, ‘History through connecting classrooms in Bradford and Peschawar, Pakistan’ PH 65, autumn 2013
• Alison Mott, ‘Diversity, ethnicity and the Victorians’ PH 65, autumn 2013
• Amy Robson and Kelly Hogg, ‘Racism and Equality through the 1936 Berlin Olympics: The Olympics, Nationalism and Identity’ PH 58, summer 2011
• Alison Gove-Humphries, Paul Bracey and Darius Jackson, ‘Dimensions of Britishness: Cultural Diversity and Ethnicity’ PH 57, spring 2011
• Kay Traille, ‘Primary History and the Curriculum: the perspective of students of African-Caribbean origin and their mothers’, PH 50,  autumn 2008
• Hilary Claire, ‘How should we remember Rosa Parkes?’ PH 43, spring 2006
• Hilary Claire, ‘Britain and the Wider World in Tudor Times’, PH 29, October 2001. Although designed for a previous curriculum, many excellent ideas related to diversity
• Elizabeth Newman and Dick Turpin ‘Spicing up the National Curriculum’, PH 15, February 1997. Romans and Spice trade. A theme for an ethnically diverse school

3. Non-European Teaching Areas

• Karin Doull, ‘Benin: exploring an African empire at Key Stage 2 – why is it worth studying?’, PH 94, summer 2023
• Karin Doull, ‘Baghdad: What were its connections across the medieval world?’ PH 93, Spring 2023
• Stephen Parr, ‘One of my favourite history places: Luxor, Egypt’ PH 92, autumn 2022
• Kate Rigby, ‘Significant anniversaries: the discovery of Tutankhamun’s tomb’ PH 92, autumn 2022
• Susie Townsend, ‘Two women linked across three thousand years of history: the story of Zheng Zhenxiang and Lady Fu Hao’ PH 92, autumn 2022
• Ilona Aronovsky, ‘Think like an archaeologist: Investigating Indus Valley artefacts in the primary classroom’ PH 91, summer 2022.
• Ilona Aronovsky and Akshyeta Suryanarayan, ‘Bringing an archaeologist into the classroom’, PH 91, summer 2022.
• Rosanna Evans, ‘Instead of mummies made with loo roll: how museum collections make ancient Egypt, and the people who lived there, real’ PH91, summer 2022.
• Karin Doull, ‘Teaching Ancient Egypt: Developing Subject Knowledge’ PH 88, summer 2021
• Kate Rigby, ‘Supporting Colleagues to develop their Subject Knowledge: the role of the subject leader’ PH 88, summer 2021. Examples are from Ancient Egypt
• Matthew Laban, ‘Language and Communication in the Ancient World’ PH 86, autumn 2020
• Alf Wilkinson, ‘Ankhu and Nebu of Deir el Medina’ PH 84, spring 2020 Ancient Egypt
• Alf Wilkinson, ‘Miss, did the Romans build pyramids?" (ancient societies who built pyramids) PH 83, autumn 2019
• Karin Doull, ‘Trade and pilgrimage in the Abbasid Caliphate’ PH 81, spring 2019
• Polly Tucknott, ‘Why stop at the Tudors: enhancing an understanding of the sixteenth century through a comparative study of Benin’ PH 79, summer 2018
• Alf Wilkinson, ‘What can you tell about the Maya from a Spanish soldier?’,  PH 78, spring 2018
• Alice Kirk, ‘The Shang Dynasty: How to investigate history through art and explore art through history’ PH 78, spring 2018
• Alf Wilkinson, ‘Texts for the Classroom: Ma’ats Feather by Juliet Desailly’ PH 78, spring 2018.  Ancient Egypt
• Karin Doull, ‘What made Cleopatra so special?’ PH 74, autumn 2016
• Alf Wilkinson, ‘Studying the Maya: a case study in making history accessible to all pupils’ PH 74, autumn 2016
• Jules Wooding, ‘Mummified cat embalmed in linen cloth’ PH 74, autumn 2016.  Egyptian image and teaching ideas
• Paul Bracey, ‘So was everyone an ancient Egyptian?  Developing an understanding of the world in ancient times’ PH 73, summer 2016
• Alf Wilkinson and Ben Ballin, ‘When 2+2=5! Teaching history and geography together in a meaningful way’ PH 73, summer 2016. Covers Egypt and Maya
• Alun Morgan, ‘Searching for the Shang in Shropshire’ PH 72, spring 2016
• Alf Wilkinson, ‘The Shang: what can we tell about an ancient civilisation from one tomb?’ PH 70, summer 2015. Including subject leader notes
• Dr Catherine Parker Heath, ‘Ancient Sumer’ PH 69, spring 2015
• Ayshah Ismail, ‘Early Islamic Civilisation’ PH 69, spring 2015. Plenty of resources and co-ordinator notes
• Ilona Aronovsky, ‘Investigating the Indus Valley 2600-1900 BC’ PH 68, autumn 2014
• Genner Llanes-Ortiz, Diane Davies and Ian Mursell, ‘The Maya: a 4000 year old civilisation in the Americas’ PH 68, autumn 2014
• Paul Bracey, ‘What do we mean by Big Picture History?’ PH 68, autumn 2014.  Includes overall plans and Maya case study
• Karin Doull, ‘Teaching Ancient Egypt’ PH 67, summer 2014. Plenty of teaching ideas
• Paul Bracey, Chad McDonald, Kayleigh Billins, Kerry Kup and Michael Knight, ‘Eweka’s story: Benin, Big Picture History and the National Curriculum for History 2014’ PH 67, summer 2014. Includes co-ordinator notes
• Alf Wilkinson, ‘Curriculum Planning: which non-European society might we offer as school?’ PH 67, summer 2014

Also:

• Caroline Meller, ‘Mesopotamia’ PH 65, autumn 2013
• Caitlin Bates, ‘A creative Egyptian project’ PH 63, spring 2013
• Ilona Aronovsky with Kate Benson and Ann Plummeridge, ‘Animation: A tool to develop historical understanding’ PH 62, autumn 2012.  Example of Indus Valley
• Meg Friis, ‘Egyptians, Embalming and Experiences’ PH 61, summer 2012. Based on ITT placement at Leeds City Museum
• Jane Shuter, ‘Throw away the old worksheets!’ PH 54, spring 2010.  Artefacts for Ancient Egypt
• Tim Lomas, ‘Teaching Ancient Egypt’ (Co-ordinators dilemma), PH 34, spring 2003
• Ilona Aronovsky,  ‘Teaching the Indus Valley Civilisation in the 21st century’,  PH 33, winter 2002
• Ilona Aronovsky, ‘Resourcing the Indus Valley Civilisation, a Key Stage 2 Non-European Civilisation’, PH 22, April 1999
• Jeanette L Philp, ‘An Approach to Studying Ancient Egypt’, PH 13, June 1996. A little old fashioned but some good valid ideas

4. Globalisation/Exploration:

• Karin Doull, ‘To boldly go: exploring the explorers for primary history’ PH 80, autumn 2018. Covers KS1 and KS2
• Joyce Hallam, ‘History supporting global learning’ PH 72, spring 2016. Linked to Global Learning Programme

Also:

• Cara Williams, ‘V&A Schools: SEN Programme: multi-sensory exploration of historical objects from around the world’ PH 65, autumn 2013
• Gloria Sole, ‘Promoting creativity, empathy and historical imagination: early years students learning the topic Portuguese discoverers’ PH 63, spring 2013
• The British Museum and the BBC, ‘A History of the World: 100 Objects that tell a Story’, PH 54, spring 2010
• Sarah Whitehouse and Mark Jones, ‘Creative exploration of local, national and global links’ PH 63, spring 2013. Using two contrasting Bristol schools

5. Refugees/Migration

• Helen Crawford, ‘Significant anniversaries: Windrush 75: How can we teach this valuable topic?’ PH 94, summer 2023
• Paul Bracey and Darius Jackson, ‘Migration to Britain through time’ PH 85, Summer 2020 (plus Pull-out Poster: Migration to Britain; see also Scheme of work: journeys - the story of migration to Britain)
• Ilona Aronovsky, ‘The life stories of refugees: Judith Kerr’ Ideas for Assembly. PH 75, spring 2017

Also:

• Jackie Ould-Okojie, ‘Exploring our roots: oral history and the local community’, PH 46, summer 2007. Experiences of migrants aimed at Y5-Y9
• Katherine Hann, ‘Migration: the search for a better life?’ (In my View), PH 37, summer 2004.

6. Minorities/Persecution/Inequality/Controversial Issues:

• Andrew Wrenn, ‘Teaching the British Empire in primary history: very important but tricky!’ PH 92
• Anthony Barlow, ‘Ukraine, children and schools’ PH 90, spring 2022.
• Matt Flynn, ‘Promoting Gypsy, Roma and Traveller Heritage in your primary curriculum’, PH 89, autumn 2022.
• Dan Lyndon-Cohen, ‘Exploring Empire, Artefacts and Local History’ PH 88, summer 2021
• Karen Van Coevorden, ‘Teaching about the Kindertransport without the Kinder’ PH 84, spring 2020
• Susie Townsend, ‘Teaching sensitive subjects: slavery and Britain’s role in the trade’ PH 83, autumn 2019
• Darius Jackson, ‘So why did they go into hiding? Anne Frank in her historical and social context’ PH 79 summer 2018
• Martin Winstone, ‘Is there a place for the Holocaust in the primary curriculum?’ PH 77, autumn 2017. Includes co-ordinator notes.

Also:

• Jane Card, ‘Slavery in Britain and the portrait of Dido Belle and Lady Elizabeth Murray’ PH 65, autumn 2013.
• Carole Turner, ‘The journey: World War II evacuees and Kindertransport – working with the Holocaust Centre’ PH 65, autumn 2013
• Kamai Bhana, ‘Is teaching about the Holocaust suitable for primary aged children?’ PH 61, summer 2012
• Mike Mitchell,  ‘History, Citizenship and National Identity: The Katyn Massacre’ in PH 57, spring 2011
• Anna Salaman, ‘Teaching about the Transatlantic Slave Trade and Emancipation’, PH 46, summer 2007
• Anita Parmar, ‘As a primary school teacher have you taught about the Holocaust’, PH 42. Spring 2006
• Paul Bracey, ‘Enjoying a Good Story’ (In My View) in PH 34, spring 2003. The Ireland in Schools Project
• David Rosenberg, ‘Teaching about racism, fairness and justice through key people’, PH 46, summer 2007
• James Hennessey, ‘Engaging with controversial issues through drama’, PH 46, summer 2007.
• Hilary Claire, ‘History, Citizenship and Controversy’, PH 46, summer 2007.
• Helena Gillespie, ‘Teaching Controversial Issues 8-11’ in PH 46, summer 2007. Based on HA TEACH report.
• Dean Smart,  ‘Citizenship, Controversial Issues and Identity in the Transition Year’, in PH 46, summer 2007
• Diane Rougie, ‘I could change the world if I put my mind to it! Teaching controversial issues and citizenship through a project on heroes and heroines’, PH 46, summer 2007

7. Gender; Women's history

FS/KS1

• Bee Rowlatt and Kirsty Ruthven, ‘Significant people: Why it’s worth considering Mary Wollstonecraft’, PH 94, summer 2023
• Ailsa Fidler, ‘Wangari Maathai as a significant individual: positive representation within a broad and balanced curriculum’ PH 91, summer 2022.
• Karin Doull, ‘Women and Space: reaching for the stars’, PH 89, autumn 2022.
• Melissa Chatton, ‘Happy 200th birthday Florence Nightingale’ PH 84, spring 2020
• Karin Doull, ‘Three first-class ladies – teaching significant individuals in Key Stage 1’ PH 81, spring 2019 
• Sue Temple, ‘Beyond compare: a study of Beatrix Potter and Benjamin Zephaniah’ PH 72, spring 2016

Also:

• Alison Gove-Humphries, Paul Bracey and Darius Jackson, ‘Why are you so angry Grace? Teaching and learning about Grace O Malley as a significant woman at Key Stage 1’ PH 65, autumn 2013.
• Nuffield Primary History Project, ‘Mini scaffolds: charts, concept webs, diagrams, mini-frames, grids and tables’ PH 60, spring 2012. Includes case study of Florence Nightingale.
• Nuffield Primary History Project, ‘Oracy and writing: speaking, listening, discussion and debate’ PH 60, spring 2012. Case study on Grace Darling and the Victorian workhouse.
• Michelle Dexter, ‘Teaching Famous People at Key Stage 1: Say No to Flo!’ PH 45, spring 2007.
• Karen Salter, ‘Grace Darling and Reception Children’, PH 14, November 1997.

8. Religion

• Dr Matthew L N Wilkinson, ‘Including the Muslim Contribution in the National Curriculum for History’ PH 65, autumn 2013

9. Disability

• Bev Forrest, ‘Towards inclusion: a study of significant figures and disability within the national curriculum’ PH 65, autumn 2013

10. Class

• Clare Horrie, ‘Using different sources to bring a topic to life: The Rebecca Riots’, PH 85, Summer 2020
• Allison Robinson, ‘A development study for Key Stage 2: poverty in Britain’ PH 72, spring 2016

Also:

• Nicola Caskey,  ‘A Project on Working Class Education in the Victorian Period’,  PH 36,  spring 2004

11. LGBTQI+

• Damienne Clarke, ‘Significant anniversaries in 2022: 50th anniversary of the UK’s first official Pride march: 1 July 2022’, PH 90, spring 2022.
• Stuart Tiffany, ‘LGBT History Month’ Ideas for Assembly PH 81, spring 2019

Also:

• Thomas Briggs, ‘The man who helped win the war, invented computing and inspired artificial intelligence research’ PH 65, autumn 2013. Alan Turing

12. Age

Also:

• Jacquie Dean, ‘The Leeds Community History Project’,  PH 50, autumn 2008. Linking schools and the older community

13. Values/Citizenship

• Michael Maddison, ‘Primary history and fundamental British values’ PH 73, summer 2016

Also:

• Mike Mitchell, ‘Citizenship and the Olympics’ PH 58, summer 2011
• Hilary Cooper, ‘History, values education and PHSE’ (In My View),  PH 50, autumn 2008
• Diane Rougie, ‘I could change the world if I put my mind to it! Teaching controversial issues and citizenship through a project on heroes and heroines’, PH 46, summer 2007
• David Rosenberg, ‘Teaching about racism, fairness and justice through key people’, PH 46, summer 2007
• Pat Hoodless, ‘Investigating Children’s Awareness of Changing Values and Attitudes through Stories written in the Past’,  PH 41, autumn 2005
• Peter Vass, ‘Stories about People: Narrative, Imagined Biography and Citizenship in the Key Stage 2 Curriculum’,  PH 41, autumn 2005
• Hilary Claire, ‘Learning and Teaching about Citizenship through History in the Primary Years’, PH Leading Primary History: Support Materials for History Co-ordinators’, 2006. Very useful, detailed and comprehensive
• Anthony Panter and Ian Cawood, ‘Identifying the Potential of History in Teaching Citizenship at KS1 and 2’, PH 33, winter 2002