In primary school History lessons, children use historical sources to study the past and construct their own versions of historical narratives. We use two types of historical sources to uncover information from the past:

1. Primary sources from the period being investigated
2. Secondary sources, which are created later

Why should we use primary sources?

Primary sources provide the most substantial evidence and support pupils in developing historical enquiry skills such as:

• Posing questions 
• Critical thinking 
• Interpreting and analysing evidence
• Inference skills

Primary sources help bring history to life as they are first-hand accounts of or artefacts created during a historical period. They foster empathy and perspective by allowing children to connect with individuals who lived through historical events.

Using primary sources helps pupils actively participate in their learning by asking questions and exploring resources independently.

Where can you find primary sources?

It can be challenging for primary school teachers to obtain high-quality primary sources. Yet, they are necessary to teach the History curriculum effectively. Here are a few ideas for finding primary sources:

• Online photographs and images
• Local libraries and history archives
• Museum object loan schemes
• Items from the past that are owned by people from an earlier generation 
• Oral histories from interviews

Acquiring primary sources takes time, and their validity must be checked carefully. It’s also important to be aware of legal considerations, such as copyright laws, when using information obtained online.

Our talented History team has procured several primary sources available exclusively to Kapow Primary users. They have been carefully integrated into our History lesson plans, transforming the study of the past into an engaging and immersive experience – and bringing different periods of history to life.

How can you use primary sources in History lessons?

Below are some creative suggestions for using primary sources in History lessons. These are described in the context of Kapow Primary History units, but the lessons and sources could be substituted depending on the topic.

Document analysis and interpretation

In our History scheme, children learn to analyse and interpret written text, using historical documents such as diary entries, census returns and speeches, to develop historical enquiry skills. 

Year 2 children examine Bessie Coleman’s pilot licence. Coleman was the first woman of colour to gain an international pilot’s licence in 1921. Pupils use this written primary source to interpret evidence and create questions in their historical enquiry. 

Children in Year 5 learn about life in Tudor England using inventories from the City of Worcester Archives. They uncover facts about different people and draw conclusions regarding their lifestyles and status. In a subsequent lesson, pupils gather evidence to create their own inventory.

In Year 6, pupils use speeches from the Parliamentary Archives to make inferences about the politicians Ellen Wilkinson and Betty Boothroyd. They use these primary sources to find information regarding their personalities, interests, historical significance and legacy. 

Artefact exploration

One of our Kapow Primary teacher videos demonstrates how to create a memorable and valuable learning experience using artefacts.

The video is featured in the Year 3 unit on Roman Britain, but the suggestions can be applied to all lessons where pupils examine artefacts. The video advises:

• How children can use artefacts to make observations and deductions
• The types of questions pupils may ask such as: 
  • What do you think it is? 
  • What is it made from? 
  • Who might have used it?
• Tips for handling different types of artefacts, such as being aware of sharp corners and how to hold fragile items

The artefacts featured in the video are loaned from the Museum of Gloucester. Photographs are included in this unit for schools that are unable to obtain actual artefacts.

Visual analysis

When it is not possible to bring artefacts into the classroom or for children to view them elsewhere, visual analysis can be used to examine primary sources.

This is how two Kapow Primary History lessons use photographs to uncover historical evidence:

• Pupils in Year 2 examine photographs of toys from different eras as part of the unit on toys in the past. Children move around in a carousel discussing each photograph, making observations and sharing their ideas about each toy, prompted by a series of questions. 
• In the Year 3 British History unit on the Stone Age, Iron Age and Bronze Age, pupils learn about the limitations of archaeological evidence. Using photographs of artefacts procured from Wessex Archaeology, children become history detectives and work out essential information about a bronze-age man known as the Amesbury Archer. 

Oral histories and interviews

Oral histories and interviews with people who have lived through historical events are valuable historical primary sources. In our History scheme, oral histories feature in our Year 1 lessons, where pupils study toys from the past and prepare questions to ask visitors about their childhood toys. 

When it is not possible to conduct interviews, teachers can use our ready-made oral history videos featuring adults and children comparing their toys. Children can also watch these videos as inspiration for questions they might ask.

Developing children’s questioning skills is an essential part of historical enquiry. Questions are integral to Kapow Primary History lessons; every unit and lesson plan starts with a question, and lessons provide opportunities for pupils to ask and review questions. 

Role-playing and simulations

Engaging children in role-playing or historical simulations enhances pupil engagement, encourages collaboration, and fosters a deeper understanding of historical motivations and perspectives.

 Role-play is developed in our Year 2 lesson about Amelia Earhart; children interview and film each other as news reporters and eyewitnesses after reading an eyewitness account of Earhart’s solo flight across the Atlantic Ocean. 

Similarly, Year 6 pupils engage in role-play after examining census records to investigate the story of a Victorian family. They identify possible reasons for changes between different decades and develop this information into an interview-style role-play based on the life of one family member. 

Creating historical narratives

As part of the Kapow Primary History scheme, upper key stage 2 pupils use primary sources to create historical narratives. Using primary sources in this way allows children to become historians; they need to develop critical thinking as they decide how to weave together various perspectives and sources in a compelling manner. 

In our Year 5 unit about Tudor England, children construct a narrative of Queen Elizabeth I’s visit to Worcester in August 1575. They do this by drawing upon evidence provided by the Corporation Records for the City of Worcester. 

Children in Year 6 also use the Worcester Archives to discover information about Queen Elizabeth I, alongside transcribed extracts from the Anglo-Saxon chronicle about Alfred the Great. They must use these primary sources to present evidence about who was the most remarkable monarch in a tennis rally-style debate. This debate-style approach can be adapted for many different historical arguments.

Online archives

During our Year 3 History unit about Ancient Egypt, children conduct research using online primary sources. After watching video clips about the Book of the Dead, pupils work in groups to record their findings on a mind map. Using online archives enables pupils to broaden their understanding of history without leaving the classroom.

Pupils in Year 4 use the Kapow Primary timeline to understand how long ago Victorian times were. Then they examine extracts from The Reports and Evidence from Sub-Commissioners published by the Children’s Employment Commission on the Mines, 1842. Pupils use these extracts and other online videos to research and make inferences about children’s jobs in Victorian times.

When conducting online research, children must be briefed on online safety. Kapow Primary covers this for each year group in our Computing scheme. For general advice about online safety, see our blog about Safer Internet Day.

By incorporating authentic artefacts and first-hand accounts into the curriculum, teachers can spark children’s curiosity, develop critical thinking skills, foster empathy, and create meaningful connections between the past and present. By empowering pupils to explore primary sources, we equip them with the tools to become critical interpreters of history.