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Using ICT for learning in history

Information Communication Technology can be used to help to develop historical knowledge, skills and understanding. Pupils can use the internet and multimedia applications to access, select, interpret and evaluate many different types of historical sources. They can use ICT to help them communicate their ideas effectively and organise and present information.

In this way, ICT can help create independent learners and develop confidence. It provides students with the opportunity to review and modify their work. It is a highly flexible resource that can be used in a variety of ways.

Fulfilling the statutory ICT requirements in history

Our teacher's booklet, written by Ben Walsh, gives full details of how using our website can develop ICT skills in history.

  • Within each of our topics and lessons there are numerous opportunities for pupils to communicate and analyse their ideas about original historical sources
  • Pupils are encouraged to create their own web pages to form their own topics based on material available in the British Empire, Cold War and Britain 1906-1918 topics
  • Many of the topics contain case study worksheets that can be used as word processor files. Pupils can gather information from the sources and paste it into the worksheet, using this to support their own arguments on a given topic
  • Using word processing software, pupils can cut and paste information and images from our site to create their own documents, posters or brochures on a particular theme or topic
  • Pupils can use word processing software to edit their work and to plan and structure essays
  • They can use the favourites or bookmark facility on the browser to compile a useful list of websites or web pages for a particular topic they are studying in history
  • If you have access to presentation software like Microsoft PowerPoint, pupils can communicate their research on a particular topic to a larger group

ICT statutory requirements for history

Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning.

Key stage 1

There is no statutory requirement to teach ICT in the history programme of study. However, pupils should be given opportunities to develop their ICT capabilities in the classroom wherever possible.

Key stage 2

Pupils should find out about the events, people and changes studied from an appropriate range of sources, including ICT-based sources (for example documents, printed sources, CD-ROMs, databases, pictures and photographs, music, artefacts, historical buildings and visits to museums, galleries and sites).

Key stage 3

Pupils should use ICT to research information about the past, process historical data, and select, categorise, organise and present their findings. This includes evaluating websites, considering the provenance of materials and assessing their value; and using ICT to process historical data and to select, categorise, organise and present information.

Pupils should have opportunites to redraft and restructure their work and to reflect on this process. They should also have opportunities to use online conferencing to discuss historical questions.


Becta, the government agency for ICT in education, offers advice on using ICT in teaching and learning.