History · Year 2

Active learning ideas

Famous Female Explorers

Active learning works because Year 2 pupils need concrete evidence to challenge stereotypes about explorers. Hands-on timeline work, role-play, and mapping let children see barriers firsthand, making achievements feel real rather than abstract. These methods also build empathy by letting pupils step into the explorers' shoes through structured activities.

• National Curriculum Attainment Targets
• KS1: History - Significant individuals in the past

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inside-Outside Circle
• 35 min · Small Groups

Timeline Build: Explorer Achievements

Pupils work in small groups to research one explorer using provided cards with key dates and facts. They sequence events on a large class timeline, adding drawings of planes, rockets, or maps. Finish with a whole-class walk-through to share highlights.

Who is one female explorer you have learned about and what did she do?

Facilitation Tip

During Timeline Build, place each explorer's card in a visible line and ask pupils to adjust order based on dates, reinforcing sequencing skills while studying history.

What to look for

Provide students with a card asking: 'Name one female explorer we studied. What was her main achievement? What was one difficulty she faced?' Students write their answers to check understanding of key figures and challenges.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 02

• Inside-Outside Circle
• 30 min · Pairs

Role-Play Interviews: Facing Challenges

Assign pairs one as explorer and one as reporter. The reporter asks prepared questions about journeys and obstacles, while the explorer responds in character using fact sheets. Switch roles and perform for the class.

What challenges did some female explorers face that made their journeys even harder?

Facilitation Tip

For Role-Play Interviews, provide sentence starters like 'I faced difficulty when...' to scaffold responses and keep discussions focused on challenges.

What to look for

Ask students: 'Imagine you are a journalist interviewing Amelia Earhart or Valentina Tereshkova. What is one question you would ask her about her journey, and why is that question important?' This encourages critical thinking about the explorers' experiences.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 03

• Inside-Outside Circle
• 25 min · Pairs

Map Journeys: Plotting Paths

Provide world maps for individual or pair work. Pupils mark routes of Earhart's flight or Tereshkova's launch site, noting distances and dangers with stickers or drawings. Discuss as a class what made paths impressive.

What do you think is the most impressive thing a female explorer has ever achieved?

Facilitation Tip

In Map Journeys, use a large world map and colored string to trace routes, helping pupils visualize distances and difficulties like weather or lack of resources.

What to look for

Show images of Amelia Earhart's plane and the Vostok 6 spacecraft. Ask students to point to the image of the explorer they learned about and state one fact about her journey. This quickly assesses recall and identification.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 04

• Gallery Walk
• 45 min · Small Groups

Gallery Walk: Achievement Posters

Groups create posters showing one explorer's life, challenges, and triumphs with images and captions. Display around the room for a gallery walk where pupils leave sticky-note comments on impressive facts.

Who is one female explorer you have learned about and what did she do?

What to look for

Provide students with a card asking: 'Name one female explorer we studied. What was her main achievement? What was one difficulty she faced?' Students write their answers to check understanding of key figures and challenges.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teachers should pair storytelling with hands-on tasks to make abstract concepts tangible for young learners. Avoid long lectures; instead, use short narratives followed by active tasks that require pupils to engage with the material. Research shows that combining visual, auditory, and kinesthetic elements strengthens retention and empathy, especially when addressing historical biases.

Successful learning looks like pupils confidently naming explorers, explaining their achievements, and discussing challenges they faced. They should use timelines and maps to sequence events, role-play interviews that include obstacles, and create posters that celebrate female contributions. Their reflections should show growing awareness of societal barriers.

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Watch Out for These Misconceptions

• During Timeline Build, watch for pupils who assume all explorers were men because the timeline starts with male figures.

  Use the timeline to deliberately place Earhart and Tereshkova early, prompting pupils to notice and discuss why these women are often overlooked. Ask, 'Why might Earhart's flight be less well-known than Lindbergh's?' to guide reflection.

• During Role-Play Interviews, watch for pupils who portray challenges as minor or easily overcome.

  Provide role cards with specific barriers, like 'You were denied funding because you are a woman' or 'Your map was inaccurate, leading you off course.' Ask pupils to include these in their interviews to highlight real difficulties.

• During Map Journeys, watch for pupils who assume explorers' routes were straightforward or without planning.

  Use replicas of navigational tools like compasses or early flight maps. Ask pupils to explain how these tools helped explorers prepare, making the dangers and planning visible.

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Methods used in this brief

• Inside-Outside Circle
• Gallery Walk